Opposing Viewpoints While writing an argumentative paper it is important to remember that there is another side to the issue. You definitely need to pick one side and support it, but you cannot ignore the other side of the issue completely. Acknowledging the opposing viewpoint gives your paper validity and can strengthen your case if you can give support against the opposing viewpoint.

What does the rubric say? Advanced Content- Clearly addresses the opposing viewpoint. What this looks like: Gives one reason that people who disagree with your claim might say to prove you are wrong. Uses solid reasons to prove why people who disagree with your claim are wrong about that reason and how you are actually correct in your claim. Proficient Content- Acknowledges the opposing viewpoint. What this looks like: Gives one reason that people who disagree with your claim might say to prove you are wrong.

Example For example, if your paper’s TOPIC is about whether people under 21 in Pennsylvania should be able to legally purchase alcohol and your CLAIM is that they should NOT be able to do so, the OPPOSING VIEWPOINT is, of course, that they SHOULD be able to purchase alcohol. Reasons could be: 1) other states, including Louisiana, allow it and 2) studies have shown that in states where minors are able to legally buy but not consume alcohol, there is less drunk driving. A good way to work the opposition into your paper is the following: "People may argue that studies have shown that in states where minors can legally purchase but not consume alcohol, there are less drunk drivers, but..."(support for your side of the issue). Wording the opposition in this way shows that you are acknowledging the opposing viewpoint while strengthening your own argument.

You’ve practiced this already… Every member of a sports team should not receive an award for simply being a part of the team (  claim). Giving trophies to everyone sends the wrong message (  reason). In life no one is getting rewarded for just showing up or doing what is required (  support for the reason). Although trophies can encourage kids to keep playing (  acknowledges an opposing view point), it is not an effective way to motivate players. (  provides a reason as a counter-argument). The trophies lose their meaning when everyone gets one. (  concluding sentence restates the claim)

Another example… Every member of a sports team should not receive an award for simply being part of the team. Awards should be earned based on an individual’s effort and accomplishments. If trophies are given out without being earned, they lose their meaning. Coaches need to make players realize that each member is capable of earning an award based on his own effort. This will motivated players to try their best so that they can receive a trophy and make a better team. Although some people may argue that when everyone gets an award, they feel happy. They would be so much happier and proud when they know they worked to earn it. A coach sends an important, life long lesson about what he values most when he only rewards those who put forth the most effort.

Analyze this… Trophies should be rewarded only to the best players. When everyone receives a trophy the meaning of the trophy is gone. Karen Coffin, a coach who writes about youth sports, and Dr. Michelle Anthony, an author and psychologist who works with kids and schools, agree that trophies are not the best way to motivate players. While some people argue that trophies encourage kids to continue to play sports, a small show of appreciation, like a pat on the back, is enough to encourage kids to play more. Instead of giving meaningless trophies, let’s reward only the best players. Number your paper Claim: (rewrite the sentence that states the claim) 2.Reason: (rewrite the sentence that states the reason to support the claim) 3.Evidence: (who or what is the authoritative source that the writer uses to prove her claim?) 4.Opposing viewpoint: (rewrite the sentence that acknowledges the opposing viewpoint) 5.Counter-argument: (rewrite the sentence that disproves the opposing viewpoint) 6.Concluding sentence: (rewrite the concluding sentence)

What do you notice? Pd 2 There are some parents and people on school boards that done want school to start later because they are afraid that it will interfere with regularly scheduled activities. With that information, students would will be able to find balances with extra curricular activities as well as academics. Although there are some parents and people on school boards that done want school to start later because they are afraid that it will interfere with regularly scheduled activities, students would will be able to find balances with extra curricular activities as well as academics. Student Example Revision

What do you notice? Pd 4 There are some parents and people on school boards that don’t want school to start later because they are afraid that it will interfere with regularly scheduled activities. With that information, students would will be able to find balances with extra curricular activities as well as academics. Although there are some parents and people on school boards that don’t want school to start later because they are afraid that it will interfere with regularly scheduled activities, students will be able to find balances with extra curricular activities as well as academics. Student Example Revision

Your Turn!- IMPORTANT THINGS TO REVISE! Identify two places where a complex sentence would be appropriate. Using your subordinating conjunctions (AAAWWUBBIS), revise those sentences to make them complex. Identify any informal or nonacademic language in your draft; then, REVISE IT Identify any time you used first person pronouns in your essay; then, REVISE IT! Identify any time you used 2 nd person point of view in your essay; then, REVISE IT!

What do you notice? Pd 2 Students just don’t have an intention to wear uniforms, and they are majorly effecting how students act during the day. Students don’t have an intention to wear uniforms, and they are significantly effecting how students act throughout the day. Student ExampleRevision

What do you notice? Pd 4 Students just don’t have an intention to wear uniforms, and they are majorly effecting how students act during the day. Students don’t have an intention to wear uniforms, and they are greatly/significantly effecting how students act throughout the day. Student ExampleRevision

Your Turn! Identify any informal or nonacademic language in your draft; then, REVISE IT Obesity is a horrible thing. Obesity is becoming increasingly more widespread in the United States, and children who suffer from it are at an increased risk for many types of cancer.

What do you notice? Pd 2 Student example (body para. Topic sentence) I think students will perform better in school if C.B.S.D provides more healthy food choices during lunch time. revision Students will perform better in school if C.B.S.D provides more healthy food choices during lunch time.

What do you notice? Pd 4 Student example (body para. Topic sentence) I think students will perform better in school if C.B.S.D provides more healthy food choices during lunch time. revision Students will perform better in school if C.B.S.D provides more healthy food choices during lunch time.

Your Turn! Identify any time you used first person pronouns in your essay; then, REVISE IT!

What do you notice? Pd 2 Student example (body para. last sentence) As you can see, cell phones can be a quick budget fix to schools that are heading toward debt. revision Cell phones can be a quick budget fix to schools that are heading toward debt.

What do you notice? Pd 4 Student example (body para. last sentence) As you can see, cell phones can be a quick budget fix to schools that are heading toward debt. revision

Your Turn! Identify any time you used 2 nd person point of view in your essay; then, REVISE IT!

Wednesday, March 11th 1.Whole class revision 2.Peer revision

Thursday, March 12th 1.5 minute discussion of partner 1’s draft 2.5 minute discussion of partner 2’s draft 3.To lab 119 to make substantial revisions

Monday, March 16th 1.Review rubric 2.Create Works Cited page 3.Make final edits 4.Print final copy 5.Organize then staple all necessary materials 6.Submit Citizen Composer 7.Read Independent Reading Book

Sample-formatting Jane McStudent Mrs. Christein ELA-A 2 nd pd. 13 Friday 2015 Central Bucks School District Should Institute a Uniform Policy McStudent 1 Times New Roman 12 pt. font No bold Make it look nice and boring!.

Please review the rubric carefully Focus and Organization Advanced points Proficient points Basic 10-9 points Below Basic 8-0 points Points: /15  Strong claim statement that clearly states the topic and writer’s stance  Clear topic sentences related to claim statement and content of body paragraphs  Remains on topic throughout  Effective organizational strategies and structures, such as logical order and transitions, that develop a controlling idea  Clear claim statement that mentions the topic and suggests the writer’s stance  Clear topic sentences mostly related to content of body paragraphs  Remains mostly on topic throughout  Organizational strategies and structures, such as logical order and transitions, that develop a controlling idea  Unclear claim statement that mentions topic and/or does not make the writer’s stance obvious  Weak/Unrelated topic sentences  Strays off topic  Inconsistent organizational strategies and structures, such as logical order and transitions, that ineffectively develop a controlling idea  No claim statement  Topic sentences/paragraphs are unrelated  Very much off topic  Little or no evidence of organizational strategies and structures, such as logical order and transitions, that ineffectively develop a controlling idea Content Advanced points Proficient points Basic points Below Basic 35-0 points Points: /60  Thoroughly elaborated argument that includes a clear position.  Precise and relevant evidence from research carefully chosen to support claim  Superior understanding of topic and purpose  Sophisticated ideas are fully developed  Thorough development of details and analysis  Clearly addresses the opposing viewpoint  Cites sources  Sufficiently elaborated argument that includes a clear position  Some relevant evidence from research to support claim  Adequate understanding of the topic and purpose  Ideas are developed  Adequate details and analysis  Acknowledges the opposing viewpoint  Attempts to cite sources  Insufficiently elaborated argument that includes an underdeveloped position  Little evidence to support claim  Partial or limited understanding of the topic and purpose  Development is uneven with few details  Lack of adequate analysis  Attempt to acknowledge the opposing viewpoint  Unelaborated argument that includes an undeveloped position  Minimal or no evidence to support claim  Absence of a clear understanding of topic and purpose  Absence of logical development  Lacks supporting details and analysis  Absence of opposing viewpoint Voice and Style Advanced 10-9 points Proficient 8-7 points Basic 6 points Below Basic 5-0 points Points: /10  Clear and understandable writing  Sophisticated and varied sentence structure  Evident awareness of target audience  Precise word choice  Mostly clear and understandable writing  Demonstrates some variety in sentence structure  General awareness of target audience  Appropriate word choice  Writing is somewhat difficult to understand  Repetitive/Incorrect sentence structure  Limited/Inconsistent awareness of target audience  Limited word choice  Writing is difficult to understand  Flawed sentence structure  Disregard for target audience  Slang/Inappropriate word choice Conventions Advanced points Proficient points Basic 11-9 points Below Basic 8-0 points Points: /15 Total: /100  Evident control of grammar, mechanics, spelling, usage, and sentence formation  Paper is virtually error-free  Adequate control of grammar, mechanics, spelling, usage, and sentence formation  Errors in conventions do not significantly impact meaning  Limited control of grammar, mechanics, spelling, usage, and sentence formation  Errors in conventions impact meanin6  Little to no control of grammar, mechanics, spelling, usage, and sentence formation  Errors severely impact meaning

Turning in your Citizen Composer Essay 1.Rubric with your name at the top 2.Final copy of your essay 3.Peer revision checklist 4.Draft

Reflection What did you learn about persuasive writing from the Citizen Composer Unit? What lessons/instruction helped you most? What did you want more help on? How could Mrs. Christein improve this unit?