OVERVIEW: Unit 1 EXTENSION TASK

Introduction To Argument
Socrates, the Greek philosopher who is considered by many the father of Western logic, was put on trial when the government of Athens changed regimes. As Socrates’ ideas aligned with the old regime, and because he was famous with many followers, he was considered a political threat to the new government and was put on trial for corrupt teachings.
One of his most famous quotes, “The unexamined life is not worth living,” was part of his response to the fact that if he did not renounce his teachings he would be executed. His statement was the reply: He chose to die rather than to stop what he called “The Questioning Habit,” his method of self-interrogation for the purpose of achieving genuine self-knowledge, even if that knowledge was negative, uncomfortable, or politically incorrect.

Choosing your topic

Choose a topic you are interested in and pursue that topic, reading around the topic and making sure you will be able to pursue it with logic, credibility, and feeling.
You are writing argument. This means that not only are you exploring a topic, you are taking a position. For example:

Topic: E-Cigarettes
Position: E-Cigs are not a “safer” alternative
Some arguments may include a “call to action” or persuasive point that insists on change being made. This is determined by the topic. Example:
Call to Action: The public should be made aware that E-Cigs are not a “safer” alternative to smoking.
The argument thesis

Putting it all together, an argumentative thesis would look something like this:

The Claim: E-Cigarettes pose health hazards that the public should be made aware of before choosing to use electronic cigarettes as a “safer” alternative.

Your teacher should give you some “They Say/I Say” style templates for writing your thesis. Use them!

TOPICS

Pop Culture

  • Big Fish to Scott Pilgrim: Modern Magical Realism in film
  • Vampire Slayers and American Gods: New ideas of Heroism in the 21st century
  • Bright-Eyed or Just Blind? We are too optimistic
  • Bad Angels: Why We Need antiheroes
  • Rap Gets a Bad Rap: Not Just Guns and Grills
  • FlavaFlav to Loki: Who Are Our Tricksters, and Why Are They Important?
  • Who is Who? Archetypes in Doctor Who
  • Other (Must be Approved): ______

Literary

  • Anansi Boys: The Hero Reimagined Through a Different Lore
  • The Heart of Darkness versus Things Fall Apart: Perceptions of Black Culture in Literature
  • Goodnight Moon: A Close Reading of a Children’s Classic
  • Is Shakespeare Really as Great as Everybody Thinks?
  • Dark Lore: Myth and Folklore in Harry Potter
  • Allegory and Satire in Matt Groenig’sFuturama
  • Other (Must be Approved): ______

Politics

  • Mass Shootings in America: Where Do They Come from, Where Will They Go?
  • Working 9 to 5: Should the Official Work Week Be Shortened/Extended?
  • Merry American Christmas! Values, Expectations, and Rituals of Consumer Holidays in America
  • The Maximum Wage: Should There Be a Maximum Wage?
  • Shop Til You Drop: American Value, or American Vice?
  • Hashtag, Idiot: Is Your Smart Phone Making You Dumb?
  • Bombs Away: Has US Policy Actually Spread Terrorism Rather Than Contain It?
  • America’s Report Card: Why There Is Really No “Education Crisis” in America
  • Bad Dads: Should Parents Be Held Responsible When Their Children Break Laws?
  • Other (Must be Approved): ______

Sports

  • How the Ball Bounces: What Changes, If Any, Should Be Made to NBA Rules to Preserve the Integrity of the Sport?
  • Role Models: Do Celebrity Athletes Bear Any Responsibility for Being Role Models for Children?
  • Foul Ball: Should teams with potentially offensive logos and nicknames (like the Cleveland Indians and Washington Redskins) change their names to be more racially sensitive?
  • Pay to Play, or Play to Pay: To what level should collegiate sports be funded? What is their relationship to academics?
  • The IX Factor: Does Title IX actually promote gender equality in college sports?
  • Fair Fare: Should GPA standards for college athletes be raised or more rigidly enforced?
  • American Pastimes: How have professional sporting events been negatively influenced by entertainment, including Jumbotrons, music, and crowd-pleasing activities?
  • Can Weight Gain Wait: Should creatine be banned from Major League Baseball?
  • Girls in Armor: Should women be allowed to play in professional sports leagues that have no female league equivalent (NFL, NHL)?
  • Over Exposed: How have ESPN and other media sources influenced (positively or negatively) professional sports in the last twenty years?
  • The Days of Old Hickory: Is baseball really still the “American Pastime?”

Weirdness (Must Be Approved):

  • The Proper Way to Make Ice
  • Why is Fake News Better than Real News? (talk about satirical news shows and web sites. Warning: You will encounter adult language)
  • The Best Way to Sharpen Pencils: The Book

UNIT 1 Extension Task: STEP-BY-STEP
Research-Based Argument Essay
Focus on Writing: The last time we wrote, we focused on interesting writing using methods of introduction, as well as wordiness. This time we we will focus on continuing to edit for wordiness as well as practicing formal writing.

You should be familiar with and actively using Actively Learn (if assigned). Actively Learn will be used to keep students practicing reading literature outside of class. In contrast, class time will be used to learn essentials of formal writing.

Use this Extension Task guide to help you keep track of your work. Note the tasks marked with “***” asterisks. These indicate “deliverables” or items that need to be checked or turned in. Be sure to write dates on this list of materials. Also, please take notes on the steps below as we review them. You may take notes directly on these pages.
The total point value of this project is between 250 & 300 points. Here are the steps:

I. BECOME INFORMED

Materials:

-Topics list

-Notebooks

-***Tasks due for assessment

  1. Select topic and get approval.

***Students add names of topics list

  1. Use notebooks to mind map ideas related to topic.

***Mind map created in notebook with at least three levels: Topic/Reasons/Evidence 15 points

II. RESEARCH THE TOPIC & CREATE WORKS CITED

Materials:

-Sample Research Paper

-Access to EBSCO internet databases

-Note cards

-Guide on using source material

-MLA guidelines for Works Cited and in-text parenthetical citations

-Using Sources Through Analysis and Synthesis

  1. Review sample research paper. Discuss role of Works Cited.
  2. Locate, print & paraphrasethese required source types:

A.1 Academic article (must annotate for claims and evidence)

B.1 News article

C.1 Youtube video. Youtube video, obviously, cannot be printed. However, it will count as a media source.

  1. Discuss how to paraphrase and cite source materials (paraphrase versus summary).
  2. Review MLA format & sample note cards. Remember, you can use more than one card for a source! Just keep them numbered and in order by source.
  3. Create notecards with paraphrases. Paraphrases should be focused on how to use source material. You may create additional cards for any one source that includes more information, notes, direct quotes, or paraphrases.
    ***Articles & Notecards due. 25 pointsMinimum three cards, 1 for each source. Remember, this is a short paper. It is not necessary to create excessive numbers of cards. However, some students find notecards useful when planning and freewriting their papers! This is a useful process to make sure you stay EVIDENCE-BASED!

IMPORTANT: Articles and note cards must be turned in TOGETHER to receive points. Notecards should be attached to the front of printed articles with binder clips. Notecard(s) for Youtube article may be attached to a blank sheet of paper with the word “moo” written directly in the center.

Point Deductions:

Academic article not annotated -10

Missing articles & notecards: -10/-10/-5

  1. Discuss strategies for using source material through analysis (breaking down how individual sources may be used) & synthesis (combining source material and integrating fully into logic of paragraphs). Use “More Than ‘For Example’” worksheet.
  2. AFTER teacher review, transfer note card information into notebook for safe keeping.
  1. Create Works Cited page. Remember! Works Cited is the last page of a research paper!
    ***Works Cited page due.

Works Cited must be complete with all three required sources (academic, news, and media). MLA formatting must be reasonably accurate (cannot simply turn in a list of sources on a piece of paper, napkin, clam shell, or the back of a McDonald’s wrapper).
In other words, this is an “all or nothing” grade, and must meet the above criteria. 25 pts

III. Write the Paper

Materials:

-Sample Research Paper

-Formal Vs. Informal writing guide

-PowerPoint: Sentence function in academic writing

-Wordiness Exercise

-Sample outline for academic argument writing using HIT/SEEC/BED

-“Golden Ticket” items (Donn’s revision & editing checklists)

-Actively Learn online classroom exercises (teacher will select)

  1. Formal Vs. Informal Writing
  2. Teacher Lecture: Using SEEC to understand function of sentences in academic or formal writing.
  3. Review sample research paper: Look-fors.
  4. Brainstorm/Mind map in notebooks.
  5. Begin outlining (may continue using notecards if desired)
    ***Outline check: 25 points
  6. Review Error Log (must be complete)
  7. Write Draft 1

***Draft 1 check: 25 points

  1. Wordiness exercises & “One ‘Is’ Per” exercise (teacher-led).
  2. Draft 2: Global Revision, “Golden Ticket” items. Students should review and annotate complete drafts. May use peer review/Google docs or other collaboration methods.
  3. Rewrite draft. Save & print.
    ***Draft 2 Revision Annotations check: 25 points
  4. Draft 3: Local Revision, “Golden Ticket” items. Students should review NEW draft and annotate complete drafts. May use peer review, etc.
    ***Draft 3 Revision Annotations check: 25 points.
  5. Rewrite draft. Save & Print.
  6. Read aloud.
  7. Finalize: Local Editing, “Golden Ticket” items.
  8. Compile paper & Works Cited page. Check MLA formatting.
  9. Turn in Drafts 1-3 (***letter grade off of final draft for failing to complete editing tasks).
  10. Teacher conferences using Remind.com
  11. Review final draft for MLA formatting issues.
  12. Repeat Step 28.
  13. Repeat Step 29.

***Final Draft to Turnitin. Remember, Word format (.docx) or PDF format only! Late penalty may apply for lack of attention to these directions! 100 points