Name____________________________Period_____
ESSENTIAL QUESTION ESSAY
Due Dates
First Body Paragraph: Wednesday, April 15
Completed Outline for Writing Conference: Friday, April 17
Final Draft due by the End of Class: Monday, April 27
ESSENTIAL STANDARD: DEVELOP A WELL-SUPPORTED, EFFECTIVE ARGUMENT.
Claim: Your opinion. Your claim is an analytical statement that requires evidence to be
proven. Without evidence, it is merely an assertion. Your claim is the first step in building an
argument.
Evidence: What you supply to prove your claim. Your evidence should derive from credible
sources and specific, background knowledge.
Interpretation or Analysis: This is your voice. Form an opinion or reach a conclusion
through your reasoning of evidence. You must infer ideas or greater insights from your
evidence. This may also be referred to as developing your evidence to show how the
evidence supports your claim.
Exit: Exit out of the argument you created in this paragraph by answering the “so what”
question about the prompt. What is the greater human truth of your argument? Leave your
readers with a concluding sentence that clearly shows the significance of your argument.
Counterclaim: The opposition’s claim.
Refutation: Your response to the counterclaim. The refutation should reflect your claim and
should ideally be generated from evidence.
**CLASS NOTES ON WRITING ORGANIZATION, STYLE, AND CREATING AN
ANECDOTE*
Paragraph Essentials:
- Micro-claim
- Evidence (use MLA) X 2
- Interpretation X2
- Counterargument/Rebuttal (use MLA)
- Exit
Delacruz 1
YOUR WRITING GOAL:
_________________________________________________________________________________
_________________________________________________________________________________
YOUR ESSENTIAL QUESTION:
_________________________________________________________________________________
_________________________________________________________________________________
SAMPLE ESSAY OUTLINE
INTRODUCTION:
Introduce Topic via “Attention-Getter”: Attention-getters include an anecdote, a compelling fact, a
maxim (A SAYING TAKEN AS A UNIVERSAL TRUTH) , and other options.
Introduce the conversation of the essential question and the major source of evidence you use to
investigate this conversation (i.e. informational texts, TED talks, news clips, TV shows, and novels
with corresponding authors):
1) Based on ________ and ________, it is apparent that ________ is an important issue….
2) In fictional works and in real-life situations,…….
MACRO-CLAIM: Answer the essential question with your argumentative idea. Do not use “I”.
FIRST BODY PARAGRAPH:
Sub or Micro-Claim #1/Topic Sentence #1: (Write a micro-claim that directly parallels your macroclaim)
1) Evidence #1: Direct quote, paraphrase, summary + MLA citation. (Sources may include:
William Golding’s Lord of the Flies, “Kid Nation”, Philip Zimbardo’s “Mob Mentality” clip,
supplementary readings from your packet, student selected source, and background
knowledge)
- Pay It Forward (Mimi Leder)
“Bystander Effect” (Zimbardo)
- Compassion Experiment (Discovery)
- “Kid Nation” (CBS)
2)
INTERPRETATION – PART I: Analyze this example. What does this evidence suggest?
You may need to pick out key words from the evidence and explain the deeper meaning
behind this evidence.
3) INTERPRETATION – PART 2: How does this example connect back to your
claim? How does this example prove your claim? (Do not use the words “my claim”
in the warrant). ** NO “I”, “MY” or “WE”
Delacruz 2
4) Transition between the warrant #1 and evidence #2 (HINT: Use the transition word list
available at the end of this outline packet)
5) Evidence #2: Direct quote, paraphrase, summary + MLA citation. (Sources may include:
William Golding’s Lord of the Flies, “Kid Nation”, Philip Zimbardo’s “Mob Mentality” clip,
supplementary readings from your packet, student selected source, and background
knowledge)
6) INTERPRETATION – PART I: Analyze this example. What does this evidence suggest?
You may need to pick out key words from the evidence and explain the deeper meaning
behind this evidence.
7) Counterclaim/Rebuttal: SET UP A (Acknowledging the counterargument)
Counterargument: The opposition to your claim. What is this opposition going to argue? –
THEY SAY
-
Provide evidence to get an A
Rebuttal: Your response to the counterclaim. This response should be based on the evidence
and analysis you already provided in this body paragraph and/or new evidence and analysis.
The rebuttal will parallel your warrant. (MATCHES MY CLAIM) – I SAY
Templates for Introducing What “They Say”
A number of _____ have recently suggested that __________.
It has become common today to dismiss _______.
In their recent work, Y and Z have offered harsh critiques of ____ for ________.
Templates for Rebuttals (Disagreeing, with Reasons)
X claims about _____ is ultimately not as important as ____________.
X claims that _____ rests upon the questionable assumption that _______.
By focusing on ___, X overlooks the deeper problem of ______________.
8) INTERPRETATION – PART 2: How does this example connect back to your claim?
How does this example prove your claim? (Do not use the words “my claim” in the
warrant).
9) EXIT: Restate your claim and compare your two major pieces of evidence using different
language. (Answer the “so what?”)
SECOND BODY PARAGRAPH: (Paragraph Break Here)
10) *Transition between body paragraphs + Sub or Micro-Claim #1/Topic Sentence #1:
(The part of your claim this body paragraph will address. Write a micro-claim that directly
parallels your macro-claim.)
11) Evidence #3: Direct quote, paraphrase, summary + MLA citation. (Sources may include:
William Golding’s Lord of the Flies, “Kid Nation”, Philip Zimbardo’s “Mob Mentality” clip,
supplementary readings from your packet, student selected source, and background
knowledge)
Delacruz 3
INTERPRETATION – PART I: Analyze this example. What does this evidence
suggest? You may need to pick out key words from the evidence and explain the deeper
meaning behind this evidence.
12)
13) INTERPRETATION – PART 2: How does this example connect back to your
claim? How does this example prove your claim? (Do not use the words “my claim”
in the warrant).
Counterclaim/Rebuttal: SET UP B (Providing evidence for the counterargument)
14) Counterargument: The opposition to your claim. What is this opposition to your argument
going to say? Provide specific evidence for this counterargument. Direct quote,
paraphrase, summary + MLA citation. (Sources may include: William Golding’s Lord of the
Flies, “Kid Nation”, Philip Zimbardo’s “Mob Mentality” clip, supplementary readings from
your packet, student selected source, and background knowledge)
15) Rebuttal: Your response to the counterclaim. This response should be based on the evidence
and analysis you already provided in this body paragraph and/or new evidence and analysis
via Evidence #4:
Templates for Introducing What “They Say”
A number of _____ have recently suggested that __________.
It has become common today to dismiss _______.
In their recent work, Y and Z have offered harsh critiques of ____ for ________.
Templates for Rebuttals (Disagreeing, with Reasons)
X claims about _____ is ultimately not as important as ____________.
X claims that _____ rests upon the questionable assumption that _______.
By focusing on ___, X overlooks the deeper problem of ______________.
16) Evidence #4: Direct quote, paraphrase, summary + MLA citation. (Sources may include:
Ken Robinson’s “Schools Kill Creativity” TED talk, David Guggenheim’s Waiting for
Superman, education debaters from New York Times, Birke Baeher’s “What’s wrong with our
food system”, Ellen Gustafson’s “Obesity + Hunger = 1 global food issue”, food debaters
from The New York Times, Morgan Spurlock’s Supersize Me, and background knowledge)
17) INTERPRETATION – PART I: Analyze this example. What does this evidence suggest?
You may need to pick out key words from the evidence and explain the deeper meaning
behind this evidence.
18) INTERPRETATION – PART II: How does this example connect back to your claim?
How does this example prove your claim? (Do not use the words “my claim” in the
warrant).
19) EXIT: Restate your claim and compare your two major pieces of evidence using different
language. (Answer “so what?”)
Delacruz 4
CONCLUSION:
Recap: Restate micro-claim #1, micro-claim #2, to show MACRO-CLAIM.
-
USE FRESH LANGUAGE
Connection/Synthesis: How does this claim apply to the larger world?
-
SO WHAT? WHO CARES?
Clincher: Final attention-getter should connect back to your anecdote (intro paragraph attentiongetter):
Transition Words Brief List:
Paragraph-to-paragraph: accordingly, also, anyway, besides, certainly, consequently, finally, furthermore,
hence, however, incidentally, indeed, instead, likewise, meanwhile, moreover, nevertheless, next, nonetheless,
now, otherwise, similarly, still, then, thereafter, therefore, thus, undoubtedly,
Transitional phrases within paragraphs: in addition, in contrast, for example, for instance, of course, as a
result, in other words, as a result.
Essential Question Essay: Self or Peer Revision Rubric
This writing assignment will include:
Claim
Write your claim based on your proposed essential question
Evidence
Present evidence in proper MLA format.
Inference/Analysis
Develop your understanding about the evidence by analyzing what the
speaker is suggesting.
Counteargument/ Rebuttal
The opposition’s claim and the response to the counterclaim
Warrant
Analyze how your evidence supports your claim.
INTRODUCTION:
____/2
Attention-Getter
____/2
Introduce texts, author, and topic
____/2
Claim responds to the essential question.
____6
Introduction Total
BODY PARAGRAPHS:
____/2
Subclaim corresponds with the claim.
____/2
First piece of evidence is appropriately selected and cited.
____/2
First inference/analysis of the evidence is developed and clear.
____/2
Warrant connects first piece of evidence to the claim.
____/2
Second piece of evidence is appropriately selected and cited.
____/2
Second inference/analysis of the evidence is developed and clear.
____/2
Warrant connects both pieces of evidence to the claim.
____/4
Counterclaim and corresponding rebuttal is appropriately placed and articulated.
____/2
The concluding sentence reflects the comparison between the two pieces of evidence.
_____/22
Body Paragraph Total
____/2
____/2
____/2
____/2
Subclaim corresponds with the claim.
First piece of evidence is appropriately selected and cited..
First inference/analysis of the evidence is developed and clear.
Warrant connects first piece of evidence to the claim.
Delacruz 5
____/2
____/2
____/2
____/4
____/2
_____/22
Second piece of evidence is appropriately selected and cited..
Second inference/analysis of the evidence is developed and clear.
Warrant connects both pieces of evidence to the claim.
Counterclaim and corresponding rebuttal is appropriately placed and articulated.
The concluding sentence reflects the contrast between the two pieces of evidence.
Body Paragraph Total
CONCLUSION:
_____/2
Recap on claim
_____/2
Synthesizer
_____/2
Clincher
_____/6
Conclusion Total
OTHER ESSENTIAL ESSAY ELEMENTS:
____/4
Final draft follows MLA format: heading, margins, font, space.
____/4
Transitions are used clearly throughout the essay.
____/4
Final self-revision submitted with appropriate labeling of argument elements.
____/4
Appropriate word choice throughout.
____/4
Grammar bootcamp rules utilized (proper mechanics)
____/20
Total Other Elements Points
____/76
TOTAL ESSAY POINTS
FRIDAY, APRIL 24TH, 2014
ESSAY SUBMISSION DAY!
Directions: Follow the steps described below to successfully submit your essay.
1) Using the rubric attached to this packet. PEER revise your essay with a partner
in class. You may only SELF revise if you were absent.
- Check that the essay has each of the elements that are listed in the rubric.
- Check that the essay follows the grammar bootcamp rules. Listed here are the
different sentence organizations we have previously studied:
IND, DCW.
DCW, IND.
IND1,DCW,IND1.
IND1 fanboys DCW
IND1, fanboys IND2.
IND1; IND2.
IND1; DCW, IND2.
IND1: DCW (may be a longer quote)
- Check MLA format for your name heading, corner heading, and titles.
Documentary titles are italicized.
Articles and TED talks should have “quotation marks” around the titles.
- In the box below, indicate if you SELF revised or PEER revised:
I __________________ revised my essay.
If I PEER revised, my partner was _____________________________.
Delacruz 6
2) Compile your submission packet in this order:
1. Argumentative Writing Rubric
2. Outline Notes for Writing Conference
3. First Body Paragraph
4. Your First Draft Essay
5. Your Final Draft Essay
6. Your Works Cited (in MLA format)
7. Your Research Source
Works Cited
Learning Target: I can create a works cited in MLA format.
WHAT IS IT: Organized list of MLA cited sources (including background information on
the sources) that were used in your essay. This is not the same as a bibliography. A
bibliography is a list of all sources that you referenced while creating your essay.
SO WHAT?: Citing your sources is necessary to give credit to sources and to demonstrate
that you collected information from credible sources. Nearly all college-level writing
assignments require a works cited.
HOW TO MAKE ONE IN MLA FORMAT:
Delacruz 7
1) Use a MLA citation engine to write the individual citation. Possible tools:
- NoodleBib
- EasyBib
- Knightcite (knightcite.com)
2) Organize all the citations in alphabetical order after the last page of your essay.
3) Make sure to start the works cited page on a new page after the last page of your
essay.
4) Indent each line after the first line of a citation by 6 spaces (1/2 inch)
5) Double space all text.
6) Center the title Works Cited. Do no italicize, bold, or underline.
7) Keep in times new roman, 12 point font, 1 inch margins.
Mini-Research Practice
Learning Target: I can research and cite a credible source.
WHAT IS IT: This is a practice in finding, reading, and annotating a text that you can use in
your essential question essay.
A credible source may include:
- Articles from news publications.
- Scholarly articles from journals.
- Books
- Interviews with those who have first-hand experience with an issue.
A non-credible source may include:
Delacruz 8
- Gossip magazines
- Some social media posts
- Some personal blogs
- Text messages
SO WHAT?: Research is important to every discipline of study. This is a practice in finding
a “credible” source and using this sources to enhance your argument.
HOW TO DO THIS PRACTICE:
1) Find a credible source that could enhance your argument. This may be a source that
supports your argument, functions as a counterclaim, or works as background
information on your essential question. If you have questions about credibility, make
sure to ask Mrs. Delacruz.
2) Print the source.
3) Annotate the source for SOAPSTone directly on the article.
4) Use the source in your essay.
5) Cite the source in your Works Cited.
6) Submit this source when you submit your essay.
Delacruz 9