March 21, 2019 Follow procedures for the agenda and books. Get out your evidence organizer that we are using to establish a claim for an issue. Get out your bell ringer. Bell Ringer –Write the definition for parallel structure on your paper for Thursday. Then, read the sentence below, and revise it as many ways as possible. Write the revised sentences on your paper. Parallel structure means using the same pattern of words, phrases, or clauses to show that two or more ideas have the same level of importance. Sentence- (infinitive phrase = to + verb) (gerund = ing form used as a noun): Mary likes hiking, swimming, and to ride a bicycle. AS ALWAYS – use your best writing because PRACTICE MAKES PERMANENT. As always, do your best independently, and then we will check your answers.

Check Your Answers: Original Sentence - (infinitive phrase = to + verb): Mary likes hiking, swimming, and to ride a bicycle. Corrections: Mary likes to hike, to swim, and to ride a bicycle. Mary likes to hike, swim, and ride a bicycle. Mary likes hiking, swimming, and riding a bicycle Below is an example of how you should not mix forms like the ing form of words (gerund – a verb form with ing that is used as a noun) with an infinitive phrase which is to + a verb. Not Parallel: Mixed ing and infinitive phrase Mary likes hiking, swimming, and to ride a bicycle. Parallel: Mary likes hiking, swimming, and riding a bicycle Student volunteers for articles: Please hand out article packets. They are in the colored hanging folders at the front of the room. Please remember not to write or draw on the articles.

Reminders: Evidence Collection for Claims The page numbers are at the bottom of the pages. They are not the written numbers at the top of the pages. Those numbers are to alert you that you are reading a different article in case the first page of the article is on the back of a page. 1/3 means that you are reading page 1 out of 3 pages. 2/4 means that you are reading page 2 out of 4. You must cite each article like I did in the examples for evidence. You must write one sentence on each line. These are lines and not sections for evidence. You may need 5 or more lines to write a piece of evidence. Remember every time you think you have found a piece of evidence, read the viewpoint and ask yourself the following question before you write it down. Does this evidence support the viewpoint. Remember our evidence evaluation from yesterday?

Should the voting age be lowered? Viewpoint 1: A lower voting age would allow young adults to vote on issues of interest to them. Viewpoint 2: At 16 or 17, children are too immature to vote. “Many teens with jobs pay taxes. The government uses taxes to pay for things like schools and roads. This money is taken out of teens’ paychecks. Shouldn’t teens be able to vote for the people who decide how taxes are used?”( Starecheski 30). Strongest “Since young people’s brains develop at an older age than scientists once thought, many states have raised the age at which teens are allowed to do certain things, not lowered it” (Davenport 23). “Empirical evidence suggests that the earlier in life a voter casts their first ballot, the more likely they are to develop voting as a habit” (Nichols 3). It will work, but it is not the best. “In fact, test results show that many students lack a basic understanding of the structure and functions of the U.S. government. Many teens don’t even know the names of their U.S. senators or how to amend the Constitution” (Davenport 23). “Young people deserve to have a say in electing their national leaders” ( Steinberg 23). NOT EVIDENCE  “That’s because the 26th Amendment to the Constitution ratified in 1971, sets the voting age at 18” (“Should the Voting Age Be Lowered?” 22). A FACT – IT DOES NOT SUPPORT THE VIEWPOINT