Class: American Literature 010

Date Due:

 

Academic Challenge: Writing to Persuade

 

Guiding Principles:

A ConVal studentŐs education . . .

á       balances traditional knowledge and skills with innovative, real-world applications;

á       draws the school, family and community together to instill student responsibility, respect and citizenship;-

á       inspires the development of strong, internal standards of quality.

Student Expectation:

á       Students will actively engage themselves in the learning process.

á       Students will personally challenge themselves.

á       Students will write and speak in a clear, organized manner.

á       Students will access, process and apply information effectively.

á       Students will solve problems by utilizing and analyzing information from a variety of sources.

á       Students will demonstrate critical and creative thinking.

á       Students will use technology in management of information.

á       Students will work effectively with others.

NHEIAP Standard:

á       Students will write effectively for a variety of purposes and audiences.

á       Students will speak purposefully and articulately.

á       Students will listen and view attentively and critically.

á       Students will use reading, writing, speaking, listening, and viewing to gather and organize information, to communicate effectively; and to succeed in educational, occupational, civic, social, and everyday settings.

 

The Question:

How does one construct an effective written argument?

 

The Challenge:

Now that you have seen how the writers of Early America constructed effective arguments for independence from England, it is appropriate that you try to emulate their achievement. Please research and write an argumentative essay that utilizes some of the techniques we have identified in the writings and the characteristics we as a class have identified as effective for strong persuasion.

 

You are being given class and home work time to work on this essay as well as help from peer editors. My expectations for you are, as honors students, that you will use the time given to good advantage and write interesting, effective and well documented prose.

 

Some of the techniques you can use are:

 

  • Clear, well documented logic
  • Parables and aphorisms
  • Quotes from authoritative people
  • Comparisons and contrasts
  • Specific references to historical events
  • Examples
  • Allusions to Biblical and historical figures and events
  • Rhetorical questions
  • Predictions and warnings for the future
  • Call to Arms constructions
  • And more

 

The essays should be a minimum of five paragraphs, with an introduction and conclusion sandwiched around at least three argumentative paragraphs. Your essay should have at least three separate lines of reasoning. Some lines of reasoning may require multiple paragraphs to develop.

 

You should have a rough draft ready for Wednesday so you can use that class for peer editing and revision. Please keep a hard copy of each draft and staple those drafts to the final draft.  Peer editors should write comments on the drafts and sign the draft at the bottom.

 

The essays will be shared in class on Thursday and Friday. Essays may be submitted for publication to the local papers.

 

 

 

 

Minimum

Quality

Standards:

As well as meeting the above mentioned standards, students should also address the following standards generated in class:

 

The essay convinces the reader of the authorŐs authority on the subject, but not to the point of alienating the reader.

The essay shows that the author knows and relates to the audience.

The essay has rhetoric that ŇhitsÓ the audience.

The author gives positive examples (role models).

The essay presents positive and no negative aspects of the issue.

The author has the tone fit to capitalize on the situation.

The author backs up his argument with facts, quotes and/or historical examples.

The author knows and refutes the opposite point of view.