Culture: Shaping Perception
LDC Culture Synthesis Essay Module: Task 19
Soula Palassis, Amy Ring, and Micele Sturm
Kenton County Schools
LDC Argumentative Module
Module Title: Culture Synthesis Essay
Module Description (overview): Students will write an essay that takes a position on the extent to
which culture informs one’s perception. The essay will synthesize multiple sources and effectively
defend the writer's position.
Task Number, Type, and
Level
 Task 19
 Argumentative
 Level 2 (for
general)
 Level 3 (for
accelerated)
Template Task
Template Prompt
[Insert question] After reading
_________(literature or informational
texts), write _______ (essay or substitute)
that explains ______ (content). What
conclusions or implications can you draw?
Cite at least ______ (number) sources,
pointing out key elements from each source.
In your discussion, address the credibility
and origin of sources in view of your
research topic Identify any gaps or
unanswered questions. Optional: Include
_____(e.g bibliography)
Completed Prompt
To what extent does one’s culture
inform the way one views others
and sees the world? After reading
selections of cultured texts, write a
synthesis essay that explains to
what extent does one’s culture
inform the way one views others
and sees the world. Cite at least
three sources, pointing out key
elements from each source. L2 In
your discussion, address the
credibility and origin of sources in
view of your research topic. L3 for
accelerated***
Grade(s)/Level: 10th Grade
Discipline: English
Course: English II
Author: Soula Palassis, Amy Ring, and Micele Sturm
Contact information: soula.palassis@kenton.kyschools.us, amy.ring@kenton.kyschools.us , and
micele.sturm@kenton.kyschools.us
Section 1: Standards
Common Core Standards: Argumentation: The following College and Career Readiness (CCR) anchor
standards apply to reading and writing in argumentative template tasks. Refer to the 6-12 standards for
grade-appropriate specifics that fit each task and module being developed. The standards numbers and
general content remain the same across all grades, but details vary.
Number
1
3
8
9
10
Number
1
4
9
10
CCR Anchor Standards for Reading (Argumentation)
Read closely to determine what the text says explicitly and to make logical inferences
from it; cite specific textual evidence when writing or speaking to support conclusions
drawn from the test.
Analyze how and why individuals, events, and ideas develop and interact over the
course of a text.
Delineate and evaluate the argument and specific claims in a text, including the
validity of the reasoning as well as the relevance and sufficiency of the evidence.
Analyze how two or more texts address similar themes or topics in order to build
knowledge or to compare the approaches the authors take.
Read and comprehend complex literary and informational texts independently and
proficiently.
CCR Anchor Standards for Writing (Argumentation)
Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
Draw evidence from literary or informational texts to support analysis, reflection, and
research.
Write routinely over extended time frames 9time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks,
purposes, and audience.
Task Number/Type/Level
 Task 19
 Explanatory
 Level 1 and Level
2 (for
accelerated)
Template Task
Template Prompt
[[Insert question] After reading _________(literature or informational
texts), write _______ (essay or substitute) that explains ______ (content).
What conclusions or implications can you draw? Cite at least ______
(number) sources, pointing out key elements from each source. L2 In your
discussion, address the credibility and origin of sources in view of your
research topic. L3 Identify any gaps or unanswered questions. Optional:
Include _____(e.g bibliography)
Teaching Task
Background: Students began a unit on Cultural Conversations 2 weeks ago, and have since been
exposed to pieces of cultural art, essays on family and cultural conflicts, memoirs, poetry, and film. All
pieces have centered on the key theme of cultural identity.
Prompt: How do external factors affect one’s sense of identity? After reading “Thanksgiving: a
Personal History,” “An Indian Father’s Plea,” and other literary and informational texts, write a
synthesis essay that analyzes how cultural identity influences an individual’s perspective. Support your
position with evidence from at least three of the texts. Cite at least three sources, pointing out key
elements from each source.
Focus
Reading/Research
Controlling Idea
Development
Organization
Conventions
Focus
Reading/Research
Controlling Idea
Development
Organization
Conventions
Focus
Reading/Research
Controlling Idea
Development
Organization
Conventions
LDC Argumentation Rubric
ADVANCED
Addresses all aspects of the prompt with a highly focused and convincing response.
Demonstrates accurate and effective use of reading materials to develop argument
or proposal and a solid understanding of content as presented in the prompt.
Establishes a substantive and credible claim or proposal Acknowledges relevant
competing arguments, defending or qualifying the claim or proposal as
appropriate.
Develops a detailed and convincing argument or proposal; provides relevant
evidence in the form of examples or explanations with statements from reading
material. Makes a clarifying connection(s) that illuminates argument and adds
depth to reasoning.
Applies an appropriate text structure that develops reasoning; applies a logic
model, such as deductive reasoning.
Demonstrates a well-developed command of standard English conventions and
cohesion; employs language and tone appropriate to audience and purpose.
MEETS EXPECTATIONS
Addresses the prompt and stays on task; provides a generally convincing response.
Demonstrates generally effective use of reading materials to develop argument or
proposal and an understanding of the content as presented in the prompt.
Establishes a credible claim or proposal Acknowledges competing arguments while
defending the claim or proposal.
Develops a satisfactory argument or proposal using reasoning with adequate detail
to support claim or proposal; provides evidence from text(s) in the form of
examples or explanations relevant to the argument or proposal. Makes a relevant
connection that helps to clarify argument or proposal.
Applies an appropriate text structure that develops reasoning; applies a logic
model.
Demonstrates a satisfactory command of standard English conventions and
cohesion; employs language and tone appropriate to audience and purpose.
NOT YET
Attempts to address prompt but lacks focus or is off-task.
Demonstrates weak use of reading materials to develop argument or proposal.
Establishes a claim or proposal but is weak or off task; Attempts to acknowledge
competing arguments.
Lacks details to support reasoning; examples or explanations are weak or not
relevant. Connection is not relevant.
Provides a weak text structure; composition is confusing.
Demonstrates a weak command of standard English conventions; lacks cohesion;
language and tone are not appropriate to audience and purpose.
Overview: LDC Argumentative Instructional Ladder
Classroom Pre-Instruction
1. Pre-test (optional)
2. Bridging conversation
3. Begin instructional
sequence
4. Student project
planning
Reading Process
1. Essential Vocabulary
2. Note-taking
3. Active Reading
Transition to Writing
1. Bridging conversation
Writing Process
1. Initiation of task
2. Planning
3. Development
4. Revision/Editing
5. Final draft
6. Extensions
Ability to read a text or multiple texts on a topic or issue and to write
an informational product.
Ability to establish knowledge base and assess skills and strategies
necessary to manage task.
Ability to understand and explain the teaching task’s prompt and
rubric
Ability to plan a task so that reading and writing processes are
accomplished on time
Ability to identify and master terms essential to understanding a text
Ability to select important facts and passages for use in one’s own
writing.
Ability to identify the central point and main supporting elements of a
text.
L2 Ability to identify and analyze competing arguments
L3 Ability to make clarifying connections and/or providing examples
Ability to establish knowledge base and assess skills and strategies
necessary to manage task.
Ability to establish a controlling idea and consolidate information
relevant to task.
Ability to develop a line of thought and text structure appropriate to
an Argumentative task.
Ability to construct an initial draft with an emerging line of thought
and structure.
Ability to apply revision strategies to refine development of argument,
including line of thought, language usage, and tone as appropriate to
audience and purpose. Ability to apply editing strategies and
presentation applications.
Submit your final draft before or on due date for scoring and
feedback.
Ability to apply what is learned in the classroom to an experience
involving non-school audiences and situations.
Instructional Ladder Section 1 – Classroom Pre-Instruction
1. Pre-test (optional): None
2. Bridging Conversation: Ability to establish knowledge base and assess skills and strategies
necessary to manage task.
Prompt: In a quick write, write your first reaction to the task prompt. What strategies might you
use to gain knowledge of the issue and form a claim or proposition?
Product: Short constructed response
Scoring guide: no scoring
Instructional strategies:
 Teach or review content required for the task: history, literature, and non-fiction text
depending on when in the sequence they teach the content – before or during the
production of the task. Discuss the demands of making counter-arguments and
providing examples from past/current events.
3. Begin instructional sequence: Ability to understand and explain the teaching task’s prompt and
rubric.
Prompt: In your own words, write a brief explanation of what the instructional task asks you to
do. What knowledge and skills must you employ to complete this task?
Product: Short constructed response
Scoring guide: no scoring
Instructional strategies:
 Review each student’s response to ensure she/he understands the task. Ensure relevant
reading material is selected or provided.
 Have students share responses so that students can hear/know what each other is doing
and encourage them to help each other when appropriate.
 Discuss in detail the prompt, type of writing and structure, the product, and the rubric.
4. Student project planning: Ability to plan a task so that reading and writing processes are
accomplished on time
Prompt: Create timeline for completing the instructional task within a given time frame.
Product: Timeline
Scoring guide: Timeline
Meets
Not yet
Attempts
to meet
 Creates a “doable” timeline that paces reading and writing
the criteria for
processes
Proficient
Instructional strategies:
 Model a common or sample timeline & homework
 Provide students with a timeline template
 Discuss the importance of planning
Instructional Ladder Section 2 – Reading Process (Development of Skills and Cognition)
1. Essential Vocabulary: Ability to identify and master terms essential to understanding a text
Passage: ”Thanksgiving: a Personal History” by Jennifer New
Prompt: After reading “Thanksgiving: a Personal History” by Jennifer New, read through the
essay one more time to highlight/mark/underline each mention of changing perspective. Speak
with a peer about what you marked and why.
Then, on your own, write one paragraph about how the author’s struggle with external forces
changes her perspective of Thanksgiving. When you are finished with the paragraph, discuss the
author’s tone with the class.
Product: Constructed Response, Annotated Text
After reading and annotating “Thanksgiving: a Personal History” complete (with a small group) a
graphic organizer that shows the relationship between tone and transitional perspective.
Product: Graphic Organizer
Scoring guide:
Meets
Not yet
Students accurately identify New’s changing tones and
Attempts to meet
perspectives and correctly cite lines from “Thanksgiving: a
the criteria for
Personal History” within their graphic organizer.
Proficient
Instructional strategies: Marking the Text, Small Group Discussion/Collaboration, Close Reading,
Graphic Organizer
2. Note-taking: Ability to select important facts and passages for use in one’s own writing.
Passage: “An Indian Father’s Plea” by Robert Lake
Prompts: While reading “An Indian Father’s Plea” by Robert Lake, use metacognitive markers to
identify the five key elements of an argument. Use a graphic organizer to compile your list.
After marking the text, work with a partner to discuss the effectiveness of the writer’s
organizational structure.
Then, on your own, write a response to the following questions:
Who is the author’s audience? How effective is the author in speaking to this audience?
What is the author’s persona? How effectively does he come across to his audience?
Products: Appropriately marked text/ Shared Constructed Response
Scoring guide:
Meets
Not yet
Text reflects a focus on the effectiveness of New’s arguments for
Attempts to meet
cultural understanding. It correctly cites lines from the essay for
the criteria for
support.
Proficient
Instructional strategies: Text marking toward author’s organizational structure, Think-Pair-Share
strategies and Constructed Response structure and criteria for scoring.
3. Active Reading: Ability to identify the central point and main supporting elements of a text.
Passage I: “Everyday Use” by Alice Walker
Prompts: While reading “Everyday Use” by Alice Walker, underline evidence of the author’s
changing perspective as it links to her past (specifically racism, sexism, and poverty).
With a partner, create a Venn diagram that compares and contrasts the sisters’ characters with
special focus on cultural components (family, education, occupation, and other subcultures).
Then, on your own, write a response to the following Quick-Write question:
How do cultural components impact each sister’s perspective of their mother, the quilt, and
each other?
Scoring guide:

Meets
Text insightfully compares the alternate perspectives of each
component. It correctly cites lines from the memoir for support.
Not yet
Attempts to meet
the criteria for
Proficient
Instructional strategies:
Textual Marking, Think-Pair-Share, Quick-Write, Whole-Class Discussion, Venn Diagram
Instructional Ladder Section 3 – Transition to Writing
1. Bridging Conversation: Ability to link reading results to writing task.
Prompt: After our review discussion, write what you know about the prompt question:
To what extent does a person’s culture inform the way he or she views others and the world?
Product: Quick Write Paragraph or List of Concepts and Idea
Scoring guide: No scoring
Instructional strategies: small group discussion
Instructional Ladder Section 4 – Writing Process (Development of Skills and Cognition)
1. Claim: Ability to establish a claim and consolidate information relevant to a task.
Prompt: Review the texts you have read (in Units 1 and 2, as well as outside texts) and your
personal experiences with culture. Determine how you could use several of those texts to
defend, challenge, or qualify the prompt question.
Product: Quickwrite
Scoring guide:
Proficient
Not yet
Text accurately chooses texts and personal experiences to defend,
Attempts to meet
challenge, or qualify their answer to the prompt question.
the criteria for
Proficient
Instructional strategies: Quickwrite
2. Planning: Ability to develop a line of though and text structure appropriate to an argumentation
task.
Prompt: Reread the texts you’ve chosen and complete a graphic organizer that outlines your
synthesis paper. Organizer will consist of your position, an author whose work is relevant to
your conversation, a description of how the author’s work is relevant, and 3 specific examples of
how the author supports/refute your claim.
Product: Graphic Organizer
Scoring Guide:
Proficient
Scoring Guide is accurately and relevant completed. Support evidence is
strong.
Not yet
Attempts to meet
the criteria for
Proficient
3. Development: Ability to construct an initial draft with an emerging line of thought and structure.


Prompt 1: Write a thesis statement for your composition with one or two sentences that
establish the controlling idea and provides a hook for your reader.
Product: Opening paragraph
Scoring guide: Opening/Lead Paragraph(s)
Proficient
Not yet
Attempts to meet
Provides an opening to include a controlling idea (claim) and an
the criteria for
opening strategy relevant to the prompt (2-3 point thesis)
Proficient
Writes in readable prose
Prompt 2: Write an initial draft to include multiple paragraphs: an opening paragraph (with
hook and claim), a body paragraph with examples of the influence of family on perspective, a
second body paragraph with examples of the influence of ethnicity on perspective, a third body
paragraph with concessions and refutations and a conclusion with a summary and a call to
action.
Scoring guide: Rough Draft



Proficient
Provides an opening to include a controlling idea (claim) and an
opening strategy relevant to the prompt (2-3 point thesis)
Develops a detailed and convincing argument for claim, provides
relevant evidence in the form of examples or explanations with
statements from reading material support/citation.
Writes in readable prose
Not yet
Attempts to meet
the criteria for
Proficient
Instructional strategies:
 How to open a composition – e.g, with background information, a question, quote, or
grand sweeping statement
 The “ingredients” of an opening paragraph, such as author’s name, etc.
 How to end a composition –e.g. as a comment about next steps, a restatement of main
finding or a description of unanswered questions
 Use of template for all levels to guide students through first draft
4. Revision: Ability to refine text, including line of thought, language usage, and tone as
appropriate to audience and purpose.
5. Editing: Ability to proofread and format a piece to make it more effective.
Prompt: Apply revision strategies for clarity, logic, language, cohesion (students should do at
least 2 drafts). Finalize draft for the readership; apply finishing touches (e.g. visuals, neatness,
formatting, copy editing).
Product: Revised draft
Scoring guide: Draft



Proficient
Demonstrates use of revision strategies that clarify logic and
development of ideas; embeds relevant details; improves wordusage and phrasing; and creates smooth transitions between
sentences and paragraphs
Applies a text structure to organize reading material content and
to explain key points related to the prompt
Demonstrates use of strategies that enhance the readability and
appearance of the work for presentation
Not yet
Attempts to meet
the criteria for
Proficient
Instructional strategies:

Develop ways to manage revision process so that students get feedback in timely
and helpful ways

Draft study (students volunteer a segment for class or small group help and
discussion)

Peer feedback on clarity of thinking and development of claim/argument

Read-aloud for peer and adult feedback

Strategies for embedding informational – citation methods, quoting,
paraphrasing

Use of error analysis to encourage self-correction of language usage and
grammatical error
6. Completion: Ability to submit final piece that meets expectations.
Prompt: To what extent does one’s culture inform the way one views others and sees the world?
After reading selections of cultured texts, write a synthesis essay that explains to what extent
one’s culture informs the way one views others and the world. Cite at least three sources,
pointing out key elements from each source. L2 In your discussion, address the credibility and
origin of sources in view of your research topic. L3 for accelerated***
Product: Argumentative Essay Synthesizing Culture’s Impact on Perspective
Scoring: Argumentative Rubric (above)
Professional development: Scoring Calibration