2. Transitions handout: Click here
3. Who's to Blame Consensogram: Click here.
4. Who's to Blame Evidence Brainstorm: Click here
5. Sample filled-in T-Chart: Click here
6. My sample paper with Intro and some Evidence: Click here.
7. How to write a Quote Sandwich. Click here.
8. Mrs. Trinkle's steps to writing an argument essay. Click here.
9. More to Come
Standards addressed in this writing project:
CCSS.ELA-Literacy.W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.W.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s) and counterclaims
CCSS.ELA-Literacy.W.9-10.1b Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
CCSS.ELA-Literacy.W.9-10.1c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.Transitions handout from Plainfield HS: https://drive.google.com/file/d/0BwKF5_3YogysdHpQMGFaazBsbVU/edit?usp=sharing
CCSS.ELA-Literacy.W.9-10.1e Provide a concluding statement or section that follows from and supports the argument presented.
- CCSS.ELA-Literacy.L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Assess here.
- CCSS.ELA-Literacy.L.9-10.1b Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety. Teach here.
- CCSS.ELA-Literacy.L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
