ela common core regents review book
ELA COMMON CORE REGENTS REVIEW BOOK
For this task, you will need to write a 5 paragraph argument essay based on question in the Topic. The prompt above will be the same on every test, every year. The only things that change are the texts that must be read. Notice the color coding above follows our standard format: Claim is blue, Counterclaims are orange, Text Based Evidence (TBE) is red and Reason/Analysis is green. For this essay, you must show where TBE comes from. This is called citation and it will be highlighted in yellow. The prompt also encourages you to take notes in the margins (text code!) and to plan your response on scrap (use the outline!) The last 3 bullet points under the guidelines tell us to organize, write professionally, and use grammar and punctuation. Key Terms Claim
Counterclaim
TBE
Analysis
Part 2 Argument
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ELA COMMON CORE REGENTS REVIEW BOOK
Rubric – Before we begin, let’s see how the essays are scored by NYS.
Part 2 Argument
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ELA COMMON CORE REGENTS REVIEW BOOK
Rubric – Now let’s see what that means in more friendly terms.
Part 2 Argument
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ELA COMMON CORE REGENTS REVIEW BOOK
Exemplar Essay – Here is an example of a high quality essay, with the Claim, Counter Claims, TBE, Analysis and Citations color coded. Intro/Topic – Background information and analysis of the topic
Claim and 3 Support Statements
Body Paragraph 1 Counterclaim/ Flip and TBE Citation
Reason/Analysis TBE (Citation) Reason/Analysis Connect to Claim support statement
TBE (Citation)
Connect to Claim support statement Reason/Analysis
TBE (Citation)
Part 2 Argument
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ELA COMMON CORE REGENTS REVIEW BOOK TBE (Citation)
Connect to Claim support statement
Reason/Analysis
Restate Claim
TBE (Citation)
Reason/Analysis
NYS Regents Score 6 Part 2 Argument
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ELA COMMON CORE REGENTS REVIEW BOOK The essay introduces a precise and insightful claim, as directed by the task (A mandatory voting law for national elections should be enacted in the United States to create responsible citizens, to ensure a more democratically elected national government and to reduce the polarization that now exists in our government). The essay demonstrates in-depth and insightful analysis of the texts, as necessary to support the claim and to distinguish the claim from alternate or opposing claims (Some opponents of a mandatory voting law argue that compulsory voting “is not consistent with the freedom associated with democracy”… but neither is voter apathy. A democracy is government by the people – all people elegible to vote). The essay presents ideas fully and thoughtfully (When citizens must vote, they will become more politically aware, educating themselves about issues that pertain to their lives as U.S. citizens and Politicians play to the voting audience, dismissing those who historically don’t vote), making highly effective use of a wide range of specific and relevant evidence to support analysis (No longer will politicians ignore “people with lower levels of income and education … young adults and recent first generation immigrants” and When all elegible voters are required to vote, the extreme polarization of the national government … would slowly end). The essay demonstrates proper citation of sources to avoid plagiarism when dealing with direct quotes and paraphrased material (Text 3, line 22) and (Text 4, lines 7-8). The essay exhibits skillful organization of ideas and information to create a cohesive and coherent essay by first introducing the claim and the supporting arguments to be discussed, followed by three body paragraphs that illustrate each argument, and ending with a concluding paragraph that reiterates the claim (Mandatory voting is a must in a true democracy and As a result, our government would finally become an inclusive democracy, requiring all citizens of voting age to vote). The essay establishes and maintains a formal style, using sophisticated language and structure (Voting citizens, regardless of age or income, education or gender, race or ethnicity, would use their votes to create a truely democratic United States of America). The essay demonstrates control of conventions, exhibiting occasional errors (Freedom, elegible, undemocratic but human tendency, truely) only when using sophisticated language.
Let’s Practice grading exemplar essays…
Part 2 Argument
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ELA COMMON CORE REGENTS REVIEW BOOK Exemplar A – Claim=Blue; Counterclaim(s)=Orange; TBE=Red; Analysis=Green, Citations=highlighted
Part 2 Argument
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ELA COMMON CORE REGENTS REVIEW BOOK
Now, look at the rubric on pgs. 2&3 This essay would be scored a ___ because: _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Part 2 Argument
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ELA COMMON CORE REGENTS REVIEW BOOK Exemplar B - Claim=Blue; Counterclaim(s)=Orange; TBE=Red; Analysis=Green, Citations=highlighted
Part 2 Argument
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ELA COMMON CORE REGENTS REVIEW BOOK
Part 2 Argument
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ELA COMMON CORE REGENTS REVIEW BOOK Now, look at the rubric on pgs. 2&3 This essay would be scored a ___ because: _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________
Now that we’ve seen the end result, let’s see how to get there. The four main steps are:
1. Read and code the four texts 2. Take a position on the topic 3. Organize your thoughts – Use a graphic organizer! 4. Write
Part 2 Argument
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ELA COMMON CORE REGENTS REVIEW BOOK First, let’s review the prompt. This is from January of 2016.
We have already identified the parts of an argument on page 1 of this section. Now let’s see what we need to write about. Look at the section labeled Topic. Notice it is in the form of a question. Answer “yes” or “no” to this question and now you have a claim. For example: “Food should be genetically modified.” Or “Food should not be genetically modified.” Keep these in mind as you read the 4 texts
Part 2 Argument
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ELA COMMON CORE REGENTS REVIEW BOOK Reading the texts You are given 4 informational texts to read in order to write your essay. You will need to determine which side of the argument each article agrees with. Sometimes the titles can give us a clue, but not always. You will often see three main structures of text on the readings: 1. “Pro” This article contains information that agrees with the topic. It will mostly contain reasons and evidence that supports the topic. It will likely contain counterclaims as well. 2. “Con” This article contains information that disagrees with the topic. It will mostly contain reasons and evidence that does not support the topic. It will likely contain counterclaims as well. 3. “Neutral” This article will contain information about both sides of the topic. It may not be clearly “pro” or “con.” Other types of articles may also appear, but for the most part, they fall into one of the 3 categories above. As you read each text, decide whether it is a “pro,” “con,” or “neutral.” Note this on the text itself. As you are reading, you should be text coding. You will not have time to code with as much detail as required for class. You should focus mostly on main ideas. Informational readings are often organized so that the first sentence of a paragraph contains the main idea. The rest of the paragraph contains details that support the main idea. Sometimes, a main idea will be the last sentence of a paragraph. In this case, the details will come before it. Find at 3 main ideas in each text. Underline them and write a 2-3 word summary of the main idea in the margin. This will help you find the information later, as you are organizing and writing the essay. When you are done reading, decide which side of the topic you will be writing about. Are you for or against the topic question? Using this information, you can eliminate ONE of the texts. You MUST include evidence from THREE of the texts in your essay. Since you have read and coded the texts and you have identified the type (pro, con, neutral) you can eliminate a text that you will not need. If there is a text that you found particularly difficult to understand, you can eliminate it. Practice reading the texts. Your teacher will give you handouts or you can go to http://www.nysedregents.org/hsela/ *NYS wants to know if you can write an essay, not what your personal beliefs are. If the topic is not something you feel strongly about, pick a side (yes or no) and work from there
Part 2 Argument
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ELA COMMON CORE REGENTS REVIEW BOOK Preparing to Write – Use an organizer This organizer may be helpful in planning your essay. You may use a different one if you are more comfortable, but USE AN ORGANIZER. This will ensure you include all parts of the essay. You want your information to be as clear and easy to find as possible. You DO NOT want the person grading your essay to have any doubts about whether necessary information is included in your essay. This organizer is based on the box that we have been using in class. It is easy to draw and always looks the same, so it is easy to place information in the correct spot. Remember, you can’t just copy the organizer into an essay. Here are some phrases that will be helpful in construction a coherent essay. Sample Counterclaim and Flip Statements Some would argue…but this is incorrect.(text 1 line 1-5) Some people believe…, however…(text2, lines4-9) On one side of the argument...but… Some say... but this is invalid On the other hand... Sample TBE intros: For example, in text 1, line 22, it says… According to text 3, line 14… Text 3 indicates…(lines 12-15) The graphic in text 2 reveals… The author of text 1 believes…(line 12) Sample Reason/Analysis Statements MUST CONNECT TO YOUR CLAIM! This means… This explains… This shows… When the author does this…
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ELA COMMON CORE REGENTS REVIEW BOOK Intro Paragraph Restate Topic/Background Info Counterclaim - flip statement (Some might say…) Claim & support (1 body paragraph for each claim) Body Paragraph 1 Claim 1 TBE1 (citation) Reason/Analysis – How does your TBE prove your claim? TBE2 (citation) Reason - How does your TBE prove your claim? Transition
Body 1 Claim
Body 2Claim Body Paragraph 2 Claim 2 TBE1 (citation) Reason - How does your TBE prove your claim? TBE2 (citation) Reason - How does your TBE prove your claim? Transition
Body Paragraph 3 Claim 3 TBE1 (citation) Reason - How does your TBE prove your claim? TBE2 (citation) Reason - How does your TBE prove your claim? Transition
Body 3Claim
TBE 1 (citation)
Reason/Analysis
TBE 2 (citation)
Reason/Analysis
TBE 1 (citation)
Reason/Analysis
TBE 2 (citation)
Reason/Analysis
TBE 1 (citation)
Reason/Analysis
TBE 2 (citation)
Reason/Analysis
Conclusion Paragraph Final Claim Statement Repeat claims 1, 2 and 3
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ELA COMMON CORE REGENTS REVIEW BOOK IntroductionYour introduction paragraph should include the topic and some background information. This should come from your understanding of the texts and the topic. If you have some background information, include it. If the topic is something you have never thought too much about, start with “There is much debate about…” and then rephrase the topic question. From here, move on to counterclaims. These are statements from the other side of the argument. Limit your counterclaims to two sentences. You are trying to prove your side of the argument, do not spend too much time on counterclaims. Your counterclaims should be directly quoted from the text. Think back to the 4 texts. You must use 3. If two articles support your argument, choose your counterclaims from one of the others. This will help you get 3 texts into your essay. Introduce your counterclaims with “some people believe…” or “there are some who say…” then include your quote. When you have two counterclaims, write “These are invalid.” Now you can write your claim and support. Your claim should be the topic question rephrased in statement form followed by “because…” and your 3 support statements. Look back to the main ideas you identified while you were reading and text coding. Look for main idea sentences in the texts to help find main ideas for your essay. For example, if you are writing the January 2016 essay, your claim could be “Foods should not be genetically modified because…” Then you would include 3 main ideas from the texts. Including main ideas in your claim helps your essay score high on organization. Your three main ideas become the topic sentences of your body paragraphs. Body Paragraphs Your body paragraphs should start with one of your main ideas from your claim statement. You should include at least 2 pieces of evidence (TBE) in each body paragraph. Be sure to cite each piece of TBE with text and line number. For example (text 1, line 22). Each piece of TBE should be followed by analysis. Analysis is your explanation of how the TBE supports the main idea and claim. High quality analysis will lead to a high scoring essay. You should have three body paragraphs. Conclusion Your conclusion should tie your essay together. Restate your claim statement. Then say something like, “Three main reasons for this are…” and restate your three main ideas. Your conclusion paragraph should be a part of your essay, but it does not need to be exemplary. A conclusion that would not score well in our class will still score well enough for this essay.
Let’s see what this looks like…
Part 2 Argument
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ELA COMMON CORE REGENTS REVIEW BOOK
Argument Essay Outline Introduction Paragraph Restate topic
There is much debate regarding…(restate topic)
Counterclaim and Flip with TBE and citation Claim and 3 supporting statements
Some would argue “counterclaim TBE” (text_, line_) This is invalid.
Body Paragraph 1 Claim Support 1
One reason…(claim) is because…(supporting main idea 1).
TBE (Citation) Reason/Analysis TBE (Citation) Reason/Analysis Transition Body Paragraph 2 Claim Support 2 TBE (Citation) Reason/Analysis TBE (Citation) Reason/Analysis Transition Body Paragraph 3 Claim Support 3 TBE (Citation) Reason/Analysis TBE (Citation) Reason/Analysis
Conclusion Final claim statement Repeat supporting claim statements
Claim statement…because…(3 supporting main ideas)
For example “TBE” (text_, line_) This shows… (be sure to connect to claim) The text says “TBE” (text_, line_) This explains… This is not the only reason…(claim) Another reason…(claim) is because…(supporting main idea 2). For example “TBE” (text_, line_) This shows… (be sure to connect to claim) The text says “TBE” (text_, line_) This explains… This is not the only reason…(claim) A final reason…(claim) is because…(supporting main idea 1). For example “TBE” (text_, line_) This shows… (be sure to connect to claim) The text says “TBE” (text_, line_) This explains…
Repeat claim. Three main reasons for this are…
Part 2 Argument
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ELA COMMON CORE REGENTS REVIEW BOOK Notes:
Part 2 Argument
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ELA COMMON CORE REGENTS REVIEW BOOK Practice Paper Intro Topic/Background:
Counters/Flip:
Claim& Support:
Body 1 Claim 1:
TBE1 (citation): Reason/Analysis – How does your TBE prove your claim?
TBE2 (citation):
Reason - How does your TBE prove your claim?
Transition: Body 2 Claim 2:
TBE1 (citation): Reason/Analysis – How does your TBE prove your claim?
TBE2 (citation):
Reason - How does your TBE prove your claim? Transition:
__________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ Part 2 Argument
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ELA COMMON CORE REGENTS REVIEW BOOK Body 3 Claim 3:
TBE1 (citation): Reason/Analysis – How does your TBE prove your claim?
TBE2 (citation):
Reason - How does your TBE prove your claim?
Transition:
Conclusion Paragraph Final Claim Statement:
Repeat claims 1, 2 and 3
__________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ Part 2 Argument
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ELA COMMON CORE REGENTS REVIEW BOOK Practice Paper Intro Topic/Background:
Counters/Flip:
Claim& Support:
Body 1 Claim 1:
TBE1 (citation): Reason/Analysis – How does your TBE prove your claim?
TBE2 (citation):
Reason - How does your TBE prove your claim?
Transition: Body 2 Claim 2:
TBE1 (citation): Reason/Analysis – How does your TBE prove your claim?
TBE2 (citation):
Reason - How does your TBE prove your claim? Transition:
__________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ Part 2 Argument
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ELA COMMON CORE REGENTS REVIEW BOOK Body 3 Claim 3:
TBE1 (citation): Reason/Analysis – How does your TBE prove your claim?
TBE2 (citation):
Reason - How does your TBE prove your claim?
Transition:
Conclusion Paragraph Final Claim Statement:
Repeat claims 1, 2 and 3
__________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ Part 2 Argument
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For this task, you will need to write a 5 paragraph argument essay based on question in the Topic. The prompt above will be the same on every test, every year. The only things that change are the texts that must be read. Notice the color coding above follows our standard format: Claim is blue, Counterclaims are orange, Text Based Evidence (TBE) is red and Reason/Analysis is green. For this essay, you must show where TBE comes from. This is called citation and it will be highlighted in yellow. The prompt also encourages you to take notes in the margins (text code!) and to plan your response on scrap (use the outline!) The last 3 bullet points under the guidelines tell us to organize, write professionally, and use grammar and punctuation. Key Terms Claim
Counterclaim
TBE
Analysis
Part 2 Argument
1
ELA COMMON CORE REGENTS REVIEW BOOK
Rubric – Before we begin, let’s see how the essays are scored by NYS.
Part 2 Argument
2
ELA COMMON CORE REGENTS REVIEW BOOK
Rubric – Now let’s see what that means in more friendly terms.
Part 2 Argument
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ELA COMMON CORE REGENTS REVIEW BOOK
Exemplar Essay – Here is an example of a high quality essay, with the Claim, Counter Claims, TBE, Analysis and Citations color coded. Intro/Topic – Background information and analysis of the topic
Claim and 3 Support Statements
Body Paragraph 1 Counterclaim/ Flip and TBE Citation
Reason/Analysis TBE (Citation) Reason/Analysis Connect to Claim support statement
TBE (Citation)
Connect to Claim support statement Reason/Analysis
TBE (Citation)
Part 2 Argument
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ELA COMMON CORE REGENTS REVIEW BOOK TBE (Citation)
Connect to Claim support statement
Reason/Analysis
Restate Claim
TBE (Citation)
Reason/Analysis
NYS Regents Score 6 Part 2 Argument
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ELA COMMON CORE REGENTS REVIEW BOOK The essay introduces a precise and insightful claim, as directed by the task (A mandatory voting law for national elections should be enacted in the United States to create responsible citizens, to ensure a more democratically elected national government and to reduce the polarization that now exists in our government). The essay demonstrates in-depth and insightful analysis of the texts, as necessary to support the claim and to distinguish the claim from alternate or opposing claims (Some opponents of a mandatory voting law argue that compulsory voting “is not consistent with the freedom associated with democracy”… but neither is voter apathy. A democracy is government by the people – all people elegible to vote). The essay presents ideas fully and thoughtfully (When citizens must vote, they will become more politically aware, educating themselves about issues that pertain to their lives as U.S. citizens and Politicians play to the voting audience, dismissing those who historically don’t vote), making highly effective use of a wide range of specific and relevant evidence to support analysis (No longer will politicians ignore “people with lower levels of income and education … young adults and recent first generation immigrants” and When all elegible voters are required to vote, the extreme polarization of the national government … would slowly end). The essay demonstrates proper citation of sources to avoid plagiarism when dealing with direct quotes and paraphrased material (Text 3, line 22) and (Text 4, lines 7-8). The essay exhibits skillful organization of ideas and information to create a cohesive and coherent essay by first introducing the claim and the supporting arguments to be discussed, followed by three body paragraphs that illustrate each argument, and ending with a concluding paragraph that reiterates the claim (Mandatory voting is a must in a true democracy and As a result, our government would finally become an inclusive democracy, requiring all citizens of voting age to vote). The essay establishes and maintains a formal style, using sophisticated language and structure (Voting citizens, regardless of age or income, education or gender, race or ethnicity, would use their votes to create a truely democratic United States of America). The essay demonstrates control of conventions, exhibiting occasional errors (Freedom, elegible, undemocratic but human tendency, truely) only when using sophisticated language.
Let’s Practice grading exemplar essays…
Part 2 Argument
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ELA COMMON CORE REGENTS REVIEW BOOK Exemplar A – Claim=Blue; Counterclaim(s)=Orange; TBE=Red; Analysis=Green, Citations=highlighted
Part 2 Argument
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ELA COMMON CORE REGENTS REVIEW BOOK
Now, look at the rubric on pgs. 2&3 This essay would be scored a ___ because: _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Part 2 Argument
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ELA COMMON CORE REGENTS REVIEW BOOK Exemplar B - Claim=Blue; Counterclaim(s)=Orange; TBE=Red; Analysis=Green, Citations=highlighted
Part 2 Argument
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ELA COMMON CORE REGENTS REVIEW BOOK
Part 2 Argument
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ELA COMMON CORE REGENTS REVIEW BOOK Now, look at the rubric on pgs. 2&3 This essay would be scored a ___ because: _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________
Now that we’ve seen the end result, let’s see how to get there. The four main steps are:
1. Read and code the four texts 2. Take a position on the topic 3. Organize your thoughts – Use a graphic organizer! 4. Write
Part 2 Argument
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ELA COMMON CORE REGENTS REVIEW BOOK First, let’s review the prompt. This is from January of 2016.
We have already identified the parts of an argument on page 1 of this section. Now let’s see what we need to write about. Look at the section labeled Topic. Notice it is in the form of a question. Answer “yes” or “no” to this question and now you have a claim. For example: “Food should be genetically modified.” Or “Food should not be genetically modified.” Keep these in mind as you read the 4 texts
Part 2 Argument
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ELA COMMON CORE REGENTS REVIEW BOOK Reading the texts You are given 4 informational texts to read in order to write your essay. You will need to determine which side of the argument each article agrees with. Sometimes the titles can give us a clue, but not always. You will often see three main structures of text on the readings: 1. “Pro” This article contains information that agrees with the topic. It will mostly contain reasons and evidence that supports the topic. It will likely contain counterclaims as well. 2. “Con” This article contains information that disagrees with the topic. It will mostly contain reasons and evidence that does not support the topic. It will likely contain counterclaims as well. 3. “Neutral” This article will contain information about both sides of the topic. It may not be clearly “pro” or “con.” Other types of articles may also appear, but for the most part, they fall into one of the 3 categories above. As you read each text, decide whether it is a “pro,” “con,” or “neutral.” Note this on the text itself. As you are reading, you should be text coding. You will not have time to code with as much detail as required for class. You should focus mostly on main ideas. Informational readings are often organized so that the first sentence of a paragraph contains the main idea. The rest of the paragraph contains details that support the main idea. Sometimes, a main idea will be the last sentence of a paragraph. In this case, the details will come before it. Find at 3 main ideas in each text. Underline them and write a 2-3 word summary of the main idea in the margin. This will help you find the information later, as you are organizing and writing the essay. When you are done reading, decide which side of the topic you will be writing about. Are you for or against the topic question? Using this information, you can eliminate ONE of the texts. You MUST include evidence from THREE of the texts in your essay. Since you have read and coded the texts and you have identified the type (pro, con, neutral) you can eliminate a text that you will not need. If there is a text that you found particularly difficult to understand, you can eliminate it. Practice reading the texts. Your teacher will give you handouts or you can go to http://www.nysedregents.org/hsela/ *NYS wants to know if you can write an essay, not what your personal beliefs are. If the topic is not something you feel strongly about, pick a side (yes or no) and work from there
Part 2 Argument
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ELA COMMON CORE REGENTS REVIEW BOOK Preparing to Write – Use an organizer This organizer may be helpful in planning your essay. You may use a different one if you are more comfortable, but USE AN ORGANIZER. This will ensure you include all parts of the essay. You want your information to be as clear and easy to find as possible. You DO NOT want the person grading your essay to have any doubts about whether necessary information is included in your essay. This organizer is based on the box that we have been using in class. It is easy to draw and always looks the same, so it is easy to place information in the correct spot. Remember, you can’t just copy the organizer into an essay. Here are some phrases that will be helpful in construction a coherent essay. Sample Counterclaim and Flip Statements Some would argue…but this is incorrect.(text 1 line 1-5) Some people believe…, however…(text2, lines4-9) On one side of the argument...but… Some say... but this is invalid On the other hand... Sample TBE intros: For example, in text 1, line 22, it says… According to text 3, line 14… Text 3 indicates…(lines 12-15) The graphic in text 2 reveals… The author of text 1 believes…(line 12) Sample Reason/Analysis Statements MUST CONNECT TO YOUR CLAIM! This means… This explains… This shows… When the author does this…
Part 2 Argument
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ELA COMMON CORE REGENTS REVIEW BOOK Intro Paragraph Restate Topic/Background Info Counterclaim - flip statement (Some might say…) Claim & support (1 body paragraph for each claim) Body Paragraph 1 Claim 1 TBE1 (citation) Reason/Analysis – How does your TBE prove your claim? TBE2 (citation) Reason - How does your TBE prove your claim? Transition
Body 1 Claim
Body 2Claim Body Paragraph 2 Claim 2 TBE1 (citation) Reason - How does your TBE prove your claim? TBE2 (citation) Reason - How does your TBE prove your claim? Transition
Body Paragraph 3 Claim 3 TBE1 (citation) Reason - How does your TBE prove your claim? TBE2 (citation) Reason - How does your TBE prove your claim? Transition
Body 3Claim
TBE 1 (citation)
Reason/Analysis
TBE 2 (citation)
Reason/Analysis
TBE 1 (citation)
Reason/Analysis
TBE 2 (citation)
Reason/Analysis
TBE 1 (citation)
Reason/Analysis
TBE 2 (citation)
Reason/Analysis
Conclusion Paragraph Final Claim Statement Repeat claims 1, 2 and 3
Part 2 Argument
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ELA COMMON CORE REGENTS REVIEW BOOK IntroductionYour introduction paragraph should include the topic and some background information. This should come from your understanding of the texts and the topic. If you have some background information, include it. If the topic is something you have never thought too much about, start with “There is much debate about…” and then rephrase the topic question. From here, move on to counterclaims. These are statements from the other side of the argument. Limit your counterclaims to two sentences. You are trying to prove your side of the argument, do not spend too much time on counterclaims. Your counterclaims should be directly quoted from the text. Think back to the 4 texts. You must use 3. If two articles support your argument, choose your counterclaims from one of the others. This will help you get 3 texts into your essay. Introduce your counterclaims with “some people believe…” or “there are some who say…” then include your quote. When you have two counterclaims, write “These are invalid.” Now you can write your claim and support. Your claim should be the topic question rephrased in statement form followed by “because…” and your 3 support statements. Look back to the main ideas you identified while you were reading and text coding. Look for main idea sentences in the texts to help find main ideas for your essay. For example, if you are writing the January 2016 essay, your claim could be “Foods should not be genetically modified because…” Then you would include 3 main ideas from the texts. Including main ideas in your claim helps your essay score high on organization. Your three main ideas become the topic sentences of your body paragraphs. Body Paragraphs Your body paragraphs should start with one of your main ideas from your claim statement. You should include at least 2 pieces of evidence (TBE) in each body paragraph. Be sure to cite each piece of TBE with text and line number. For example (text 1, line 22). Each piece of TBE should be followed by analysis. Analysis is your explanation of how the TBE supports the main idea and claim. High quality analysis will lead to a high scoring essay. You should have three body paragraphs. Conclusion Your conclusion should tie your essay together. Restate your claim statement. Then say something like, “Three main reasons for this are…” and restate your three main ideas. Your conclusion paragraph should be a part of your essay, but it does not need to be exemplary. A conclusion that would not score well in our class will still score well enough for this essay.
Let’s see what this looks like…
Part 2 Argument
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ELA COMMON CORE REGENTS REVIEW BOOK
Argument Essay Outline Introduction Paragraph Restate topic
There is much debate regarding…(restate topic)
Counterclaim and Flip with TBE and citation Claim and 3 supporting statements
Some would argue “counterclaim TBE” (text_, line_) This is invalid.
Body Paragraph 1 Claim Support 1
One reason…(claim) is because…(supporting main idea 1).
TBE (Citation) Reason/Analysis TBE (Citation) Reason/Analysis Transition Body Paragraph 2 Claim Support 2 TBE (Citation) Reason/Analysis TBE (Citation) Reason/Analysis Transition Body Paragraph 3 Claim Support 3 TBE (Citation) Reason/Analysis TBE (Citation) Reason/Analysis
Conclusion Final claim statement Repeat supporting claim statements
Claim statement…because…(3 supporting main ideas)
For example “TBE” (text_, line_) This shows… (be sure to connect to claim) The text says “TBE” (text_, line_) This explains… This is not the only reason…(claim) Another reason…(claim) is because…(supporting main idea 2). For example “TBE” (text_, line_) This shows… (be sure to connect to claim) The text says “TBE” (text_, line_) This explains… This is not the only reason…(claim) A final reason…(claim) is because…(supporting main idea 1). For example “TBE” (text_, line_) This shows… (be sure to connect to claim) The text says “TBE” (text_, line_) This explains…
Repeat claim. Three main reasons for this are…
Part 2 Argument
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ELA COMMON CORE REGENTS REVIEW BOOK Notes:
Part 2 Argument
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ELA COMMON CORE REGENTS REVIEW BOOK Practice Paper Intro Topic/Background:
Counters/Flip:
Claim& Support:
Body 1 Claim 1:
TBE1 (citation): Reason/Analysis – How does your TBE prove your claim?
TBE2 (citation):
Reason - How does your TBE prove your claim?
Transition: Body 2 Claim 2:
TBE1 (citation): Reason/Analysis – How does your TBE prove your claim?
TBE2 (citation):
Reason - How does your TBE prove your claim? Transition:
__________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ Part 2 Argument
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ELA COMMON CORE REGENTS REVIEW BOOK Body 3 Claim 3:
TBE1 (citation): Reason/Analysis – How does your TBE prove your claim?
TBE2 (citation):
Reason - How does your TBE prove your claim?
Transition:
Conclusion Paragraph Final Claim Statement:
Repeat claims 1, 2 and 3
__________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ Part 2 Argument
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ELA COMMON CORE REGENTS REVIEW BOOK Practice Paper Intro Topic/Background:
Counters/Flip:
Claim& Support:
Body 1 Claim 1:
TBE1 (citation): Reason/Analysis – How does your TBE prove your claim?
TBE2 (citation):
Reason - How does your TBE prove your claim?
Transition: Body 2 Claim 2:
TBE1 (citation): Reason/Analysis – How does your TBE prove your claim?
TBE2 (citation):
Reason - How does your TBE prove your claim? Transition:
__________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ Part 2 Argument
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ELA COMMON CORE REGENTS REVIEW BOOK Body 3 Claim 3:
TBE1 (citation): Reason/Analysis – How does your TBE prove your claim?
TBE2 (citation):
Reason - How does your TBE prove your claim?
Transition:
Conclusion Paragraph Final Claim Statement:
Repeat claims 1, 2 and 3
__________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ Part 2 Argument
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