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8th Grade Language Arts Ms. Papas

Argumentative/Persuasive Writing Unit Overview

This unit is designed to teach you wonderful students how to develop an opinion about a topic and convince others to side with you! You will learn the difference between argumentation and persuasion. You will review the persuasive appeals logos, pathos, and ethos. This unit contains lessons that will require you to explore and find topics, read/study a text, brainstorm a list of arguments for or against an opinion, and plan an essay. You will participate in all steps of the writing process, which include planning, drafting, peer editing, revising, and publishing. Revision and editing lessons include transitions between paragraphs and paragraphing a persuasive essay before planning. You will write an essay demonstrating your mastery of the content and your ability to synthesize information across texts, state a position, and defend that position using evidence and reasoning from texts and other sources. You will work with technology in order to produce your writing. To sum up, you will learn about argumentative writing in fun, engaging, interactive, and enlightening ways!

Essential Questions What impact does being able to synthesize, analyze, and evaluate information

texts have on a person’s understanding of a complex topic? How do writers of information texts use examples and evidence effectively to

convince a reader of their claim? How can I evaluate claims made in informational texts and reconcile competing

claims from multiple resources?

Enduring Understandings I will understand and know how to read, synthesize, analyze, and evaluate

informational texts can lead to a greater, more accurate understanding of a complex topic.

I will understand that the effectiveness of argumentative writing relies on the strength of the claims and the supporting details and how effectively the author explains the evidence and establishes a link between the claim and the evidence.

I will understand how writers develop and present arguments and support their claims using evidence and explanation drawn from reliable sources.

Common Core Standards Addressed

RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

W.8.1 Write arguments to support claims with clear reasons and relevant evidence


Weekly Topic and Objectives

Week 1Introduction to Argumentative and Persuasive Writing

I will be able to describe the difference between argumentation and persuasion. I will be able to define logos, pathos, and ethos.

Week 2Do curfews keep teens out of trouble?

I will be able to identify the pros and cons on an issue, as well as take a side. I will review MELCON technique for argumentative/persuasive writing. I will be able to construct a thesis statement for an argumentative/persuasive

essay

Week 3Do violent video games cause behavior problems?

I will be able to determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

I will be able to construct a thesis statement for an argumentative essay. I will be able to write an introduction for an argumentative essay. I will be able to introduce claims, acknowledges and distinguish the claims from

alternate or opposing claims, and organize the reasons and evidence logically. I will review and be able to write an attention grabber.

Week 4Should Students be Required to Wear Uniforms in Schools?


I will be able to construct a thesis statement for a persuasive essay. I will be able to write counterargument statements within by paragraphs and a

conclusion for an argumentative essay.

Week 5 and 6Are we too dependent on computers?


I will be able to produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

I will be able to, with some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

I will be able to use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

I will be able to demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.


Vocabulary Words for Argumentative/Persuasive Essay Unit

Argue To give reasons or cite evidence in support of any idea, action, or theory

Ms. Papas argues that students should turn in their homework because it helps their overall academic performance.

Evidence The available body of facts or information indicating whether a belief or proposition is true or valid.

Stephan did not have enough evidence to prove that Adrian was bullying him.

Counterargument To go against one’s viewpoint on an issue.

Joel’s counterargument was not properly supported by relevant evidence in relation to Priscilla’s argument.

Vague Of uncertain, indefinite, or unclear character or meaning

Victor’s claim is too vague. He needs to be more specific.

Loaded Language Words with strongly positive or strongly negative connotation, or shade of meaning

Itzel’s use of loaded language adds to the effectiveness of her argument.

Logos Word or reason Martin must appeal to logos in order to have an effective argument.

Ethos Character Erika must appeal to ethos when arguing in order to target one’s character.

Pathos Emotions or feelings Melissa must appeal to pathos when arguing in order to target her audience’s feelings and to sound more convincing.

Thesis Statement A statement or theory found in the introduction of an essay that makes a claim (can be argued); sets the premise for the essay.

Estefani’s thesis statement only outlined one main idea when she needed to outline three main ideas.

Editorial A section in the newspaper written by the editor that expresses an opinion.

When Omar becomes an editor, he will write an editorial on whether or not it is ever okay to lie.

Fragment A small part, broken or separated from a complete sentence.

Ms. Papas insists that we need to try avoiding fragments in our writing in order to improve our sentence fluency.


Argumentative/Persuasive Writing Groups

Group 1“Amphi” (=around, about, both)

Estefani AcostaOmar LozanoMark GuizaAdrian Solis

Group 2“Anthrop”(=human)

Angel BonillaStephan DaviesJasmin CastroTrinidad HuertaVictor Cortez

Group 3“Gramm”(=writing)

Angel CamposPriscilla CarrascoBrittany GaravitoJoel OchoaErika Valdivia

Group 4“Heli”(=sun)

Adrian CastilloYalitza LunaMelani MunozMartin RosasItzel Sanchez

Group 5“lingu”(=language)

Arturo FloresAmado MendezJulieta TorresViviana Ruiz

Group 6“Hyper”(=above, over)

Melissa DiazAntonio RodriguezYunuhen PerezAbigail SevillaSelene Palacios

Week 1:Small Group Instruction w/ Ms. Papas: AmphiInformational Text: Vocabulary: HyperInformational Text: Author’s Purpose: HeliInformational Text: Main Idea Analysis: GrammInformational Text: Compare & Contrast: LinguInformational Text: Synthesizing: Anthrop

Week 2:Small Group Instruction w/ Ms. Papas: AnthropInformational Text: Vocabulary: AmphiInformational Text: Author’s Purpose: HyperInformational Text: Main Idea Analysis: HeliInformational Text: Compare & Contrast: GrammInformational Text: Synthesizing: Lingu

Week 3:Small Group Instruction w/ Ms. Papas: LinguInformational Text: Vocabulary: AnthropInformational Text: Author’s Purpose: AmphiInformational Text: Main Idea Analysis: HyperInformational Text: Compare & Contrast: HeliInformational Text: Synthesizing: Gramm

Week 4:Small Group Instruction w/ Ms. Papas: GrammInformational Text: Vocabulary: LinguInformational Text: Author’s Purpose: AnthropInformational Text: Main Idea Analysis: AmphiInformational Text: Compare & Contrast: HyperInformational Text: Synthesizing: Heli

Week 5 and 6:Small Group Instruction w/ Ms. Papas: Group 4/6Informational Text: Vocabulary: Group 3/4Informational Text: Author’s Purpose: Group 3/5Informational Text: Main Idea Analysis: Group 2/5Informational Text: Compare & Contrast: Group 1/2 Informational Text: Synthesizing: Group 1/6


Authentic Performance Task

We have discussed the characteristics of argumentative and persuasive writing. You have gone through the process of writing a thesis statement, introduction, body paragraphs (while recognizing and “destroying” counterarguments) and conclusion after close-reading various texts and watching many video clips to gather relevant evidence to support your opinion on a wide range of topics.

You will now write an argumentative essay using evidence from the readings (given by Ms. Papas and from your research) to take a position on the effects of technology use on young people.

You will also participate in a debate. You will be assigned a side to support, which will make this assignment a little bit more challenging. However, you will have the choice to take any side for your essay.

.

Opinion: I believe we have become too dependent on computers

OR

I believe that we have not become dependent on computers.

Source #1:

Facts:

Source #2:

Facts:

Source #3:


Facts:

Requirements for Debate (will serve as an outline for your essay) Number of Points Points Earned

Research Guide

• Facts listed• 3-5 sources documented

30

Index Cards

• Name and position on front• Reflection on back

30

Debate Do’s

• Teacher observation

30

All work is neat, legible, and turned in on time.

10

Extra Credit

Grade


Are we becoming too dependent on computers?

In order for this debate to run smoothly and in order to have the best argument possible, we will follow a specific format. The format is as follows:

1. Side A (We ARE becoming too dependent on computers--Introduction) – 5 mins A good introduction that attracts the audience’s attention and interest in the topic Clearly state the resolution (=opinion) Clearly state each of your disagreement Support with reason and evidence Conclude effectively

2. Side B Cross Ex of Side A– 3 mins You ask questions – have a strategy or at the very least a direction to your questioning Be courteous Face the audience

3. Side B (Introduction) – 8 mins A good introduction that attracts the audience’s attention and interest in the topic Clearly state Side B’s position on the topic Clearly state Side B’s observations Support with reason and evidence Attack and question Side A’s disagreement/evidence Conclude effectively

4. Side A Cross Ex of Side B – 3 mins You ask questions – have a strategy or at the very least a direction to your questioning Be courteous Face the audience

Rebuttal Speeches


5. Side A (first Rebuttal) - 4 minutes Respond to Side B’s Observations – show how they are not as strong/relevant as the Side A’s

argument Rebuild Side A’s case

6. Side B (Rebuttal) – 7 minutes Respond to latest Side A’s arguments Make your final case to the audience that Side B’s position is superior to Side A’s Try and convince the audience Side A’s group has failed to carry the burden of proof Summarize the debate and conclude effectively and ask for the audience to agree with the Side

B’s position

7. Side A (second Rebuttal) – 4 minutes Respond to final Side B’s arguments Summarize the debate and show the audience how Side A’s position is superior – and that Side A

has carried the burden of proof Conclude effectively.

8. Closing Statements-2 minutes

1. Side A—Introduction: (State opinion and disagreement, briefly state reasons)

2. Cross Examination of Side A by Side B: (Anticipate Side A’s statements, ask questions)


3. Side B—Introduction: (State opinion and disagreement, briefly state reasons)

4. Cross Examination of Side B by Side A: (Anticipate Side B’s statements, ask questions)

5. Side A’s First Rebuttal:

6. Side B’s First Rebuttal:


7. Side A’s Second Rebuttal:

8. Side B’s Second Rebuttal:

9. Side A’s Closing Statements: 10. Side B’s Closing Statements:

Argumentative Essay Rubric

Criteria Level 4: Exceeding Standards

Level 3: Meeting Standards

Level 3: Approaching Standards

Level 1: Below Standards

Focus & Structure

Essay maintains a clear and relevant organization throughout. Each new paragraph relates to and builds on the previous section logically.

Essay maintains a clear organization throughout. Each paragraph is essential to the purpose of the essay.

Essay contains a somewhat clear organization. Most paragraphs are essential to the purpose of the essay.

Essay does not contain a clear organization. Few paragraphs are essential to the purpose of the essay.

Introduction

Introductory section provides a strong opening, adequate context and a clear thesis statement.

Introductory section offers context and a clear thesis statement.

Introductory section contains some context and an unclear thesis statement

Introductory section contains neither context nor a clear thesis statement


Evidence Student supports their thesis statement with multiple clear and relevant examples from credible sources using quotes. Evidence acknowledges alternate or opposing points of view.

Student supports their thesis statement with multiple clear and relevant examples from credible sources.

Student supports their thesis statement with some clear and relevant examples from credible sources.

Student supports their thesis statement with few clear and relevant examples from credible sources.

Conclusion Essay provides a concluding statement that summarizes the major points of the argument and explains their significance fully

Essay provides a concluding statement that accurately summarizes the major points of the argument

Essay provides a concluding statement that is vague or unclear in its summary of the major points of the argument

Essay provides a concluding statement that is unrelated to the argument OR essay does not include a conclusion.

Style (Language Choice & Conventions

Uses strong words, transitional phrases and complex sentences throughout. Grammatical conventions are followed successfully (1-3 mistakes)

Frequently uses strong words, transitional phrases and complex sentences. Grammatical conventions are usually followed with success (4-6 mistakes)

Sometimes uses strong words, transitional phrases and complex sentences. Grammatical conventions are sometimes followed with success (7-9 mistakes)

Rarely uses strong words, transitional phrases and complex sentences. Grammatical conventions are rarely followed with success (more than 10 mistakes)

Grade 8

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