Lesson 18 Part 1: Introduction CCLS Evaluating an Argument.
This optional assessment asks students to respond to the unit’s essential question in an argumentative essay. Six steps are interspersed throughout the unit (after lessons 4, 8, 13, 18, 21, and 23) to introduce students to the assessment and guide them as they gather evidence, develop their theses, and begin to write their essays. Follow the link at the end of each assessment step to proceed.
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Point out that even though the claim comes first in the sample essay, the writer of the essay likely did not start there. Rather, he or she arrived at the claim as a result of careful reading of and thinking about the text. Share with students that evidence-based writing about texts always begins with close reading. See.
Arguments need to be supported by evidence to be effective. Types of evidence include other authors' ideas, statistics and surveys. When evaluating an argument, think about whether the appropriate type of evidence has been used to support it.
Before you start to write your argumentative essay, collect arguments and bring them in a logical order. 5. What steps are important? 5.1. Introduction. Start with an interesting beginning. Do not name arguments and do not make the introduction too long. You can include your own experience to the title of the essay. 5.2. Arguments. Arrange your arguments in a logical order. Put the most.
To find a good topic for an argumentative essay, consider several issues and choose a few that spark at least two solid, conflicting points of view. As you look over a list of topics, find one that really piques your interest, as you'll be more successful if you're passionate about your topic.
This lesson will help students map out their argument essay after they have identified a topic. Students will learn the three basic components of constructing an argument: stating a claim, listing reasons, and providing evidence.