Writing Allows Us to Examine Our Beliefs So That We Can Speak with Authority

WRITING I

(SECONDARY)

SELECTIVE UNIT 4 (S04)

(Persuasive II – Position Essay)

(July 2014)

Writing allows us to examine our beliefs so that we can speak with authority.

Unit Statement: So often we find ourselves arguing for positions that we have never truly stopped to consider. Writing allows us to slow down and critically examine our beliefs and opinions. In this unit, the student will use the writing process to analyze his/her own opinions and to build strong arguments with which he/she can confidently support their conclusions. The student should be challenged to move beyond general, cliché topics; he/she should be encouraged to examine specific topics that have personal significance.

Essential Outcomes: (must be assessed for mastery)

1. The Student Will analyze effective writing in model texts of position essays.

2. TSW present an issue that is personally relevant.

3. TSW define a clear position.

4. TSW argue for a specific position.

5. TSW counter objections and opposing positions.

6. TSW establish credibility as a writer.

Introduced Outcomes: (taught, not assessed)

1. The Student Will debate both sides of an assigned issue.

2. TSW define irony and satire.

Practiced/Ongoing Outcomes: (development is ongoing)

1. The Student Will follow the writing process when completing the unit writing assignment.

2. TSW use reading and vocabulary building strategies to improve English proficiency.

3. TSW present a short persuasive speech related to a humorous topic.

4. TSW research strategies for formal debates and analyze The Great Debaters (2007) Dir. Denzel Washington.

Key Terms and Concepts:

QSI WRITING I SEC S04

Controversial

Opinion

Belief

Reason

Emotion

Perspective

Argument

Formal Argument

Counter-Argument

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Suggested Student Materials: (provided by school)

· “Position Paper” Reading Critically, Writing Well Ch. 7 (345-409)

· “Writing a Position Essay” Write Source (pp 201-238)

Suggested Professional Materials For Teachers: (provided by school)

· “Position Paper” Reading Critically, Writing Well Ch. 7 (345-409)

· “Writing a Position Essay” Write Source (pp 201-238)

Technology Links:

· The Norton Field Guide To Writing (on-line)

· OWL: Purdue Online Writing Lab

· PB WORKS: On-line wiki used for drafting, revising, peer revising and editing.

· Destiny Webpath Express (found in school library)

Suggested Tools and Assessment Strategies:

Annotation of Model Texts:

Initial analysis of a Model Text can be completed as a class. A second analysis can be completed in pairs followed by group discussion. Students should submit an individual analysis (annotated photocopy of the text) of a third text to demonstrate “mastery” for (TSW1) OR this can be demonstrated in a Self-Assessment analysis of the final essay produced by the student.

The Political Scene - Historical Speeches and Documents:

Students can read and analyze historical speeches and documents such as King’s “I Have a Dream,” Gandhi’s speeches and “The Declaration of Independence” for how formal positions are organized and defended with specific evidence.

View The Great Debaters (2007) directed by Denzel Washington.

Class Debate

Have students work in pairs to prepare arguments for two sides a position. When they come to class, each will draw a position which they will defend in a short debate. (Practices understanding and use of formal argument.)

Attached Rubric will be used to assess ALL essential outcomes (TSWs).

RUBRIC FOUND ON FOLLOWING PAGE…………………………………………

Suggested Unit Evaluation Rubric: Persuasive II – Position Essay (S04)

Student Name: ______Date: ______

To receive a ‘B’ in the unit, a student must demonstrate “MASTERY” of all TSWs.

*To receive an ‘A’ in the unit, a student must demonstrate “ABOVE MASTERY” on 3/4 TSWs.

TSW / ‘A’ LEVEL / ‘B’ LEVEL / NOTES:
(TSW-1)*
Analyze effective writing in model texts of position essays. / Annotations explain how the key elements and specific examples highlighted are effective. / Annotations highlight key elements of effective writing.
(TSW-2)*
Present an issue relevant to his/her life. / Development of the issue involves literary elements. / Issue is described clearly as being relevant to the student.
(TSW-3)
Define a clear position. / Thesis statement is clear and presents a controversial position.
(TSW-4)*
Argue for a specific position. / Arguments are presented in a deliberate order that strengthens the position and illustrates the student’s awareness of the audience’s opinion on the issue being presented. / Arguments are clear and remain focused.
(TSW-5)*
Counter argue objections and opposing positions. / Counter arguments are anticipated in the development of the issues and arguments and are included within the essay as opposed to a separate paragraph. / Counterarguments are presented in a separate paragraph.
(TSW-6)
Establish credibility as a writer. / Claims, evidence and language used in the essay establish the credibility of the student’s voice and argument in the essay.

QSI WRITING I SEC S04