English 10: Literature and Composition II

Term 5: Argumentative Reasoning

Eric Burton

eburton@daltonschool.kr

Class website: http://mrburtonsenglishclass10.weebly.com

Introduction

Welcome to Term 5! During this term we will deepen our focus on the skills of writing and evaluating theses, claims, and arguments with a special emphasis on writing effective commentary that truly adds to the quality of your argument.

Interest Packet

Term Introduction:

Topic Overview

Evaluating elements of argumentative writing with the goal of making students able to look at their own writing critically and know how to improve it.

Essential Questions

• How can we view our own writing through the perspective of the reader?
• How can we effectively step back to view our own writing objectively?

Skills of Focus

• Read to infer / interpret / draw conclusions
• Support arguments with evidence

Common Core Standards

RI.9-10.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Required Materials (These are needed for every class.)

• Laptop (functional, charged)
• Independent reading book

Reading books

During a regular class there are moments (for example, after a quiz) when we have time to read. While it’s not directly associated with the grade, I’m putting a lot of emphasis on reading, and you are required to bring your book to every class.

If you find yourself finished with everything that you have been assigned (not a likely situation), you should immediately find your book and start reading.

Laptops

Laptops are vital to completing the required tasks, so you must have a laptop in every class. During English class, laptops should only be used for approved activities.

Staying on Task

Be awake, focused on assigned activities and assignments, and do only work for English class during English class.

Don’t work on assignments for my class during another class or message me from another teachers’ class unless you have the teacher’s permission.

If I see that you have done either, I will let the teacher know.

Cell Phones

The use of cell phones is prohibited in class unless you have permission.

Honesty

Honesty is important. Be honest with me. Depending on the circumstances, there may be consequences if you are not, but either way it is very important.

The bottom line is that if you’re completely honest, then you will never have to worry about being charged with academic dishonesty.

The official updated Academic Honesty Policy is on page 45 of the High School Student Handbook. I will be following this policy.

Late work

If your work is incomplete at the deadline, then I won’t have your best demonstration of the skills we’re developing in this class. If it’s incomplete after my grading deadline, then your grade may be lower than it would have been because I never saw your best work.

Working in Google Docs

ALL writing for an assignment is to be done in Google Docs, unless otherwise specified. This is especially true when working in a shared document. If there is a circumstance where it seems necessary on a single occasion to do work outside of Google Docs, the student MUST contact me as soon as is humanly possible to explain the situation and look for solutions so that it doesn’t happen again. If a student does work outside of Google Docs, then as soon as they are able to tell me, they should tell me immediately.

Skills / Grading Breakdown

Your grade is based upon the following:

Writing / Evaluating Theses                        33.33%

Writing / Evaluating Claims                        33.33%                

Writing / Evaluating Commentary                33.33%

The grade is for skills and understanding acquired, not for specific assessments. Assessments for the target skills may include NoRedInk tests and timed writing.

In either case, it’s required for you to record your screen and yourself with audio at the time of the assessment and make the video available immediately afterward. If a student does not follow these instructions for any reason, the results may be considered invalid, and they will have to work out another time for a demonstration of their understanding.

During a NoRedInk assessment, you should clearly explain your reasoning out loud as you answer questions. This will help in case I need to verify the level of understanding demonstrated in their score.

Theses

A thesis should...

• be clear and easy to understand
• be a provable opinion, not a fact
• be controversial enough that it requires proving

Claims

An argumentative claim / topic sentence should...

• be clear and easy to understand
• appeal to a target audience who can make the change you are arguing for
• prove the thesis correct in a significant way, if the claim is proven true
• refer to the thesis so that you could guess the thesis by reading the topic sentence
• not contain evidence

Commentary

Commentary should…

• make clear sense
• be 100% on topic (clearly related to the exact topic from the topic sentence)
• include valid reasoning that connects the evidence to the claim and makes a compelling argument

Each of the above skills will be graded using the following rubric:

Additional Reading

Thanks for Arguing, by Jay Heinrichs

“As a current high school junior in AP Language and Composition, this book is so incredibly helpful. My class uses the book as a substitute textbook, which we read chapters from to tie into our lesson that day. The book is quite humorous, so it is never boring to read and draws readers in to keep them reading and reading and reading! This book is perfect for the classroom, but it is also a book that I would have loved to read without classroom instruction. "Thank you for Arguing" is wonderful because it goes in great depth about different concepts, but uses simple wording and humorous examples to break down the concepts.”  -amazon.com review

The Skeptics’ Guide to the Universe, by Dr. Steven Novella

“The book comprehensively lays out the basics of critical thinking in an easily accessible form with proper sources. It seems to cover everything you would want from an introductory book to the topic. For example, it contains introductions to basic terminology, psychology, biases, fallacies, philosophy of science, demarcation between science and pseudoscience, example cases from the past and today, challenges of media, and the "what's the harm" question. Furthermore, it provides a reflection on how to apply everything you learn to living a good skeptical life.” –amazon.com review