Argument Writing
A Resource for Middle School English Teachers
2011
Howard County Public School System
Sydney L. Cousin, Superintendent
i
Board of Education
Howard County Public School System
Janet Siddiqui, M.D.
Chairman
Sandra H. French
Vice Chairman
Allen Dyer, Esq.
Brian J. Meshkin
Frank J. Aquino, Esq.
Ellen Flynn Giles
Cynthia L. Vaillancourt
Sydney L. Cousin
Superintendent of Schools
Copyright 2011
Acknowledgements
ii
The development of this resource was a team effort between the Office of Secondary Language
Arts and Howard County teachers.
Curriculum Writers
Julia Carter, Howard High School
Cindy Clemens, Lime Kiln Middle School
Leila Chawkat, Glenelg High School
Hillary Frank, Glenwood Middle School
Kim Hopkins, Patapsco Middle School
Annette Kuperman, Mayfield Woods Middle School
Natasha LaVoie, Howard High School
Robin Russell Mitchell, Glenwood Middle School
Rebecca Oberdalhoff, Howard High School
Holly Pascuillo, Centennial High School
Suzi Plaut, Mayfield Woods Middle School
Lee Ann Read, Central Office
Robyn Richardson, Wilde Lake High School
Maria Tolson, Reservoir High School
April Valdesuso, Marriotts Ridge High School
Abraham Wright, Oakland Mills High School
iii
How to Use this Guide
This resource includes teacher and student materials for argument writing instruction. Titles of texts from
each grade level are accompanied by sample claims a teacher or student might generate from class
discussion or study of the text. In each instance, the last claim listed has been designed with
supplementary resources as models for how students might synthesize pieces and genres into the
construction of an argument.
HCPSS Argument Writing Instructional PowerPoint presentations are available in the Document
Repository, and copies of the texts appear in this document.
Using Movies in the Classroom
Sample activities may include movie titles; however, HCPSS’s Policy 8040 states, “Rarely should
teachers show full-length feature videos during class time.” The Office of Secondary Language Arts
stipulates that teachers may only show one full-length movie in class per year. Consider using clips from
these film suggestions in your classroom. Contact the Office of Secondary Language Arts Office if you
need assistance in this area.
iv
Contents
College and Career Readiness Anchor Standards for Writing ..............................................
Questions and Answers about Teacher Expectations ............................................................
The Thesis Statement ............................................................................................................
Argument Writing: What is it? ..............................................................................................
Argument Writing Glossary ..................................................................................................
1
2
4
5
6
GRADE 6 RESOURCES
Write to Source...................................................................................................................... 8
Argument Rubric ................................................................................................................... 11
GRADE 7 RESOURCES
Write to Source...................................................................................................................... 13
Argument Rubric ................................................................................................................... 17
GRADE 8 RESOURCES
Write to Source...................................................................................................................... 19
Argument Rubric ................................................................................................................... 26
TEACHER AND STUDENT RESOURCES
Thesis Statement: Student Resource .....................................................................................
Thesis Statement: Teacher Resource .....................................................................................
Claims and Thesis Statements: Student Resource Sheet .......................................................
Claims and Thesis Statements: Teacher Resource Sheet ......................................................
Adapted from Cinderella by Charles Perrault (France) Student Resource Sheet .................
How to Use the “Cinderella” Sample: Teacher Resource Sheet ...........................................
Cinderella Writing Assignment: Student Resource Sheet ....................................................
Student Written Response: Outline Student Resource Sheet ................................................
Student Written Response: Essay: Student Resource Sheet ..................................................
Cinderella Rubric ..................................................................................................................
28
29
30
31
32
36
37
38
39
41
v
College and Career Readiness (CCR) Anchor Standards for Writing
The CCR anchor standards and high school standards in literacy work in tandem to define
college and career readiness expectations—the former providing broad standards, the latter
providing additional specificity (Common Core State Standards).
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts using valid
reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly
and accurately through the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details and well-structured event sequences. *
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and
collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and
accuracy of each source, and integrate the information while avoiding plagiarism.
1
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Note:
*Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into
arguments and informative/explanatory texts. For example in history/social studies, students must be able to incorporate narrative accounts into their
analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the
step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results. (Common
Core State Standards, page 65)
Questions and Answers About Teacher Expectations
1. Is the instructional term “argument writing” or “argumentative writing”?
Argument Writing is the correct instructional term. Curricular staff at the Maryland State
Department of Education currently uses the term argument writing in its Maryland Common
Core State Curriculum and Frameworks. This is the language that will also appear in
Howard County documents.
2. How does argument writing instruction differ between elementary and middle divisions?
Elementary teachers provide instruction in “opinion pieces.” Students begin hearing and using the
term argument in grade 6.
3. How does argument writing differ between middle and high?
Middle school teachers require students to develop a thesis/claim in all three grades;
however, the Common Core document requires students to acknowledge counterclaims only
in grades 7 and 8. The Maryland Common Core State Curriculum and Frameworks expands
on this requirement; in fact, this June 2011 document states that all Maryland middle school
students are expected to “develop” alternate claims in grades 7 and 8.
In high school, in addition to acknowledging the counterclaim, students identify and fairly
develop counterclaims in their essays.
4. What exactly are teachers expected to do during the 2011-2012 school year?
English Teachers
 All teachers will shift instruction from persuasive writing to argument writing.
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 All English teachers (6-12) teachers will provide explicit instruction in argument writing
and opportunities for students to construct and develop claims in the written mode.
 Middle school English teachers should not limit instruction to merely requiring students
to acknowledge alternate claims when students demonstrate the ability to advance to the
next stage- developing counterclaims, an HCPSS 2012-2013 requirement.
Reading Teachers
 Middle School Reading teachers are expected to have students make argument writing
applications to Big6™ and career units in regular reading classes and have students
produce a written response based on research.
 Advanced Reader Teachers are expected to have students defend interpretations of a text
using argument writing skills and produce a written response based on research.
5. What about the English local assessments that require students to write persuasive essays?
Are students expected to write argument responses now?
Local assessments will not be modified this year to address argument writing because
teachers would not have sufficient time to make changes to their instruction, nor can teachers
be expected to be at the same point in argument instruction to ensure students are prepared to
respond to a prompt that requires argument writing. The 2012-2013 local assessments will
reflect the change.
3
6. The 2014-2015 state assessments will require students to “write to source.” What does
that mean?
Write to source means students construct a response based on something they read, referred
to as diverse media. The source is “cold text” since students will be required to respond to
sources for which they receive no preparation.
7. I have always instructed my students to develop a thesis statement when writing an essay.
Are we using the term “claim” instead of “thesis statement”? How does the idea of claim
relate to a thesis statement, and does the claim appear at the end of the first paragraph, as
does the thesis statement?
 The thesis statement in argument writing is often referred to as the “claim.” The writer
provides an argument for the reader to accept his/her claim.
 The introduction leads to the thesis/claim statement.
 For other types of writing, such as literary analysis in high school and explanatory writing
in middle school, the term thesis is still appropriate.
8. Are students expected to generate their own claims or support/refute claims that the
classroom teacher provides?
The samples in this document reflect our best thinking as English and reading teachers.
Sample activities include opportunities for students to respond to a given claim and generate
their own claims, which requires students to read and synthesize texts and then generate a
claim.
9. What about the writing charts that were developed four years ago? Will they be updated?
Yes, the 2007 K-12 Writing Charts are currently under revision.
4
The Thesis Statement
The information in the introduction prepares the reader for the thesis statement, which
traditionally appears at the end of the introduction and which specifically presents the main point
and indicates the purpose of the essay. The thesis statement is the most important sentence in the
introduction because it states the controlling idea or point. It also clarifies the purpose for the
essay and helps to set the tone. The thesis statement is the keystone of an essay.
The main point in the thesis statement can be:
 a statement of fact
 a statement of opinion
 a dominant impression
 a general truth.
Explanatory/Informational Thesis Statement
The thesis statement for an explanatory essay seeks to explain, support, or clarify. The thesis
statement for an explanatory essay should be factual and objective. It conveys the writer’s
purpose to increase readers’ knowledge, not to change their minds.
Sample Introduction
In the daytime, we see only one star--our own sun. But when we gaze up into the evening
sky, we see thousands and thousands of stars--or suns. And from our earthly vantage
point, we see few, if any differences among them. However, if we could travel through
space, we would be surprised to find that huge differences characterize the millions of
suns in the universe. We would note that while some are quite similar to our own sun,
most are vastly different, particularly in size and temperature. [The thesis statement
presents a factual main point.]
Argument Thesis Statement
The thesis statement for an argument essay should be a debatable or even highly controversial
assertion. It introduces the writer’s argument for the reader to consider or accept:
 some interpretation
 an opinion
 a stand on an issue.
It should sound both reasonable and forceful and should indicate that the writer intends to try to
influence the reader’s thinking or actions.
Sample Introduction
When traveling main highways such as Route 29 or 495, it is not out of the ordinary to
have a driver change lanes without signaling. Even on back roads where the speed limit
is much lower, drivers frequently encounter other drivers speeding well above the posted
speed. Although in Maryland it is against the law to use cellular telephones to text others
when driving, many drivers ignore this law. The number of negligent drivers is
increasing. Although most Maryland drivers are responsible drivers, Maryland state
leaders should institute severe penalties for negligent driving and moving traffic
violations. [The thesis statement establishes an argumentative purpose.]
Prentice Hall, Grammar and Composition, High School (Grade 12)
5
Argument Writing: What is it?
An argument is a "claim" that must be supported by evidence. When writing an argument,
students are required to do more than summarize material or repeat what has already been said.
One strategy for advancing an argument is to anticipate and address counterarguments or
oppositions. By developing counterclaims, the writer discredits the counterclaims and thereby
invalidates reasons the reader might have for not accepting the writer’s argument.
Here are four examples of claims. Specific types of evidence used to support claims are
discipline-specific.
Claims of
Cause and
Effect
Claims of
Definition or
Fact
Claims About
Values
Claims About Policies
One person or
thing causes
something else
to occur
How a thing is
defined or if
something is an
established fact
How something
is valued by
society
For or against a certain
policy
Romeo is more
capable of falling
in “like” than
falling in “love.”
Romeo has little
or no respect for
family customs
and traditions.
The Capulets have their
daughter’s well-being in
mind when they make
arrangements for her to
marry Paris.
Although there
are several
factors that lead
to Romeo’s and
Juliet’s deaths,
Friar Laurence
is primarily
responsible for
Romeo’s and
Juliet’s deaths.
6
Argument Writing
Glossary
1. Argument must be supported by evidence.
2. Bias is a general tendency or leaning in one direction; a partiality toward one view over
another.
3. Claims are statements about what is true or good or about what should be done or
believed.
4. Cohesion is the arrangement of ideas in such a way that the reader can easily follow one
point to the next (literally “sticking together”). Devices for creating cohesion are using
appropriate transition words and phrases, repeating words as needed, and the use of clear
pronouns.
5. Conventions are commonly accepted rules of language such as spelling, punctuation,
complete sentences, subject-verb agreement, verb tense, and usage.
6. Counterclaim is an argument that negates the writer’s claim.
7. Credible sources are primary or secondary sources that generally:
a. Are written by someone who is considered knowledgeable regarding the topic
b. Present an objective point of view (free of bias)
c. Are considered legitimate by the reader/audience
d. Present evidence that is current where necessary.
8. Discipline-specific content is text associated with individual subjects or areas of
instruction.
9. Evidence is something that gives a sign or proof of the existence or truth of something, or
that helps somebody to come to a particular conclusion.
10. Formal style is free of slang, trite expressions, abbreviations, symbols, email shortcut
language, contractions, and the use of the personal pronoun “I.” The writer does not speak
directly to the reader by using the word you. Formal style ensures that readers are able to
read and understand what is written
11. Syntax is the way in which the words and phrases of a sentence are ordered to show how
the words relate to each other.
12. Tertiary source is a term used for information that has been compiled from both primary
and secondary sources.
13. Tone is an author's attitude toward a subject.
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Grade Six
8
Write to Source:
Sample Claims for Commonly Taught Texts
Unit: Recurring Patterns
1. “Dragon, Dragon” by John Gardner (Quest)
Claim: The end of this story is expected because of its “Fairy Tale” qualities.
Reasoning: This story has many typical qualities of a Fairy Tale—dragon, magic, reluctant hero,
three sons, etc. Therefore, one expects the youngest son to be the hero, and he is.
2. “Aaron’s Gift” by Myron Levoy (Coming of Age)
Claim: If Aaron’s grandmother’s birthday had not been approaching, Aaron would still have
saved the pigeon from the gang.
Reasoning: Even without the excuse of giving the pigeon to his grandmother, Aaron shows clear
signs of caring for animals. He chooses to take the pigeon home and care for it, mending its wing
and teaching it to carry messages.
3. “A Secret for Two” by Quentin Reynolds (Life Cycle)
Claim: Had Joseph been human, he would have still kept Pierre’s secret.
Reasoning: Joseph learns the route for the milk cart and stops at all the appropriate houses so
Pierre could deliver the milk. He makes it possible for Pierre to keep his job.
4. “All Summer in a Day” by Ray Bradbury (Outcast)
Claim: Although Margot misses the precious hour of sun, she has really brought this
punishment on herself.
Reasoning: Margot tells the other students that she remembers the sun, and they believe she is
bragging. Although she does not force her ideas on the other children, her attachment to the sun
gives them a perfect opening to bully her.
5. G/T—Watership Down by Richard Adams
Claim: This novel best fits under the “Quest” pattern.
Reasoning: Although the novel can also fit under the other patterns, the overall story of Hazel
and the Sandleford rabbits fits all of the major qualities of a quest. Hazel is the hero, leading his
small group and bringing them successfully to a new warren. The group takes a long journey,
fraught with obstacles, in order to bring the rabbits to their new home.
6. “The Princess and the Tin Box” by James Thurber
Claim: This story best fits as a “Life Cycle” story.
Reasoning: Although this story can also fit under other patterns, a strong argument can be made
for Life Cycle because the reader follows the Princess from her birth to age 7 and then to
marriageable age. The story ends with a wedding, which is also considered a “life cycle” event.
9
Unit: Folklore and Legend
1. “The Legends of King Arthur”
Claim: Although not raised as a member of the royal house, Arthur shows all the qualities
necessary to be an effective leader.
Reasoning: Arthur knows how to utilize everyone’s strengths. He is not afraid to undertake a
dangerous adventure himself, but he knows how to delegate and how to make everyone feel
equally valued (the round table).
2. “The Legends of Robin Hood”
Claim: Even though he is breaking the law, Robin Hood is a hero.
Reasoning: Although he is breaking the law by committing robbery, Robin only steals from
those who have more than enough money, and he gives it all to the poor peasants who cannot
afford to feed themselves. He is altruistic in that he never uses the money to better his own life
or position.
3. “Paul’s Great Flapjack Griddle”
Claim: Paul is an excellent leader who inspires his men.
Reasoning: Paul creates his new camp to cater to the men. He wants to quench their desire for
hotcakes and does whatever it takes determine a way to get them what they want.
4. “Jack, the Giant Killer”
Claim: The character of Jack is related to the British character in “Jack and the Beanstalk.”
Reasoning: The Tall Tale “Jack, the Giant Killer” still contains elements of a Fairy Tale, such as
a king and a golden gate. Also, the men whom the “king” has hired
are referred to as Englishmen.
5. “The Cow-Tail Switch”
Claim: Ogaloussa makes the right choice in giving the switch to Puli.
Reasoning: Without Puli having asked for his father, Ogaloussa would have never been found,
and the other brothers would never have contributed to the return of their father.
6. G/T—The Sword in the Stone by T.H. White
Claim: Arthur was well prepared for his future role as King of England.
Reasoning: During each of the adventures orchestrated by Merlin, Wart learns an important
lesson about leadership.
10
Unit: Biography
1. “The Diary of Anne Frank” by Frances Gilbert and Albert Hackett
Claim: Anne’s diary is still popular today because today’s students can relate to the concerns of
a teenager.
Reasoning: Although written during the Holocaust, today’s students do not have to be in a lifethreatening situation to relate to Anne’s immediate issues such as her relationship with her
mother, her desire to have a boyfriend, and her dreams to become a movie star.
2. G/T—The Diary of A Young Girl by Anne Frank
Claim: Anne’s diary is still popular today because today’s students can relate to the concerns of
a teenager.
Reasoning: Although written during the Holocaust, today’s students do not have to be in a lifethreatening situation to relate to Anne’s immediate issues such as her relationship with her
mother, her desire to have a boyfriend, and her dreams to become a movie star.
3. “The Young Abe Lincoln”
Claim: The young Abe’s character traits support how he will be a good president.
Reasoning: Abraham Lincoln’s actions as a young man show that he is an honest person with
good leadership qualities
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Support your claim with
solid evidence from
credible sources.
Anticipate other views
and supply counterclaims.
The reader should clearly
see and easily follow the
organization of your
paper.
Ideas
o Clearly worded, well-defined claim
o Anticipate reader’s opposition
70 points
Organization
o Introduce claim(s)
o Organize the reasons and evidence clearly.
o Support claim(s) with clear reasons and relevant evidence, using credible
sources and demonstrating an understanding of the topic or text.
o Provide a concluding statement or section that follows from the argument
presented.
Connect with the reader
about the position you
are taking. Speak to the
audience and make the
reader feel that your
argument is solid and
better than any other
position.
Voice
o Establish and maintain a formal style.
o Respectful tone
5 points
Select words that clearly
and purposefully support
and advance your
position.
Word Choice
o Use words, phrases, and clauses to clarify the relationships among claim(s)
and reasons
5 points
In order to keep the
reader’s interest, use wellchosen transitions
between and among your
varied sentences as you
advance your argument.
Sentence Fluency
o Uses transitional words and phrases between points (however, such as,
most important)
5 points
This is not the time to
show carelessness.
Misused words or
incorrect spellings and
other grammatical errors
can get in the way of your
message.
This is the place to show
that you care about a
first impression. Does
the paper look as though
you took pride in what
you produced?
Conventions
o Paper is clear of mistakes in

Spelling

Punctuation

Capitalization

Usage
10 points
Presentation
o Easy to read handwriting
o Double spaced typing
o Well-defined margins
o Use 12 pt. Times New Roman font
5 points
12
Grade Seven
13
Middle School English
Write to Source:
Sample Claims for Commonly Taught Texts
Unit: Circle of Stories
1. “Rikki Tikki Tavi” by Rudyard Kipling
Claim: Rikki Tikki Tavi’s victory over the snakes is the result of his natural abilities as a
mongoose, rather than his desire to protect the people in the cottage.
Reasoning: Throughout the story, the narrator underlines the mongoose’s natural instincts to
fight and kill snakes, but the narrator also underlines the relationship between the humans and the
mongoose as pet-like.
Counterclaim: The relationship that Rikki Tikki Tavi has with the owners of the bungalow is that
of owner and pet.
2. “The Highwayman” by Alfred Noyes
Claim: The British soldiers are justified in holding Bess hostage.
Reasoning: The soldiers know that The Highwayman will come back for Bess, and they want to
arrest him to make the country safe. On the other hand, the reader is sympathetic to Bess and her
lover because of their romance.
Counterclaim: The soldiers were wrong when they held Bess as bait for The Highwayman.
3. “Charge of the Light Brigade” by Alfred Lord Tennyson (G/T)
Claim: The light brigade was correct not to question their leaders as was stated in the poem:
Theirs not to reason why,
Theirs but to do and die:
Reasoning: The troops were ordered to obey, and that is what is expected in military service;
however, one could argue that obeying orders is intrinsic to military life.
Counterclaim: The soldiers in the light brigade should have committed mutiny.
4. “Charge of the Light Brigade” by Alfred Lord Tennyson (G/T)
Claim: Tennyson’s use of verbal irony is the most effective means of communicating the theme of
the poem.
Reasoning: The theme of the poem, that leaders make errors that affect men’s lives, is
underlined and reinforced by the poet’s ironic language.
Counterclaim: The plot is the most effective means of communicating the theme.
5. “Priscilla and the Wimps” by Richard Peck
Claim: Priscilla makes the correct move when she stuffs Monk Kutterer in the locker at the end
of the story.
Reasoning: Monk had bullied the whole school and someone, Priscilla, needed to put him in his
place.
Counterclaim: Priscilla and the others should have reported the bullying to the administration
of the school rather than take matters into their own hands.
14
Middle School English
6. “Ransom of Red Chief” by O. Henry
Claim: O. Henry’s word choice brings clarity and meaning to the reader.
Reasoning: O. Henry’s vocabulary is somewhat archaic, yet sophisticated.
Counterclaim: O. Henry’s use of vocabulary is confusing to the reader and interferes in the
characterizations.
7. “Antigone” by Rex Warner
“Antigone” by Sophocles (G/T)
Claim: The laws of the state are more important than the beliefs of religion.
Reasoning: Antigone represents the side that religious views are more important, while Creon
represents the state point of view.
Counterclaim: Religious tenets, or laws, are more important than the laws of the state.
8. “Fish Cheeks” by Amy Tan
Claim: People’s culture is a source of embarrassment.
Reasoning: The narrator is embarrassed at her Chinese relatives’ poor behavior. It could be
argued that she should have felt proud to be a Chinese American.
Counterclaim: People’s culture is a source of pride.
15
Middle School English
Unit: Mystery and Suspense
1. “The Raven” by Edgar Allan Poe
Claim: The author uses the supernatural to emphasize the narrator’s grief.
Reasoning: Students are constantly grappling with the question as to whether the tapping and the
talking bird are real or are in the mind of the narrator.
Counterclaim: The narrator is unbalanced and imagines things.
2. “The Tell Tale Heart” by Edgar Allan Poe
Claim: The narrator hears his own heart beating, rather than the heart of the dead man.
Reasoning: There is no beating heart; it is all in the narrator’s mind.
Counterclaim: There is a supernatural element to the story.
3. “The Landlady” by Roald Dahl
Claim: Billy should have noticed the landlady’s quirky behavior and quickly moved from the
boarding house.
Reasoning: Throughout the story, the author uses foreshadowing—the sign luring Billy in, the
strange odor emanating from the landlady, and the fact that the animals never move. Conversely,
since the clues come gradually, it is not inconceivable that the character does not draw the
conclusion.
Counterclaim: Because Billy was young and inexperienced, the landlady’s behavior seems
normal to him.
4. “The Sniper” by Liam O’Flaherty
Claim: The character, the sniper, is not believable as a character because he lacks emotion.
Reasoning: The character is depicted as emotionless. The text is terse, and he shows no emotion
when he is wounded, shoots a civilian, and discovers he has killed his brother.
Counterclaim: In order to be a successful sniper, the sniper must be detached and emotionless.
5. “Adventure of the Speckled Band” by Arthur Conan Doyle
Claim: Sherlock Holmes uses the scientific method to solve this crime.
Reasoning: Holmes uses careful observation and logical deduction to solve his crimes, and this
is very close to the “scientific method,” used by scientists.
Claim: Dr. Roylott was careless and this led to his downfall.
16
Unit: Mythology
1. “The Crane Wife” by Sumiko Yagawa
“The Crane Wife 1 & 2” by The Decemberists
Claim: The song “The Crane Wife 1 & 2” does a better job of communicating the theme of the
myth “The Crane Wife” as told by Yagawa.
Reasoning: The music and lyrics enhance the themes of the story.
Counterclaim: The song is less effective because it is hard to hear and understand the lyrics and
the theme becomes less important than the music.
2. “Orpheus, the Great Musician” by Olivia Coolidge
Claim: Because Orpheus breaks Hades’ rule, he deserves to lose Eurydice.
Reasoning: Hades set down the rules, and he granted Orpheus a favor for following the rule.
When Orpheus broke the rule, he was punished. The concept of rule following is necessary for a
society to function.
Counterclaim: It is more important to follow your heart than to follow rules.
3. “Echo and Narcissus,” by Anne Terry White
“Narcissus at 60,” by Linda Pastan (both can be found in Echoes from Mt. Olympus)
Claim: Vanity is portrayed more effectively in the poem by Linda Pastan than in the retelling of
the myth by Anne Terry White.
Reasoning: Vanity is clearly depicted in each writing, but the poem uses rich imagery, which
gives the reader a strong picture of vanity. The story simply uses the plot and does not leave the
reader with the same feeling.
Counterclaim: The poem is not specific enough for the reader to fully understand where vanity
can lead a person..
17
Argument Writing: Grade 7
Support your claim
with solid evidence
from credible
sources. Anticipate
other views and
supply counterclaims.
The reader should
clearly see and easily
follow the
organization of your
paper.
Connect with the
reader about the
position you are
taking. Speak to the
audience and make
the reader feel that
your argument is solid
and better than any
other position.
Select words that
clearly and
purposefully support
and advance your
position.
In order to keep the
reader’s interest, use
well-chosen
transitions between
and among your
varied sentences as
you advance your
argument.
This is not the time
to show carelessness.
Misused words or
incorrect spellings
and other
grammatical errors
can get in the way of
your message.
This is the place to
show that you care
about a first
impression. Does the
paper look as though
you took pride in
what you produced?
Ideas
o Clearly worded, well-defined claim
o Anticipate reader’s opposition
Organization
o Introduce claim(s), acknowledge alternate or opposing claims, and
organize the reasons and evidence logically.
o Support claim(s) with logical reasoning and relevant evidence, using
accurate, credible sources and demonstrating an understanding of the
topic or text.
Provide a concluding statement or section that follows from and supports
the argument presented.
70 points
Voice
o Establish and maintain a formal style.
5 points
Word Choice
o Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), reasons, and evidence.
5 points
Sentence Fluency
o Uses transitional words and phrases between points (however, such as,
most important)
5 points
Conventions
o Paper is clear of mistakes in

Spelling

Punctuation

Capitalization

Usage
10 points
Presentation
o Easy to read handwriting
o Double spaced typing
o Well-defined margins
o Use 12 pt. Times New Roman font
5 points
18
Grade Eight
19
Middle School English
Write to Source:
Sample Claims for Commonly Taught Texts
Unit: Short Stories and Science Fiction and Fantasy
1. “The Most Dangerous Game” by Richard Connell
Claim: Presuming that Rainsford leaves Ship Trap Island, he abandons hunting as a sport.
Reasoning: While on the run from Zaroff, Rainsford is described as feeling fear for the first time
and knowing how “an animal at bay feels.” This is contrasted with the description of Rainsford at
the beginning of the story: he is a WWI veteran and world-class hunter who asks his hunting
partner, Whitney, “Who cares how a jaguar feels?” Now that he has empathized with and has
become the prey, he will be incapable of assuming the role of the hunter once again. Also, even
though he murders Zaroff at the end, he only does so out of self-preservation.
Counterclaim: Rainsford would continue hunting after he leaves Ship Trap Island.
2. “The Scarlet Ibis” by James Hurst
Claim: If Doodle had not died, Brother would have eventually accepted and cared for him,
regardless of his disabilities.
Reasoning: Throughout the story, Brother is aware of his selfishness and pride and towards the
end of the story, Brother even refers to his spite as “childish.” When Brother grew up and
matured, he would have eventually accepted Doodle for who he was.
Counterclaim: Brother would always be ashamed of Doodle and would have continued to push
him past his limits.
3. “The Interlopers” by Saki
Claim: Ulrich Von Gradwitz is the more forgiving of the two enemies.
Reasoning: Ulrich is the first one to make an approach towards his enemy, offering his flask of
wine. He also offers to have his men free Georg first.
Counterclaim: Both men are avowed and vicious long-term enemies.
4. “The Dinner Party” by Mona Gardner
Claim: The narrator is a more perceptive person than Mrs. Wynnes.
Reasoning: The American naturalist realizes from the clue of the bowl of milk that there must
be a cobra in the room.
Counterclaim: In a moment of stress Mrs. Wynnes still has the presence of mind to realize the
threat of the cobra and to understand what to do to keep everyone safe, proving she is as
perceptive as the narrator.
4.a Claim: Mrs. Wynnes is more controlled than the narrator.
Reasoning: Mrs. Wynnes has a cobra crawl over her foot, yet she still maintains her cool and
reasoned reaction.
Counterclaim: The narrator, the American naturalist, is a full partner in keeping the group
calm because of his collected, controlled reaction when he realizes there is a snake in the room.
20
Middle School English
5. “Open Window” by Saki
Claim: Framton Nuttel’s gullibility is the primary cause of his downfall in the “Open Window.”
Reasoning: Framton hears Vera’s story and believes her without question. That causes his
horror and the surprise ending of the story.
Counterclaim: Vera is a consummate liar, and the average person probably would have
believed her quite reasonable story upon hearing it.
6. “The Sniper” by Liam O’Flaherty
Claim: The protagonist in “The Sniper” is evil and deserves the angst he suffers.
Reasoning: He smiles evilly when he kills the female informer and he shouts with joy when he
kills the enemy sniper.
Counterclaim: He feels horror when he realizes he killed his brother.
Background: The protagonist in “The Sniper” is a character who sticks to his principles
throughout the story. According to Rudyard Kipling, author of the poem “If”:
If you can make one heap of all your winnings
And risk it on one turn of pitch-and-toss,
And lose, and start again at your beginnings,
And never breathe a word about your loss:
If you can force your heart and nerve and sinew
To serve your turn long after they are gone,
And so hold on when there is nothing in you
Except the Will which says to them: "Hold on!"
Yours is the Earth and everything that's in it,
And---which is more---you'll be a Man, my son!
6.a Claim: Since the sniper gambles fearlessly the way Kipling advocates, he is an admirable
man.
Reasoning: His clever ruse after he’s injured with dropping the rifle and cap into the street is a
risky gambit that works beautifully. He must feel the way the character in “If” feels in the line
of the poem “Will which says…’Hold on.’”
Counterclaim: The Republican sniper is little more than a vengeful murderer who happens to
have better luck than his enemy and brother.
7. “A Secret for Two” by Quentin Reynolds
Claim: The primary cause of the irony in “A Secret for Two” is the third person objective point
of view of the story.
Reasoning: Because the reader does not get insight into Pierre’s mind, the reader does not
know that Pierre’s blindness is developing, so it is a surprise at the end of the story.
Counterclaim: Foreshadowing throughout the story hints at the outcome.
7.aClaim: Pierre Dupin is someone modern students cannot relate to.
Reasoning: Pierre has a work ethic from bygone days and would not retire even when offered a
cushy pension.
Counterclaim: Pierre is a compassionate man whose love for his horse is something many
modern students can fully embrace.
21
Middle School English
8. “The Lady or the Tiger?” by Frank Stockton
Claim: The princess directs the young man to the door concealing the tiger.
Reasoning: The princess is described as “semi-barbaric” and of very jealous temperament.
Counterclaim: She’s a young woman and she’s deeply in love with the young man.
9. “Zlateh the Goat” by Isaac B. Singer compared to “The Road Not Taken” by Robert
Frost
Claim: The theme that man should acknowledge but not dwell on options he does not choose in
life is exemplified in “Zlateh the Goat” and “The Road Not Taken.”
Reasoning: When Zlateh was scheduled to be butchered, reluctantly, by the family, fate
intervened in the form of the snowstorm. Zlateh’s “road not taken” ended up saving Aaron’s
life.
Counterclaim: Unlike in the poem, fate controlled the characters in “Zlateh.” They had
almost no choices of their own to make.
10. “The Circuit” by Francisco Jimenez compared to “If” by Rudyard Kipling and with
resources provided on helicopter parenting and educational risks to children of migrant workers.
Claim: The narrator in “The Circuit” will become a stronger person because of the difficulties
he suffers during his school days.
Reasoning: Panchito is ripped out of a school situation where he is thriving in order to move
with his family to a new crop picking location. The tone of the piece is very poignant, but
Kipling’s conclusion in his poem seems to predict he’ll be a better man for having met
challenges. Similarly, the article on helicopter parenting endorses the idea that students are
stifled when over-coddled.
Counterclaim: Children of migrant workers truly have educational challenges that can inhibit
their education progress as alluded to in the article on education for children of migrant
workers.
Resources:

Excerpt from “If” by Rudyard Kipling
If you can dream---and not make dreams your master;
If you can think---and not make thoughts your aim,
If you can meet with Triumph and Disaster
And treat those two impostors just the same
Yours is the Earth and everything that's in it,
And---which is more---you'll be a Man, my son!

Article: “‘Helicopter’ parents have neurotic kids -- Over-parenting may lead to
undesirable traits, study shows” by Rachael Rettner
Source: http://www.msnbc.msn.com/id/37493795/ns/health-kids_and_parenting/t/helicopterparents-have-neurotic-kids/

Article: “Education of the Migrant Worker's Child”
Source: http://wik.ed.uiuc.edu/index.php/Education_of_the_Migrant_Worker%27s_Child
22
Middle School English
11. Frankenstein by Mary Shelley
Claim: Victor Frankenstein is the true monster in Frankenstein.
Reasoning: Victor’s desire to create life without considering the consequences, as well as his
inability to sustain relationships during and after his experiment and his decision not to take
responsibility for his mistake, make him more monstrous than his Creation.
Counterclaim: The Creature is the true monster in the story.
11.a Claim: The Creature is not responsible for the murders in the novel.
Reasoning: The Creature had no true role models to teach him the difference between right and
wrong (his major models are the DeLaceys and fictional stories). Abandonment and cruelty are
all he has known from his own experiences, and he acted out of desperation and emotional
distress. Additionally, the Creature never would have committed the crimes had Victor not
abandoned him.
Counterclaim: The Creature operated under his own free will and, therefore, is responsible for
the murders he commits.
11.b Claim: Frankenstein is not a plausible story.
Reasoning: The science of the story, the travels many characters undertake, and the horribly
negative reactions of everyone to the creature are all unbelievable.
Counterclaim: Especially for a 21st century audience, science can do anything, so the creation
of a man is not so impossible.
11.c Claim: Victor’s personality flaw of hubris is the central cause of tragedy in this story.
Reasoning: Victor Frankenstein sets out to create a new species that will honor him. He
purposely blinds himself to dangers of his science experiment because of his obsessive
personality.
Counterclaim: Victor is an innocent victim to a science experiment that gets out of control.
12. Flowers for Algernon by Daniel Keyes
Claim: Charlie’s life would have been better had he not had the surgery.
Reasoning: Before the surgery, ignorance was bliss for Charlie. He had a steady job, enjoyed
his time in Miss Kinnian’s class, and believed he had friends. Once he had the surgery and his
intelligence began to surge, he became even more alienated that he was before (for example, he
became painfully aware of the fact that his “friends” were mocking him, he could not hold a
conversation with anyone, etc.).
Counterclaim: Charlie’s life is enriched by experiencing the gifts of high intelligence
23
Unit: The Epic
1. The Odyssey by Homer
Claim: Odysseus is a hero/admirable man.
Reasoning: Odysseus initiates the plan to blind the Cyclops, has his men string him to the mast
to listen to the Sirens, and kills the suitors as punishment for disrespecting his home and family.
Counterclaim: Odysseus often acts impulsively or out of curiosity and not in the best interests of
his men (ex. Exploring the Cyclops’ cave). He also loses the respect and trust of many of his men,
making him a poor leader.
1.a Claim: The punishment that Odysseus delivers to the suitors is appropriate for their crimes.
Reasoning: The suitors intended to marry Odysseus’ wife and murder his son. They overrode his
house, seduced his maids, and generally wreaked havoc on his home.
Counterclaim: The suitors truly believed that Odysseus was dead for more than a decade, and
they thought it was only appropriate for Penelope to choose a new husband. Although they
disrespect his home and family, they do not commit murder, rape, or any other crime suitable of
the punishment they receive.
1.b Claim: Males and females are equal in power in The Odyssey.
Reasoning: Athena is referred to quite often with the same reverence in terms of her patronage
and support of Odysseus as Zeus. Calypso and Circe are powerful women who achieve success
in a male-dominated world. Penelope keeps the suitors in limbo for over four years through force
of her personality.
Counterclaim: Men are dominant over women in Greek society overall. Zeus is the king of the
gods, Odysseus’ return is why the suitors are vanquished, and even the immortals (Circe,
Calypso) are overruled in their wishes by male preferences (Zeus commands Calypso to release
Odysseus, Odysseus decides to leave Circe).
1.c Claim: The practice of xenia (ritualized hospitality) by the ancient Greeks enriched their
society.
Reasoning: In all his travels, Odysseus and his crew need to be welcomed in order to survive
(Aeolus’ island, being ship-wrecked with the Phaecians, Circe’s Island).
Counterclaim: Rules of xenia are abused by some characters, causing themselves or others to
suffer (the suitors, Odysseus waiting for a gift from Polyphemus).
2. Beowulf by Robert Nye
Claim: Beowulf is relevant to eighth graders in the twenty-first century.
Reasoning: Modern students can still appreciate Beowulf’s timeless characteristics: his honor,
bravery, and modesty are all traits to strive for.
Counterclaim: Beowulf is outdated, and students cannot relate to the characters or culture of
the story.
2.a Claim: A true hero is one who accepts his flaws and uses them to his advantage.
Reasoning: Beowulf is proof that one need not be perfect in order to be heroic. In fact, Beowulf
uses his flaws in his favor (for example, his blurred vision allows him to not panic at the sight of
Grendel’s mother; he is able to be good by accepting his “bad”).
Counterclaim: True heroes are infallible and perfect.
24
3. “The Wise Goddess Athena” by Betty Bonham Lies (essay) in Echoes from Mt.
Olympus (Perfection Learning)
Claim: Athena embodies many traditional feminine traits, which is the main reason for her
successes as detailed in this essay.
Reasoning: She readily puts aside her instruments of war when not needed and she thinks to
gift mortals with useful and practical objects. Women are generally more peace loving and
practical than men.
Counterclaim: She is the goddess of war, a very unfeminine occupation, and she refuses to
marry. Marriage would make her a female humans could relate to much better.
4. “Homer, the Blind Poet” by Alisoun Witting (essay) in Echoes from Mt. Olympus
(Perfection Learning)
Claim: Modern audiences would not enjoy the type of performance Homer offered.
Reasoning: Modern audiences are so visual that the purely auditory aspect of the bards’
performances would not work in the modern day.
Counterclaim: His performance was so impressive and the story so engaging that modern man
would be enthralled the same way as those of Homer’s day.
25
Unit: The Tragedy
1. Romeo and Juliet by William Shakespeare
Claim: Friar Lawrence is most responsible for Romeo’s and Juliet’s deaths.
Reasoning: Romeo and Juliet trust the Friar, as he is a man of God and a role model for Romeo.
Also, the Friar validates Romeo and Juliet's relationship by marrying them, and they blindly
follow his impulsive and faulty plans.
Counterclaim: Romeo and Juliet commit suicide; therefore, they are most responsible for their
own deaths.
1.a Claim: Romeo and Juliet’s relationship is not a good model for a healthy, loving
relationship.
Reasoning: A healthy relationship involves honesty, trust, and communication. Romeo and
Juliet do not have the time or resources to truly get to know and communicate with each other.
Their love is impulsive and self-destructive.
Counterclaim: A healthy, loving relationship is one that is built on true love and devotion.
Romeo and Juliet are willing to do anything to be together.
1.b Claim: Romeo and Juliet are not good role models for today’s teenagers.
Reasoning: Romeo and Juliet are impulsive and they have a tendency to disobey their superiors.
Also, Romeo commits murder, making him a criminal.
Counterclaim: Romeo and Juliet believe that true love exists, they remain faithful to each other
in the face of extreme adversity, and they stick to their principles, making them good role
models.
1.c Claim: Romeo and Juliet is still relevant to today’s teenagers.
Reasoning: While there are many elements of the story that modern teenagers cannot relate to
(Juliet’s marriage at such a young age, for example), modern teens can relate to the major
emotions and conflicts in the story: young love, family feuds, impulsive decisions leading to
unfortunate outcomes, etc.
Counterclaim: Modern students cannot relate to the idea of love at first sight, arranged
marriages, and the severity of punishments such as exile. The story is too dated and students
cannot relate to it.
1.d Claim: Juliet is the more dominant of the two protagonists.
Reasoning: Juliet takes charge of the development of their relationship, first advocating that
they slow down and then mentioning marriage first. She is proactive in seeking a solution to her
problem when her parents want her to marry Paris.
Counterclaim: Juliet acts equally as irresponsibly as Romeo does throughout the play and both
commit suicide.
1.e Claim: The main character flaw that leads to the many tragedies in Romeo and Juliet is
impulsiveness.
Reasoning: Romeo, Juliet, Tybalt, Mercutio, Friar Lawrence and Capulet all act impulsively to
further the plot.
Counterclaim: Fate is the greater determinant of the bad outcomes in the play than impulsive
actions.
26
Argument Writing :Grade 8
Support your claim
with solid evidence
from credible
sources. Anticipate
other views and
supply counterclaims.
The reader should
clearly see and easily
follow the
organization of your
paper.
Connect with the
reader about the
position you are
taking. Speak to the
audience and make
the reader feel that
your argument is solid
and better than any
other position.
Select words that
clearly and
purposefully support
and advance your
position.
In order to keep the
reader’s interest, use
well-chosen
transitions between
and among your
varied sentences as
you advance your
argument.
This is not the time
to show carelessness.
Misused words or
incorrect spellings
and other
grammatical errors
can get in the way of
your message.
This is the place to
show that you care
about a first
impression. Does the
paper look as though
you took pride in
what you produced?
Ideas
o Clearly worded, well-defined claim
o Anticipate reader’s opposition
Organization
o Introduce claim(s), acknowledge and distinguish the claim(s) from
alternate or opposing claims, and organize the reasons and evidence
logically.
o Support claim(s) with logical reasoning and relevant evidence, using
accurate, credible sources and demonstrating an understanding of the
topic or text.
o Provide a concluding statement or section that follows from and
supports the argument presented.
Voice
o Establish and maintain a formal style.
70 points
Word Choice
o Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), counterclaims, reasons, and evidence.
5 points
Sentence Fluency
o Uses transitional words and phrases between points (however, such as,
most important)
5 points
Conventions
o Paper is clear of mistakes in

Spelling

Punctuation

Capitalization

Usage
10 points
Presentation
o Easy to read handwriting
o Double spaced typing
o Well-defined margins
o Use 12 pt. Times New Roman font .
5 points
5 points
27
Teacher and Student Resources
28
Student Resource Sheet
The Thesis Statement
A thesis statement is a road map for writing your paper. Without one, it is difficult to make an
outline for your writing. You need to know where you are going. A thesis statement should:



Take a position
Be supportable with evidence from the text
Be expressed in one sentence, expressing one main idea.
A thesis statement should not:
A.
B.
C.
D.
State an obvious fact
Be too broad or general for the length of the essay you’re writing
Be a question or issue answered with “yes” or “no”
Be written in the first person, even though it does state the author’s opinion.
Practice: Mark a “T” by the items below that are valid thesis statements and “NT” beside those
that are not. Next to each of the non-thesis statements, tell WHY it’s not a valid thesis statement
with an A, B, C or D referring to the errors listed above.
Example: __NT__ __C__ Is Robin Hood a criminal?
Explanation: This is not a thesis statement because it does not provide a main idea or a
central claim. It also contains a question, which is error C above.
1. _____ _____ George Bush won the 2000 election by the smallest margin in history.
2. _____ _____ Solving America’s environmental problems is more difficult than many
environmentalists believe.
3. _____ _____ Does yogurt provide more essential nutrients than milk?
4. _____ _____ Shakespeare wrote 37 plays and 154 sonnets.
5. _____ _____ “Flowers for Algernon” captures the reader’s interest because of strong
connections between the reader and Charlie Gordon, an engaging and admirable hero.
6. ______ _____ I think the space program wastes a lot of money.
7. ______ ______ Cinderella is as gracious as she is beautiful.
8. _____ ______ Jane Austen is an awesome author.
9. _____ _______ Is Odysseus a tragic hero or an epic hero?
10. _____ ______ Frankenstein is not a believable story.
29
Teacher Resource Sheet
The Thesis Statement KEY
A thesis statement is a road map for writing your paper. Without one, it is difficult to make an
outline for your writing. You need to know where you are going. A thesis statement should:



Take a position
Be supportable with evidence from the text
Be expressed in one sentence, expressing one main idea.
A thesis statement should not:
A.
B.
C.
D.
State an obvious fact
Be too broad or general for the length of the essay you’re writing
Be a question or issue answered with “yes” or “no”
Be written in the first person, even though it does state the author’s opinion.
Practice: Mark a “T” by the items below that are valid thesis statements and “NT” beside those
that are not. Next to each of the non-thesis statements, tell WHY it’s not a valid thesis statement
with an A, B, C or D referring to the errors listed above.
Example: __NT__ __C__ Is Robin Hood a criminal?
Explanation: This is not a thesis statement because it does not provide a main idea or a
central claim. It also contains a question, which is error C above.
1. _NT__ __A_ George Bush won the 2000 election by the smallest margin in history.
2. _T___ _____ Solving America’s environmental problems is more difficult than many
environmentalists believe.
3. _NT_ __C__ Does yogurt provide more essential nutrients than milk?
4. _NT__ __A__ Shakespeare wrote 37 plays and 154 sonnets.
5. __T__ _____ “Flowers for Algernon” captures the reader’s interest because of strong
connections between the reader and Charlie Gordon, an engaging and admirable hero.
6. __NT__ __D_ I think the space program wastes a lot of money.
7. __T__ ______ Cinderella is as gracious as she is beautiful.
8. __NT_ __B__ Jane Austen is an awesome author.
9. __NT_ ___C__ Is Odysseus a tragic hero or an epic hero?
10. __T__ ______ Frankenstein is not a believable story.
30
Student Resource Sheet
Claims and Thesis Statements
A THESIS statement is a single declarative sentence that states what the writer
wants the reader to know, believe, or understand.
Walmart has many programs that help the community.
A CLAIM is a type of thesis statement, used in ARGUMENT writing, which
convinces the audience of a particular view in an argument.
Walmart is the most community-oriented corporation in Columbia.
The resulting composition will, like other writings, contain textual support; however,
this writing will also include acknowledgement of opposing perspectives or counterclaims.
See if you can tell the difference?  (HINT: Ask yourself, is this debatable?)
Directions: Put a “T” in the blank if it is a thesis statement and a “C” if it is a claim.
______1. Penguins are flightless birds that many people appreciate.
______2. Dolphins should not be kept in captivity, even to educate the public.
______3. There are many explanations as to why this summer had fewer hurricanes.
______4. No one knows the truth of what happened to Amelia Earhart.
______5. Airplanes need to have more flights to all destinations.
______6. Students should be allowed to chew gum in school because it heightens their focus.
______7. Several new cancer drugs have been shown to be highly effective.
______8. Traffic between Columbia and Washington D.C. is getting worse.
______9. Due to the increase in the number of local pools, the number of drownings has
risen.
______10. The Ravens’ winning season is solely due to the abilities of Joe Flacco.
BONUS QUESTION:
TURN ANY OF THE THESIS STATEMENTS ABOVE INTO A CLAIM!
_____________________________________________________________________
31
Teacher Resource Sheet
Claims and Thesis Statements-KEY
A THESIS statement is a single declarative sentence that states what the writer
wants the reader to know, believe, or understand.
Walmart has many programs that try to help the community.
A CLAIM is a type of thesis statement, used in ARGUMENT writing, which
convinces the audience of a particular view in an argument.
Walmart is the most community-oriented corporation in Columbia.
The resulting composition will, like other writings, contain textual support; however,
this writing will also include acknowledgement of opposing perspectives or counterclaims.
See if you can tell the difference?  (HINT: Ask yourself, is this debatable?)
Directions: Put a “T” in the blank if it is a thesis statement, a “C” if it is a claim.
___T__1. Penguins are flightless birds that many people appreciate.
___C__2. Dolphins should not be kept in captivity, even to educate the public.
___T__3. There are many explanations as to why this summer had fewer hurricanes.
___T__4. No one knows the truth of what happened to Amelia Earhart.
___C__5. Airplanes need to have more flights to all destinations.
___C__6. Students should be allowed to chew gum in school because it heightens their
focus.
___T__7. Several new cancer drugs have been shown to be highly effective.
___C__8. Traffic between Columbia and Washington D.C. is getting worse.
___C__9. Due to the increase in the number of local pools, the number of drownings has
increased.
___C__10. The Ravens’ winning season is solely due to the abilities of Joe Flacco.
BONUS QUESTION:
TURN ANY OF THE THESIS STATEMENTS ABOVE INTO A CLAIM!
_____________________________________________________________________
32
Student Resource Sheet 1
1 of 4
Adapted from Cinderella by Charles Perrault (France)
Once there was a man who married, for his second wife, the most egotistical woman that
was ever seen. She had two daughters of her own who were exactly like her in all things. The
man had a young daughter, good and sweet, who was the best creature in the world.
Early on in their marriage, the stepmother began to show her true colors. She could not
bear the good qualities of this pretty girl because they made her own daughters appear more
horrible, so she gave her the meanest work of the house. The girl scoured the dishes and tables
and cleaned the stepmother and stepsisters’ chambers. She slept on a straw bed, while her sisters
slept in the finest rooms.
When she had done her work, she used to go to the chimney corner and sit down there in
the cinders and ashes, so they called her Cinderella. However, Cinderella was a hundred times
more beautiful than her sisters, although they were always dressed nicer than she.
It happened that the king's son gave a ball, and he invited all persons of status to it.
Cinderella’s stepsisters were also invited, and they were delighted at this invitation. They busied
themselves by selecting their finest clothes, which made more work for Cinderella; it was she
who ironed and pleated their clothing. The sisters talked all day long of how they should be
dressed and how their hair should look.
They also consulted Cinderella in all these matters, for she had excellent ideas, and her
advice was always good. Indeed, she even offered her services to fix their hair, which they very
willingly accepted. As she was doing this, they said to her, "Cinderella, would you not like to go
to the ball?"
"Of course!” she said, "But you know that I could never go to such an event."
"It is true,” they replied. "It would make the people laugh to see a Cinderwench at a ball."
Anyone but Cinderella would have fixed their hair awry, but she was very good, and
dressed them perfectly well. They were continually in front of their mirror. At last the ball came.
They went to court, and Cinderella followed them with her eyes as long as she could. When she
lost sight of them, she started to cry.
Her godmother, a fairy, who saw her all in tears, asked her what was the matter.
"I wish I could…” She was not able to speak the rest, due to her tears and sobbing.
Her godmother said to her, "You wish that you could go to the ball?"
"Yes," cried Cinderella, with a great sigh.
33
“Well," said her godmother, "you are such a good girl that I will see to it that you shall
go." Then she said to her, "Run into the garden, and bring me a pumpkin."
Student Resource Sheet 1
2 of 4
Cinderella went immediately to gather the finest she could get and brought it to her
godmother, not being able to imagine how this pumpkin could help her go to the ball. Her
godmother struck the pumpkin with her wand, and it was instantly turned into a fine coach,
gilded all over with gold.
She then went to look into the mousetrap, where she found six mice, all alive, and
ordered Cinderella to lift up a little the trapdoor. She gave each mouse, as it went out, a little tap
with her wand, and the mouse was that moment turned into a fine horse, which made a very
fine set of six horses.
Being at a loss for a coachman, Cinderella said, "I will go and see if there is rat that we
can turn into a coachman."
Cinderella brought the trap to her, and the fairy chose the rat that had the largest beard,
touched him with her wand, and turned him into a fat, jolly coachman. After that, she said to
Cinderella, "Go into the garden, and you will find six lizards behind the watering pot. Bring
them to me."
She had no sooner done so but her godmother turned them into six footmen, who
skipped up immediately behind the coach. The fairy then said to Cinderella,
"Well, are you pleased with your coach?"
"Oh, yes," she cried; "but must I go in these nasty rags?"
Her godmother then touched her with her wand, and, at the same instant, her clothes
turned into cloth of gold and silver, all beset with jewels. The godmother gave Cinderella a pair
of glass slippers, the prettiest in the whole world. Cinderella got up into her coach, and her
godmother commanded her not to stay past midnight, telling her that if she stayed one moment
longer, the coach would be a pumpkin again, her horses mice, her coachman a rat, her footmen
lizards, and that her clothes would become just as they were before.
Cinderella promised her godmother she would leave the ball before midnight and then
drove away, hardly able to contain her joy. The king's son, who was told that a great princess,
whom nobody knew, had arrived, ran out to receive her. He gave her his hand as she stepped
from the coach and led her into the hall, among all the company. There was immediately a
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profound silence. Everyone stopped dancing, and the violins ceased to play, so entranced was
everyone with the beauty of the unknown woman.
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Student Resource Sheet 1
3 of 4
All the ladies admired her clothes, hoping to have some made next day after the same
pattern, provided they could find such fine materials to make them.
The king's son led her to dance with him. She danced so very gracefully that they all the
more admired her. A fine meal was served up, but the young prince did not eat, so intent was he
in gazing at her.
Cinderella went and sat down by her sisters, giving them part of the oranges which the
prince had presented her with, which surprised them, for they did not know or recognize her.
While Cinderella was amusing her sisters, she heard the clock strike eleven and three-quarters,
said farewell to the company, and hurried away as fast as she could.
As she was eagerly telling her godmother everything that had happened at the ball, her
two sisters knocked at the door, which Cinderella ran and opened.
"You stayed such a long time!" she cried, rubbing her eyes and stretching herself as if she
had been sleeping.
"The finest princess was at the ball," one of her sisters said. “She was the most beautiful
and kindest woman we have ever seen!”
Cinderella seemed indifferent in the matter. She asked them the name of that princess,
but they told her they did not know it, and that the king's son would give anything to know
who she was. At this Cinderella, smiled and replied, "She must be very beautiful indeed!”
The next day the two sisters were at the ball, and so was Cinderella, but dressed even
more magnificently than before. The king's son was always by her, complimenting her. Caught
up in the moment, she forgot what her godmother had told her. She thought that it was no later
than eleven when she counted the clock striking twelve. She jumped up and fled, and the prince
followed, but he could not catch her. She left behind one of her glass slippers, which the prince
picked up most carefully. She reached home in her nasty old clothes, having nothing left but one
of the little slippers.
The guards at the palace gate were asked if they had seen a princess go out. They replied
that they had seen nobody leave but a young girl, very shabbily dressed.
When the two sisters returned from the ball Cinderella asked them if the fine lady had
been there.
They told her, yes, but that she hurried away immediately at midnight, and that she
dropped one of her little glass slippers, which the king's son had picked up; he had done
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nothing but look at her all night, and he was very much in love with the beautiful woman who
owned the glass slipper.
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Student Resource Sheet 1
4 of 4
This was all very true, and a few days later, the king's son announced that he would
marry the woman whose foot this slipper would fit. All the women of status tried the slipper,
but it didn’t fit any of them; it was brought to the two sisters, who did all they could to force
their foot into the slipper, but they were not successful.
Cinderella, who saw all this and knew that it was her slipper, said to them, "Let me see if
it will fit me."
Her sisters burst out laughing, and the gentleman who was sent to try the slipper looked
at Cinderella, and, finding her very beautiful, said that it was only fair that she should try as
well, and that he had orders to let everyone try.
He had Cinderella sit down, and, putting the slipper to her foot, he found that it went on
very easily, fitting her as if it had been made of wax. Her two sisters were greatly astonished, but
then even more so, when Cinderella pulled the other slipper out of her pocket and put it on her
other foot. Her godmother then came in and touched her wand to Cinderella's clothes, making
them more magnificent than any she had worn before.
Her two sisters realized she was the beautiful lady from the ball. They threw themselves
at her feet to beg forgiveness for treating her poorly. Cinderella took them up, and, as she
embraced them, said that she forgave them with all her heart, and wanted them always to love
her.
She was taken to the young prince, dressed as she was. He thought she was more
charming than before, and, a few days after, he married her. Cinderella, who was no less good
than beautiful, gave her two sisters lodgings in the palace, and that very same day matched
them with two great lords of the court.
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Teacher Resource Sheet
How to Use the “Cinderella” Sample
Goal: Students demonstrate the ability to write a well-developed, logical, and evidence-based
response to a claim, while effectively addressing and dismissing counterclaims.
Literature: Cinderella retold by Charles Perrault
Objective(s): Students will:
 Analyze how a writer develops and supports a claim
 Evaluate the effectiveness of a student written response to an argument
assignment
Materials:
1. Class set of Cinderella by Charles Perrault (Student Resource Sheet 1)
2. Copies of Cinderella Assignment (Student Resource Sheet 2)
3. Copies of Student Outline (Student Resource Sheet 3)
4. Copies of Student Essay (Student Resource Sheet 4)
5. Copies of Cinderella Rubric (Student Resource Sheet 5)
Procedure:
1. Explain the objectives for the class period
2. Engage class in discussion about the Grimm’s Cinderella fairytale.
3. Introduce the concept of another Cinderella version and encourage students to share their
initial reactions to the thought of there being other Cinderella stories.
4. Distribute the story and have students read the story.
5. Distribute and discuss the assignment in detail [Student Resource Sheet 2].
6. Distribute and discuss the Cinderella Rubric [Student Resource Sheet 5].
7. Review previously explicitly taught argument terms (claims, counterclaims, evidence)
8. Distribute student samples to the first option [Student Resource Sheet 3,4] and allow
students to pair and discuss the student samples:
 Student Outline (how it is used as an organizer; the evidence topics)
 Student Essay (background information; the claim, evidence cited and explained
in order to support the claim, counterclaim)
9. Convene the class and allow students to discuss their work.
10. Explain that the class will now form groups and specifically work on other sections of the
rubric: Word Choice, Sentence Fluency, Voice, and Presentation.
11. Assign students to groups and assign assignment
12. Allow time for students to work
13. Circulate and provide feedback to each group
14. Convene the class and have each group report to the class
15. Explain the home assignment
16. Review the day’s objectives
17. Answer questions students might have
18. Dismiss the class
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Homework: Select one the choices from the assignment sheet and complete the assignment.
Bring rough draft to class tomorrow.
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Student Resource Sheet 2
Cinderella Assignment
Directions: You have now read a second version of the Cinderella fairytale. Consider how
the two versions differ. Read the claims that appear below and select one to develop in
an essay. If you would like to propose a reasonable facsimile of the three suggested
claims, you must first get approval from your teacher.
1. Although the Grimm’s Cinderella version is better known, Perrault’s version is far more
appealing to young children.
2. The stepsisters’ actions are unkind, but they do genuinely love Cinderella.
3. Because Charles Perrault’s fairytale was written many years before the Grimm’s version was
written, it is clear that the Grimm brothers improved the original version.
4. OPEN
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Student Response Claim 1
Outline
NOTE: A Howard County student wrote the outline and essay as first-drafts that require additional
development, editing, and revising.
Thesis Statement: Although the Grimm’s Cinderella version is better known, Perrault’s
version is far more appealing to young children. [Claim]
I.
Fashionable
A. Gives fashion advice
B. Very resourceful
II.
Action packed
A. Two social balls
B. Lively interaction with stepsisters
III.
Suspenseful
A. The first ball
B. The second ball
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Student Resource Sheet 4
1 of 2
Student Response to Claim1
NOTE: A Howard County student wrote the outline and essay as first-drafts that require additional
development, editing, and revising.
Cinderella
[Background information] If someone in a family didn’t respect one of her family
members, is it possible for that person to keep her dignity and still treat the family members with
kindness? Cinderella, a well-known tale, tells the story of a young girl who is treated unfairly by
her stepsisters and stepmother, but she never fails to complete tasks placed before her. The story
ends with Cinderella getting her prince and everything working out for the best for her. Charles
Perrault’s fairytale portrays a Cinderella who is very different from the Cinderella portrayed in
the Grimm Brothers’ Cinderella. Although the Grimm’s Cinderella version is better known,
Perrault’s version is far more appealing to young children. [Claim]
Cinderella is more than a beautiful woman in Perrault’s fairytale. Cinderella is portrayed
as a fashionable young lady who knows how to make others look good. [first argument]. Her
stepsisters “consulted Cinderella in all these matters [dresses], for she had excellent ideas, and
her advice was always good. Indeed, she even offered her services to fix their hair, which they
very willingly accepted…anyone but Cinderella would have fixed their hair awry, but she was
very good and dressed them perfectly well. They were continually in front of their mirror”
[evidence]. Cinderella treats her stepsisters nicely and helps them look respectable for the ball
when they would never have helped her had the situation been flipped. She creates a look for
both of them so that both had spectacular hair and amazing dresses. In fact, they looked so good
that they couldn’t drag themselves away from the mirror. Young children love shows like “How
Do I Look” and other shows where someone with great style is able to transform a duckling into
a swan. That is exactly what Cinderella does.
While some might argue that Cinderella does have a personal tasteful style in Grimm’s
version, there is no evidence that she did more than mend clothes for her
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Student Resource Sheet 4
2 of 2
stepsisters and stepmother. [addresses counterclaim] Her style and ability to create style was
limited to herself. And there is no occasion when the stepsisters actually ask her for advice.
Instead they give her orders. Small children reading Perrault’s story are in wonder by all the
things Cinderella can do and by her creativeness. The Grimm’s version does not include as much
detail.
The Grimm Brother’s version is a better known and exciting story, but that does not make
it a better story. That version lacks continuous action. Perrault’s version is action-packed
[second argument]. In the Grimm Brother’s version of Cinderella, Cinderella is transformed
into a beautiful, well-dressed lady for only one magical night; however, Perrault’s story includes
a second trip to the ball. This addition supplies more action, which makes Perrault’s story more
appealing to young children. The Grimm Brother’s Cinderella only had the first ball where she
and the prince first meet. But in the second ball, the readers get a more in-depth understanding
of the relationship between Cinderella and the prince. This is more exciting because Grimm’s
story jumps from one encounter to marriage. Although people might say that the second ball
scene makes the fairytale too long and not a better story, it adds more events that interest
children. [addresses counterclaim]
Young children like suspense and the unknown. [third argument]. When children know
who Cinderella really is at the ball and the stepsisters do not know, children see it as a game they
get to play. Cinderella interacts twice with her stepsisters without their knowledge of her true
identity. Children are left to wonder when and how the stepsisters will know the princess’s true
identify. They wonder how beautiful she must look that the stepsisters do not recognize here.
Although the suspense is there in Grimm’s version, the suspense is doubled here. [addresses
counterclaim] These two scenes add mystery to the story because it’s exciting that the reader
knows who Cinderella is, but the stepsisters do not. Cinderella’s stepsisters call her wicked and
ugly to her face, but when they meet her in disguise, they think she is, “The finest princess at the
ball...She was the most beautiful and kindest woman we have ever seen!” It’s ironic that the
stepsisters were speaking unknowingly about Cinderella to Cinderella.
The Perrault Cinderella appeals to children more than the Grimm Brother’s version.
Children see many sides of Cinderella, and she becomes a real person with a real personality in
Perrault’s version. {concluding statement]
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Student Resource Sheet 5
Cinderella Rubric
Support your claim
with solid evidence
from credible
sources. Anticipate
other views and
supply counterclaims.
The reader should
clearly see and easily
follow the
organization of your
paper.
Ideas
o Clearly worded, well-defined claim
o Anticipate reader’s opposition
Organization
o Introduce claim(s) about a topic or issue
o Acknowledge and distinguish the claim from alternate or
opposing claims, including developing alternate claims
o
Provide brief background information that helps to lay the foundation
for stating the claim.
o
Support claim(s) with logical reasoning and relevant, accurate
data and evidence that demonstrate an understanding of the
topic or text, using credible sources.
Provide a concluding statement or section that follows from
and supports the argument presented.
o
70 points
Connect with the
reader about the
position you are
taking. Speak to the
audience and make
the reader feel that
your argument is solid
and better than any
other position.
Select words that
clearly and
purposefully support
and advance your
position.
Voice
o Establish and maintain a formal style/voice
o Respectful tone
5 points
Word Choice
o Use words, phrases, and clauses to create cohesion and clarify
the relationships among claims, counterclaims, reasons, and
evidence.
5 points
In order to keep the
reader’s interest, use
well-chosen
transitions between
and among your
varied sentences as
you advance your
argument.
This is not the time
to show carelessness.
Misused words or
incorrect spellings
and other
grammatical errors
can get in the way of
your message.
This is the place to
show that you care
about a first
impression. Does the
paper look as though
you took pride in
Sentence Fluency
o Uses transitional words and phrases between points (however,
such as, most important)
5 points
Conventions
o Paper is clear of mistakes in
 Spelling
 Punctuation
 Capitalization
 Usage
10 points
Presentation
o Easy to read handwriting
o Double spaced typing
o Well-defined margins
o Use 12 pt. Times New Roman font and paper is double space.
5 points
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what you produced?
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