10CP ESLR Controversial Issue Unit
Sanders 2012-2013
Note: Controversial Issue will be abbreviated CI
Index:
Page 1……………………………………………. Index and Timeline
Page 2……………………………………………..Controversial Issue Paper ESLR Assignment
Page 3……………………………………………..ESLR Topic List
Page 4……………………………………………..ESLR Assignment Topic Approval Form
Page 5……………………………………………..Short Guide to MLA Works Cited Page
Page 6……………………………………………..Sample Pro/Con Chart
Page 7……………………………………………..Outline Template for CI Essay
Page 8……………………………………………..Rubric CI Essay
Page 9……………………………………………..Self Evaluation CI Essay
Page 10……………………………………………Rubric CI Oral Presentation
10CP ESLR Timeline: NO late work
Due Date
What’s Due
Pt. Value
________
1. Topic Approval Form
5 pt.
________
2. 5 Source Cards
25 pt.
________
3. 25 Note Cards
25 pt.
________
4. Pro/Con Chart
30 pt.
________
5. Outline
15 pt.
________
6. Rough typed w/ W.C.
50 pt.
________
7. Final typed w/ W.C.
100 pt.
________
8. Oral Presentation
50 pt.
1
Controversial Issue Paper – ESLR Assignment
This week we officially begin our Expected School-wide Learning Results (ESLR) assignment for the term. The 10 th
Grade English assignment is: (1) to research a controversial issue; (2) to compose an analytical, persuasive essay in
which two or more sides of the issue are examined and a well-reasoned position is taken; and (3) to deliver an oral
and visual presentation of the controversial issue. Students may choose their own topics, however all topics are
subject to parent and teacher approval.
The final paper must be a product of the notes, outline, and drafts written. The presentation of the paper should be
visually enhanced – you may not simply read the paper but must present the information visually with graphic
support. The process as well as the products of this assignment will be assessed. The satisfactory completion of all
steps of this assignment is required to pass the subterm (300 points total).
Requirements
 Signed approval of your topic from parent and teacher (5 points)
 Pro/Con Chart – 30 points
 Minimum 5 Current sources, chosen from the following (note minimums and maximums):
 Books, other than encyclopedias, that focus on your topic (1 minimum)
 Academic and professional articles obtained through online databases (2 minimum)
 Qualified Internet sources (1 minimum, 2 maximum)
 Encyclopedia articles (no minimum, 2 maximum)
 Magazine or newspaper articles (no minimum or maximum)
 5 Source Cards formatted in MLA style (see handout provided and also on my Teacher Web in Handout
section called Shortcut for MLA Works Cited: 25 points
 Note cards generated from the minimum of five required sources. Total of 25 cards and a minimum of one
card per source. – 25 points
 Outline of paper (including support and counter-arguments) – 15 points
 Rough Draft – 50 points
 Final Draft – 100 points total
 3-6 typed, double-spaced pages with appropriate and sufficient parenthetical citations per
CVUSD/MLA guidelines and formatting (700 word minimum)
 Correct English language conventions must be used
 Works cited sheet (all sources must be used and cited)
 Paper copy submitted with all notes, charts, outline, works consulted list, and draft(s)
 Electronic submission to Turnitin.com required
 Oral Presentation – 50 points
 Overview of the controversy and multiple sides to the issue
 Persuasively presents and supports the student’s position
 Uses visual support (e.g. Powerpoint slides, Posters, Charts)
 Quality of oral presentation, including voice mechanics and tone, body language, and eye contact
will be included as part of your grade
California Academic Content Standards
Reading 2.2-2.6 and 2.8; Writing 1.0, 2.3, and 2.4, Written and Oral Language Conventions 1.0, Listening &
Speaking 1.3-1.9, 2.2, and 2.5
Tentative Schedule will be provided on the class calendar and posted in the classroom.
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10CP ESLR Topic List
1) You need to closely review the topics below.
2) The following page is the Topic Approval Form. Follow the directions on this form.
3) Your deadline for your Topic Approval form is _______________________________.
Universal Health Care
Genetically modified foods
Legalization of Marijuana/ drugs in general
Alternative energy sources/ use of ethanol and bio-fuels
Gender selection/ designer babies
Endangered species act
Gene therapy
Pesticides use
What to do with left over embryos
Drilling for oil (in wildlife areas) or off coast
Eminent domain
Electronic privacy/ wiretapping/Patriot Act
Children should/should not stay with abusive parents
Pledge of allegiance
Teaching evolution/ creationism in school
Birth control or anti-viral (HPV) injection to under-aged girls
Gun control
Age of consent/ statutory rape
Animal rights/ abuse
Violence in video games
Gay/ Lesbian Rights (marriage, employment, civil unions, adoption)
Cell phone safety laws
Death penalty (juvenile offenders, mentally disabled, methods of
execution)
Euthanasia or physician assisted suicide
Cults/ freedom of religion/ polygamy
DNA databases
Stem-cell research
Prisons (entertainment, weights, access to books, overcrowding, etc)
Cloning
Electoral college/ voting rights
Distribution of condoms in schools
International warfare
Distribution of clean needles to heroine addicts
Cheating in schools (appropriate punishment)
Global warming (whether we should do something/ whether it’s
caused by humans)
School funding
Freedom of speech (limitations)
Gambling
Immigration (what to do to prevent, what to do with illegal
immigrants, whether or not to provide public service, hiring
policies, etc.
Plastic surgery
Dress codes in school
Tobacco Advertising
Violence in mass media
Lotteries
Curfews
Driving age
Hate crime punishments
Airport security
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Controversial Issue Paper – ESLR Topic Approval
Student Name: _____________________________________________ Period: ______
From the Student to Mrs. Sanders:
I have read and understand the requirements for this project as given on the attached assignment sheet. I
understand that I will be graded on the process (notes, outline, drafts, etc.) as well as the final paper and
presentation. I also understand that the final paper must be a product of the notes and drafts I write. In
addition to submitting a paper copy, I will post my final draft electronically to turnitin.com or my final
draft will not be considered “turned in.” Topics are approved on a first-come, first-serve basis. I know I
may not change my topic without approval from Mrs. Sanders and my parent(s).
Student Signature: _____________________________________
Topic choice #1: _____________________________________________________________
Topic choice #2: _____________________________________________________________
Topic choice #3: _____________________________________________________________
From the Student to the Parent: As part of the English 10CP curriculum, I will be writing an essay on a
controversial topic of my choice. I will be researching all sides of the issue and will take a side based on
my research (my position may not necessarily be my opinion). The topic I have chosen is listed above.
Please read the agreement I have made with Mrs. Sanders above.
Parent Approval: I accept my child’s choice of topic and understand his or her responsibilities.
Parent Signature: ___________________________________________ Date: __________
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Short Guide to Works Cited
BOOK WITH ONE AUTHOR
Fitzgerald, F. Scott. The Great Gatsby. New York: Alfred A. Knopf, 1996. Print.
BOOK WITH TWO OR THREE AUTHORS
Humphrey, Derek, and Ann Wickett. The Right to Die: An Historical and Legal Perspective of Euthanasia. New York: Harper, 1986. Print.
SELECTION IN AN ANOTHOLODY OR EDITED BOOK
Gordimer, Nadine. “The Bridegroom.” African Short Stories. Ed Chinua Achebe and C.L. Innes. London: Heinmann, 1985. 155-63. Print.
ARTICLE IN A MONTHLY MAGAZINE
Pearce, Fred. “Back to the Days of Deadly Smogs.” The New Scientist. Dec. 1992: 25-28. Print.
ARTICLE IN A WEEKLY MAGAZINE
Loeb, Penny. “The Ways of Washington” U.S. News and World Report. 29 Mar. 1993: 25. Print.
ARTICLE PRINTED IN A REFERENCE BOOK
Dembo, L.S.: “The Socialist and the Socialite Heroes of Upton Sinclair” Toward a New American Literary History: Essays in Honor of Arlin Turner. Duke University
Press, 1980. Rpt. In Contemporary Literary Criticism. Ed. Tamara White. Vol. 63. Detroit: Gale Research, 1991, 361-362. Print.
ARTICLE IN A JOURNAL: Regardless of pagination, all scholarly publication citations include both volume and issue numbers. End citations with the medium of
publication, Print.
Aldrich, Frederick A. and Margueritte L. Marks. “Wyman Reed Green, American Biologist.” Bios 23.1 (1952):
26-35. Print.
ARTICLE IN A NEWSPAPER
Cocheran, J. Thomas. “The Pork Barrel Project Helps People.” New York Times 29 Apr. 1993: A30. Print.
UNSIGNED ARTICLE
“Air’s Not Free.” Press Enterprise 6 Jul. 1994. Print.
ONLINE DATABASE Scholarly Journal Article: Cite online journal articles from an online database as you would a print one. Provide the database name in
italics. Library information is no longer required. List the medium of publication as Web and end with the date of access. For databases that do not provide pagination,
write n. pag. for no pagination.
Berger, Hames D. and Helmut J. Schmidt. “Regulation of Macronuclear DNA Content in Paramecium.”
The Journal of Cell Biology 76.1 (1978): 116-126. JSTOR. Web. 20 Nov. 2008.
WORLD WIDE WEB: Online periodicals include both the name of the website in italics and the website publisher. Note that some sites will have different names
than their print formats, such as ones that include a domain name like .com or .org. If no publisher is listed, use N.p. to denote no publisher name given. Follow with
date of publication, Web as medium of publication, and date of access. No URL is required unless the citation information does not lead readers to easily find the
source. When no publisher name appears on the website, write N.p. for no publisher given. When sites omit a date of publication, write n.d. for no date.
Lubell, Sam. “Of the Sea and Air and Sky.” New York Times, 26 Nov. 2008. Web. 1 Dec.
2008
Cohen, Elizabeth. “Five Ways to Avoid Germs While Traveling.” CNN.com. CNN, 27 Nov. 2008. Web.
28 Nov. 2008
5
Sample Pro/Com Chart
Name
Lastname 1
Teacher
Class and period
Date
Pro/Con Chart: Weights in Prisons
Issue questions: 1. Do weights in prisons pose a serious threat?
2. Do weights in prisons provoke fighting?
*3. Should inmates be allowed to body-build in prison?
Audience: law enforcement officials, government, prison wardens
PRO: Yes, inmates should be allowed to
body build
1. Good way to vent stress
2. Gives them something to do
3. Increases self-esteem
4. Increases self-discipline
5. Tires them for when they have to return
to housing/cells
6. Less likely to repeat crimes
CON: No, they shouldn’t be allowed
1. There are other ways to vent stress/tire
them out
2. May use weights as weapons
3. Added strength makes them more
dangerous to other inmates, guards, and
civilians (upon release)
4. Other statistics show they’re more likely
to repeat violent crimes
5. Injuries cost money to tax payers
Conclusion/Thesis: Prisoners should have access to weights because the benefits outweigh the
risks.
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Outline Template
I. Introduction
A. Hook
1. Problem/Issue
2. Appeal
B. Thesis 3 arguments Pro/Con
II. Body Paragraph 1 – First Argument Pro/Con
A. First point
1. Evidence
2. Evidence
III. Body Paragraph 2 – Arguments of the other side
A. Argument
1. Evidence
2. Evidence
IV. Body Paragraph 3 – Rebuttal
A. Argument
1. Evidence
V. Body Paragraph 4 – Second Argument
A. Second point
1. Evidence
2. Evidence
VI. Body Paragraph 5 – Arguments of the other side
A. Argument
1. Evidence
2. Evidence
VII. Body Paragraph 6 – Rebuttal
A. Argument
1. Evidence
VIII. Body Paragraph 7 – Third argument
A. Third point
1. Evidence
2. Evidence
IX. Body Paragraph 8 – Views of the other side
A. Argument
1. Evidence
2. Evidence
X. Body Paragraph 9 – Rebuttal
A. Argument
1. Evidence
XI. Conclusion
A. Restating of Thesis
B. Call to action
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Argumentation
Research & Organization
Style
Grammar &
Format
A 100-90
Rubric: Controversial Issue Essay
Attempts to argue for a
change in policy or
value but argument may
be wishy-washy.
Explanations may be too
simple or repetitious,
hard to follow, mostly
irrelevant, inaccurate, or
read like a book report
rather than a sustained
argument.
Lacks
paragraphing, is
chaotic, illogical,
and confusing, or
too short to judge.
Paper is
plagiarized or
contains few
attempts at
incorporating
research. Abstract
and References
are incomplete or
missing.
Little or no
attempt to argue
for a change in
policy or value, or
ideas are
unsupported by
evidence.
F >60
Includes some
argumentation but ideas
and explanations may be
occasionally simplistic
or too brief. Evidence
may be limited, or may
contain too much
evidence and not enough
of student’s own
thinking
Shows some minor skill
but has major flaws –
e.g., no controlling idea;
poor paragraphing;
redundant sections.
Evidence is incorporated
as paraphrase and/or is
quoted but not cited
correctly (unintentional
plagiarism). Research
may not be from
credible sources or may
use one source too
heavily. Abstract and
References are
incomplete or missing.
D 69-60
Paper is informative and
argues for a change in
policy or value, but may
be more informative than
persuasive. Attempts to
appeal to pathos, but may
seem over-the-top or
bland. Ideas are supported
by well-chosen evidence.
Maintains one idea per
paragraph, but is
simplistic. Quotations
are “dropped in” and
often begin or end
paragraphs. Research
generally supports
student’s argument, but
may only contain 4
different sources or
contain several errors in
citation. May paraphrase
too often. Abstract and
References are attached
but contain lots of
errors.
Style has major flaws –
e.g., simplistic, wordy,
repetitious, monotonous,
often unclear
C 79-70
Logical and appropriate
for content; not as smooth
as an A. Transitions may
be redundant or formulaic.
Quotations sometimes
begin or end paragraphs or
sentences, or stand alone
without interpretation and
analysis. Research
supports the student’s
argument but may only
include 6 different sources,
or have minor errors in
citations. Attached
Abstract and References
may contain a few minor
errors in format.
Style is functional but
lacks sentence variety or
vocabulary is limited.
Style has such
severe flaws that
sentences are hard
to understand; or
essay is too short
to judge.
B 89-80
Uses appropriate transitions
between and within paragraphs
for consistently clear, smooth,
and logical relationships
among ideas. Paragraphs open
with claims, not quotes. Direct
quotations are introduced,
analyzed, and woven in
skillfully throughout
paragraphs. Research includes
information from at least 6 or
more different sources,
supports student’s argument,
and is cited appropriately.
Attached Abstract and
Reference in proper APA
format is attached and contains
no errors.
Style is clear, shows
sentence variety, and
occasionally uses
interesting and precise
vocabulary. May overuse
stylistic techniques –
lively but wordy.
Paper is informative,
persuasive, and passionate.
Insightfully and persuasively
argues for a change. Combines
appeal to logos, ethos and
pathos and uses rhetorical
techniques for effect. Ideas are
strongly supported by
compelling evidence.
Style shows graceful
command of the elements of
composition: sentence patterns
and word choice are varied
and sophisticated, enhancing
the paper’s effectiveness.
Grammar and
mechanics errors
obstruct meaning
or essay is too
short to judge.
Does not follow
APA formatting.
Research package
incomplete.
All APA formatting
requirements are followed, and
grammar and mechanics errors
are rare or absent. Paper falls
within the required 6-10 pages.
Package submitted contains all
elements of research process.
Grammar and mechanics
errors exist in every
paragraph, and may
interfere with meaning.
Serious errors in APA
formatting. May be more
than 1 page over/under
word count. Does not
contain all elements of
research process.
Occasional errors in
grammar or mechanics;
minor mistakes in APA
formatting. May be 1/2-1
page over/under page
count. Package contains
most elements of research
process.
Grammar and mechanics
errors are frequent, or
APA formatting
requirements contain
several errors. May be 1
page or more over/under
page count. May not
contain all elements of
research process.
Comments
8
Self-Evaluation
Controversial Issue Paper – Checklist and Grading Rubric
Name: ____________________________________________ Date submitted: ___________
Checklist
Place all your work for the controversial issue paper in a folder. Check off each item completed and included, organized in the
following order:
Final Grade
__ Annotated bibliography and notes (source cards)
____ / 25
__ Source notes (typed ) (note cards)
____ / 25
__ Pro-Con Chart (typed)
____ / 30
__ Outline (typed)
____ / 15
__ Rough drafts (typed and hand-written)
____ / 50
__ Final typed draft with works cited
____ / 100
__ Paper posted on turnitin.com (final draft loses one letter grade per day late until posted)
Evaluation
Look at the rubric for the paper. Re-read your paper, then evaluate it on each of the following areas:
Writer/Student
Reader/Teacher
Introduction / Background (10)
10 9 8 7 6 5 4 3 2 1
10 9 8 7 6 5 4 3 2 1
Thesis (10)
10 9 8 7 6 5 4 3 2 1
10 9 8 7 6 5 4 3 2 1
Argument (10)
10 9 8 7 6 5 4 3 2 1
10 9 8 7 6 5 4 3 2 1
Supporting evidence (10) x2
20 18 16 14 12 10 8 6 4 2 0
20 18 16 14 12 10 8 6 4 2 0
Antithesis (Counterargument) (10)
10 9 8 7 6 5 4 3 2 1
10 9 8 7 6 5 4 3 2 1
Organization (10)
10 9 8 7 6 5 4 3 2 1
10 9 8 7 6 5 4 3 2 1
Language Conventions (10)
10 9 8 7 6 5 4 3 2 1
10 9 8 7 6 5 4 3 2 1
MLA Format (10)
10 9 8 7 6 5 4 3 2 1
10 9 8 7 6 5 4 3 2 1
Works Cited (10)
10 9 8 7 6 5 4 3 2 1
10 9 8 7 6 5 4 3 2 1
Total
________ / 100
_________ / 100
Student comments:
Teacher comments:
9
Controversial Issue Presentation Grading Rubric
Name: ________________________________________________________
Date: _____________ start time: ________ end time: __________
Content (20 Points)
___ (5) Appropriate and effective visuals
___ (3) Appropriate background / history of topic presented
___ (3) Clear position taken
___ (6) Strong/accurate evidence supports position; includes works cited
___ (3) Counterarguments presented and refuted with evidence
Subtotal: ___ / 20
Presentation Performance (20 points)
___ (4) Appropriate and effective USE of visual (limited text; no distracting transitions and or elements)
___ (4) Eye contact
___ (4) Body language, movement, gesturing (free of distracting behavior)
___ (4) Voice (fully audible, non-monotone)
___ (4) Composure and confidence (subject matter is memorized/internalized)
Subtotal: ___ / 20
Questions (10 points)
___ (5) 5 questions for audience, appropriate to presentation, with accurate answers
___ (5) anticipates and deals with questions from the audience with skill
Total Grade: ____ / 50
10