1. YESTERDAY:  Understand or paraphrase the essay question  Compose a thesis  Select evidence for the counter-argument TODAY:  Compose a counter-argument topic sentence  Find evidence from THREE texts to use  Compose a hook and complete my introduction  Complete my outline with topic sentences Tomorrow: Common Essay mistakes to avoid, proofreading, rubric

2. Topic: Should the American government tolerate opposition? resistance defiance protests rebellion criticism challenges complaints allow permit encourage

3. Topic: Should the American government tolerate opposition? “C” essay will say yes or no, supported by evidence. “B” essay will say yes or no and explain what kind of opposition should be tolerated. “A” essay will say yes or no and explain the circumstances that support or disqualify opposition.

4. Topic: Should the American government tolerate opposition? “C” thesis: The American government should tolerate opposition. “B” thesis: The American government should tolerate peaceful opposition. “A” thesis: The American government should tolerate opposition because if more people share their opinions, the government will be able help more of its people.

6. Topic: Should the American government tolerate opposition? “C” thesis: The American government should tolerate opposition. “B” thesis: The American government should tolerate peaceful opposition. “A” thesis: The American government should tolerate opposition because if more people share their opinions, the government will be able help more of its people.

7. The counter argument consists of three parts: 1) Sentence starter – This indicates that you as the author do not share the counter-argument opinion.  “Some people may argue…”  “A possible concern is…”  “A common counterpoint is…” 2) Turn away – This provides a short explanation of why the counter-argument could possible be correct and even evidence for the counter- argument. 3) Turn back – This provides a short explanation and evidence of why the counter-argument is incomplete or wrong.

8. There is an opinion that [political] parties in free countries are useful checks upon the administration of the government and serve to keep alive the spirit of liberty. This within certain limits is probably true; and in monarchies, parties do allow people to participate in government and share their opinions. But in democracies, in governments purely elective, it is a spirit not to be encouraged. Democracies are already allow people to share their opinions with the government. 1)Sentence starter This indicates that you as the author do not share the counter- argument opinion. 2) Turn away – This provides a short explanation of why the counter-argument could possible be correct and even evidence for the counter-argument. 3) Turn back – This provides a short explanation and evidence of why the counter-argument is incomplete or wrong.

9. Suggested texts and lines: Text 1 lines 2-3 Text 1 lines 25-26 Text 1 lines 29-31 Text 1 lines 71-77 Text 2 lines 3-5 Text 2 lines 19-20 Text 4 lines 37-39 Text 4 lines 57-58 Text 5 lines 75-80 Text 5 lines 87-95 Counter argument evidence should argue that the government should NOT allow criticism. Example: “more devoted to ‘order’ than to justice” (text 4 line 134).

11. Suggested texts and lines: Text 1 lines 2-3 Text 1 lines 25-26 Text 1 lines 29-31 Text 1 lines 71-77 Text 2 lines 3-5 Text 2 lines 19-20 Text 4 lines 37-39 Text 4 lines 57-58 Text 5 lines 75-80 Text 5 lines 87-95 Counter argument evidence should argue that the government should NOT allow criticism. Example: “more devoted to ‘order’ than to justice” (text 4 line 134).

12. 1) Sentence starter – This indicates that you as the author do not share the counter-argument opinion.  “Some people may argue…”  “A possible concern is…”  “A common counterpoint is…” Example: A common counterpoint is that the government should first provide a safe country, and then an equal country. “more devoted to ‘order’ than to justice” (text 4 line 134).

13.  Log into the computer  Open or take out your outline  Take out your essay packet  Go to our website. If you would prefer to type, you can download the outline from our website.

14. YESTERDAY:  Understand or paraphrase the essay question  Compose a thesis  Select evidence for the counter-argument  Compose a counter-argument topic sentence TODAY:  Finish the counter-argument (the turn back!)  Find evidence from THREE texts to use  Compose a hook and complete my introduction  Complete my outline with topic sentences Tomorrow: Common Essay mistakes to avoid, proofreading, rubric

15. A common counterpoint is that the government should first provide a safe country, and then an equal country. “more devoted to ‘order’ than to justice” (text 4 line 134). Dr. Martin Luther King Jr. notes that some people do not want anyone to oppose the government because they do not want disorder or violence. “it is wrong to urge an individual to cease his efforts to gain his basic constitutional rights because the quest may precipitate violence” (text 4 lines 147-148). However, Dr. Martin Luther King Jr. dismisses this argument because the guarantee of basic constitutional rights for all is more important than momentary violence.

16. Tuesday:  Understand or paraphrase the essay question  Compose a thesis  Select evidence for the counter-argument  Compose a counter-argument topic sentence Wednesday:  Finish the counter-argument (the turn back!)  Find evidence from THREE texts to use Today:  Compose a hook and complete my introduction  Complete my outline with topic sentences  Common Essay mistakes to avoid  Proofreading

17.  Now that you have completed Body Paragraph 2, you should find evidence for the rest of your essay. You can QUOTE or PARAPRHASE, but you need the text number and the line number.

18. The purpose of a hook is to interest your reader in your essay. It should be engaging and should appeal to a broad audience. It can be:  a quote  President Obama recently asked “what greater form of patriotism is there than the belief that America is not yet finished, that we are strong enough to be self-critical, that each successive generation can look upon our imperfections and decide that it is in our power to remake this nation to more closely align with our highest ideals?” (Text 5 lines 31-34).  a question  What can people do to improve their world?  a broad statement  Individuals have the power to change the world.

19. Hook: Question, quote, or broad idea Introduce the texts:  Name the author and the title.  To make it “A” level, explain how the texts will prove your thesis or claim. Thesis/ Claim:

20. Hook: What can people do to improve their world? Introduce the texts: Often, people have to challenge power structures to change the world. Susan B. Anthony in Text 3 argues for government to give rights to women. Dr. Martin Luther King in Text 4 says people sometimes have to force governments to notice inequality. President Obama remembers the Civil Rights protestors in Text 5 for their work to improve America. All three speakers argue that the government needed to improve to help all of its citizens. Thesis/ Claim: The American government should tolerate opposition because if more people share their opinions, the government will be able help more of its people.

21.  The topic sentence should unite TWO pieces of evidence.  The easiest way to do this is to summarize the purpose of the topic sentence. Example: In Text 3, Susan B. Anthony argued that women needed to resist the government because they had no rights as citizens.

22.  Times New Roman 12 Font  Double Spaced  1 inch margins  MLA Heading:  Student Name  Teacher Name  Class Name  Day Month Year Anna Smith Mrs. Richardson and Ms. McAvoy English 3R 26 March 2015

24.  Citations  “Quote quote quote” (text _ lines _).  Dr. King was worried that some people “more devoted to ‘order’ than to justice” (text 4 line 134).  President Obama recently asked “what greater form of patriotism is there than the belief that America is not yet finished, that we are strong enough to be self-critical, that each successive generation can look upon our imperfections and decide that it is in our power to remake this nation to more closely align with our highest ideals?” (Text 5 lines 31-34).

25.  Run on Sentences  Split it into two sentences  Use a semi-colon ; instead of a comma,  Your explanation should be AT LEAST as long as the quote.  The best essays will explain short quotes really well.