Name: ______

Period: ______

Persuasive Essay Packet, 7th Grade:

Homework, Helpful or Harmful?

The Pros and Cons of Homework

Fill in the chart below with information from the articles we’ve read. Try to get at least 3-5 pieces of evidence from each article. Use another paper if you run out of room

Remember, evidence is provable fact or expert opinion, NOT the author’s opinion or claims. Be very careful about this!

Article # / Benefits of Homework (Pros) / Negative Effects of Homework (Cons)
1
2
3
4

Thesis Practice

As we discussed with our research essays, typically a thesis includes:

Your topic + Your Claim + Your Main Points /categories/reasons

Your Topic is homework.

You will be writing 2 theses, one defending homework and one condemning homework.

Look at your list of evidence and try to group up your evidence into three reasons or categories of evidence in support ofhomework and three reasons against homework. Remember that reasons are broader than evidence.

For example:

A Reason: (These are what we need in the thesis. Each of these becomes a topic sentence.)

“Homework is bad for students’ health.”

The Evidence: (These are what you gathered on the first page, and we’ll use them later.)

Doing homework requires students to sit still and according to a 2013 study, “99 per cent of children in the Greater Toronto Area are not getting enough exercise,” (“After…”).

Thesis One:

As a formula:

Homework / + / Is helpful / +
Topic / Claim / +
+
Your Main Points /categories/reasons

As a Sentence:

______

Thesis Two:

Homework / + / Is not helpful / +
Topic / Claim / +
+
Your Main Points /categories/reasons

As a Sentence:

______

Essay Planning Outline

I.Introduction

A.Attention Getter:

B.Summary Statement:

C.Thesis:

II.Body Paragraph 1

A.Topic Sentence:

B.Evidence 1:

C.Evidence 2:

III.Body Paragraph 2

A.Topic Sentence:

B.Evidence 1:

C.Evidence 2:

IV.Body Paragraph 3/ Counter argument

A.Topic Sentence:

B.Evidence 1:

C.Evidence 2:

V.Conclusion:

A.Restate thesis:

B.Summarize Topic Sentences:

C.Call to Action

Parts of an Introduction

What goes in an Introduction? - Tell us what you’re going to tell us!

  • Attention Getter: A sentence or more intended to get the reader’s attention and get them interested in your topic
  • Summary Statement: A sentence or two giving general, common knowledge about your topic and transitioning to your thesis
  • Thesis: a sentence that states the topic, your opinion, and the arguments you will focus on (see your work on the second page)

For Example:

Have you ever wondered what will happen to your current job in the future? Many people wonder this question but the biggest question is of all is, will robots take over our jobs? Robots now work on assembly lines and human guided robots work on Mars and in wars. Some people are really worried that this means they will take over most jobs done by humans. I think that robots will not take over a lot of jobs in the U.S.A. They are non-paying, but humans are better at our jobs and robots will make lots of mistakes.

Parts of a Body Paragraph

What goes in a Body Paragraph? – Tell us what you said you would tell us, in detail!

  • Topic Sentence: Introduce the main point of the paragraph--Use an argument/reason here!
  • Chunk 1: Sections of the paragraph that provide and explain evidence
  • Evidence: Introduce and citefacts and expert opinions from your research that support your topic sentence.
  • Explanation:Help your reader understand your evidence.Explain the evidence so readers who haven’t read the same research as you can follow your essay.
  • Commentary: Your readers aren’t psychic, so comment on your evidence. Back it up with common knowledge, relate it back to the thesis, or point out something you want to make sure your readers take note of. Connect with your audience and bring up their concerns, needs, and desires.
  • Transition: Use a transition between chunks and the conclusion (next, finally, second, etc.)
  • Chunk 2: Has the same parts as chunk one. Use evidence from a different source to make your work more persuasive and authoritative.
  • Evidence: Introduce and citefacts and expert opinions from your research that support your topic sentence.
  • Explanation:Help your reader understand your evidence. Explain the evidence so readers who haven’t read the same research as you can follow your essay.
  • Commentary: Your readers aren’t psychic, so comment on your evidence. Back it up with common knowledge, relate it back to the thesis, or point out something you want to make sure your readers take note of. Connect with your audience and bring up their concerns, needs, and desires.
  • Chunk 3: If you still have more evidence, transition to a third chunk and repeat the same parts as chunk one and two.
  • Closing sentence: Summarize your evidence and restate your main point. Sometimes it transitions to the next paragraph, poses a question, or includes a final thought.

For Example:

Women face the same dangers in the workplace as men, if not more.Women face many challenges because of sexist work environments like anxiety,depression,low self-esteem, and nausea ("Women's Safety..."). Even though women may work the same jobs as men, women are more likely to get mental illness (“Woman’s Safety…”). If you were sending someone into an environment that could make them mentally ill, you wouldn’t pay them less than someone in a safer job, would you? No, you’d try to make that job safe! Statistically, women appear to get fewer job related injuries than men, but women more often don't report it as a work injury ("Women's safety..."). In addition to covering up physical injuries, women also have a lot of stress trying to balance family and work, which can often end in increasing blood pressure and fatigue("Women's safety..."). Society expects women to keep working when they get home, and this takes its toll. Even though women don't appear to get as injured, they more often don't report it and get more mental illnesses so they should be paid as much as men for doing the same job.

This is a modified student example from an essay on equal wages for women. Here is the thesis:

It's unfair that women don't get paid as much because they face the same danger, can have similar home situations, and work as hard as men.

Parts of a Conclusion

What goes in a Conclusion? – Tell us what you told us, with insight!

  • Transition: Use a concluding transition (finally, in conclusion, or something fancier) to show your reader you’re wrapping up your paper.
  • Restate Thesis & Summarize your Main points: Now that we understand more of what you told us in the introduction, explain once again what you have been writing about and review the most interesting or important points. Often, this is as simple as paraphrasing your thesis and your topic sentences. This part may be several sentences long. You can be more sophisticated and draw additional conclusions that are backed up by your paper as a whole in this section. Don’t introduce new evidence, but DO take this last chance to appeal to your audience and use stories and logic to persuade them.
  • Final Thought or Call to Action: Leave your reader thinking with a last question for follow up research, a request that they do something about your topic, etc.

For Example:

Teens who cyberbully should get suspended because it harms teens, safety, grades, self confidence, and their learning. Once schools treat cyberbullying seriously, then definitely it would decrease students’ suicidal impulses and self harm. Also, it would stop unhappy teens who don't smile anymore because of that one text. Cyberbullies have to learn that bullying anyone online and hiding behind a screen isn't the right path. Dealing with this will definitely save lives. Discuss cyberbullying with your principal, and ask her to take it seriously!

Modified from a student’s essay on why cyberbullies should be suspended.

**Formatting your Final Draft**

Rules for MLA format:

  • Essays (including titles) should be typed in a legible, simple font in size 12. We will use the font Times New Roman.
  • Titles are centered and may be in bold text (but otherwise are the same size and font as the essay).
  • Essays should be double-spaced from the heading at the top to the bibliography. This is a setting. Do not try to double-space using the space bar or the return/enter key.
  • Essays need a “header” with the author’s last name and the page number in the upper left hand corner of every page—word processing programs have a tool for this.
  • Essays need a “heading” in the upper left hand corner of the first page with the author’s name, their teacher’s name, the class’s name and section/period, and the due date of the essay. Each of these goes on its own line.
  • Margins should be 1” all around the essay. This is the default setting on most word processing programs.
  • Leave one space after periods and punctuation marks (see revision checklist from the Bullying paragraph for examples, and some similar tips on punctuation).
  • Cite your sources using in-text and bibliographic citations as indicated on the MLA Citations page later in this packet.

**Writing Your Works Cited**

What is a works cited?- A works cited is a collection of bibliographic citations for the sources you actually cited in your essay.

Format: Format is everything in a bibliography/ works cited. See the example in the expositorypacket and the MLA citation handout given earlier in the year.

  • The title is Work Cited and is centered and bold.
  • Like your essay, the works cited is double spaced, in the font Times New Roman, at size 12.
  • Each bibliographic citation is “reverse indented,” meaning that unlike a paragraph, which has the first line indented, all lines but the first one are indented. Since you are using an iPad, just use the “bullet points” setting to help the first line stand out.
  • Each bibliographic citation is formatted in MLA style according to the source you use. We’ll use the MLA handout and EasyBib.com to do ours this time. You will likely have to find the sources online.
  • Bibliographic citations are in alphabetical order by the first unique item, usually the author’s last name.

**Revising Your Draft**

First, do a peer edit for the items below on a friend’s paper. Make the requested changes and then do the same with your own paper. Finally, revise, adding any missing elements.

REVISION CHECKLIST

Check for introduction that includes:

  • An attention getter
  • A Summary Statement
  • A Clear Thesis

Check for 3 or more Body Paragraphs

Check that each body paragraph has:

Body Paragraph 1 / Body Pargraph 2 / Body Paragraph 3
Topic sentence
2-3 pieces Evidence,
All evidence is explained
All evidence is commented on, if appropriate
A closing sentence
Transitions that help the paragraph flow and help the reader follow your train of thought / Topic sentence
2-3 pieces Evidence,
All evidence is explained
All evidence is commented on, if appropriate
A closing sentence
Transitions that help the paragraph flow and help the reader follow your train of thought / Topic sentence
2-3 pieces Evidence,
All evidence is explained
All evidence is commented on, if appropriate
A closing sentence
Transitions that help the paragraph flow and help the reader follow your train of thought

Check that your conclusion:

  • Transitions from the body of your essay
  • Restates your thesis and main points
  • Has a final thought or call to action to connect with your reader

Check that the thesis accurately reflects the content of the essay. If not, revise the thesis or the essay.

STOP and fix anything you need to from your Revision checklist above. Then proofread with the list below.

PROOFREAD:

Check for:

Misspelled words (click and hold, click replace, choose the correct word, or use Google to help you find the correct spelling)

Typos: extra or missing spaces, wrong words, extra letters or characters, etc.

Capital letters at the start of each sentence

Capital letters for proper nouns like people or institutions

Periods or other end punctuation at the end of each sentence

One space after a period, comma, colon or semicolon (e.g.: French toast, pizza, and potatoes are cool.)

No spaces between quotation marks or parentheses and the first and last words of the quote/contents (e.g.: “I like Bob.”)

Opening and closing quotation marks where needed

Punctuation goes inside quotation marks (e.g.: (“I like Bob.”)

First line is indented

Run on sentences (look out for sentences longer than 3 lines or that have several complete thoughts- break them up)

Fragment sentences (look out for short sentences or sentences that you can’t find the subject and verb in- attach them to another sentence thoughtfully or add what’s missing to make a complete thought)

Persuasive Essay Rubric

Category / 5- Exceeds standard / 4- Met standard / 3- Approaching / 2- Attempting / 1- Incomplete or no attempt
Introduction W7.1.a / Meets standard and insightful organization or response to claims / Gives claim & organizes reasons logically; Mentions other claim / Introduces claim and may organize reasons / Introduces claim, might mention reasons / Incomplete or main idea totally unclear
Evidence
W7.2.b, W7.9 / Meets standard and extra evidence, excellent sources, insightful understanding of topic, etc. / Supports claim logically and (6+) relevant pieces of cited evidence; uses credible sources and shows understanding of the topic. / Supports claim logically and (4+) relevant pieces of cited evidence; uses credible sources and shows understanding of the topic. / Includes some reasoning; has (3+) cited evidence from relatively credible sources; Shows some understanding of topic / Reasoning is difficult to follow; lack of evidence; sources that are not credible; little understanding of topic
Citations W7.8 / Meets standard and extra or unusual sources, cites perfectly, etc. / Evidence is from 3+ credible sources; cited correctly; includes several quotes / Evidence is from 2+ credible sources; most correctly cited; includes 1+ quote / Evidence from 2+ somewhat credible source; attempts citation / Evidence from 1 source; sources may not be credible; little or no attempt to cite
Transitions and Clarity
W7.2.c / Meets standard and insightful and striking transitions and counter-arguments, etc. / Uses a variety of transitions (& topic sentences), clarifying relationships among claims, reasons, & evidence / Has transitions (& topic sentences) that clarify relationships among claims, reasons, & evidence / Some relationships among claims, reasons, & evidence are clarified / Incomplete or little clear connection among claims, reasons, & evidence
Formal Style & Conventions
W7.2.d / Meets Standards & uses domain specific vocabulary & conventions, etc. / Establishes & maintains a formal style, w/ precisely chosen language; rare errors in conventions / Establishes & maintains a formal style, w/ carefully chosen language, has errors in conventions / Many awkward language choices and/or many inconsistent conventions / Misused words, slang, poor conventions and other language problems or incomplete
Conclusion
W7.2e / Meets Standard & adds something to essay, etc. / Conclusion clearly follows from & supports the essay / Conclusion relates to essay and is complete / Conclusion restates thesis, may lack detail & transitions / Conclusion is incomplete, absent, or unrelated to essay
Task, Purpose, & Audience (TPA) W 7.4 / Meets standard & exceeds expectations for grade level / Coherent, clear writing has appropriate development, org., and style for TPA / Clear writing w/ mostly appropriate development, org., and style for TPA / Essay doesn’t seem at all written for TPA / Essay is incomplete or inappropriate for any school context