1. English II—October 1, 2015
Bell work: What is your stance on corporal punishment? Do you think it would help with the crime rate in our country? Why or why not?
Homework:
Reading Plus due Sunday at 11:59.
Study for Lesson 9 Vocabulary Quiz on Friday.
Independent Reading Project due Oct. 9.

2. English II—Lesson #9 Vocabulary
pestilent—adj. destructive to life; deadly
stagnation—n. a failure to progress, develop, or advance.
disdain—n. the feeling that someone or something is unworthy of one’s consideration or respect; contempt.
pervade—v. to spread throughout
impetuous—adj. acting or done quickly without thought or care

3. English II—Lesson #9 Vocabulary
flaunt—v. display (something) ostentatiously, especially in order to provoke envy or admiration or to show defiance
sedate—adj. calm, dignified, unhurried
curtail—v. reduce in extent or quantity; impose a restriction on
solace—n. comfort or consolation in a time of distress or sadness
alluring—adj. powerfully and mysteriously attractive or fascinating; seductive

4. Unit 2 Embedded Assessment 2—Creating an Argument
Your assignment is to develop an argument about an issue that resonates across cultures. You will choose a position, target audience, and effective genre to convey your argument to a wide audience.
Skills and Knowledge
Research to support a claim.
Create an organization that shows a clear relationship among claim, counterclaim, reasons, and evidence.
Include transitional words, phrases, and clauses to clarify and connect ideas.
Establish and maintain a formal style.

5. Rubric—Exemplary Scoring Criteria Exemplary Ideas
The argument skillfully presents a claim and provides background and a clear explanation of the issue; synthesizes evidence from a variety of sources that strongly support the claim; summarizes and refutes counterclaims with relevant reasoning and clear evidence; concludes by clearly summarizing the main points and reinforcing the claim
Structure
The argument follows a logical progression of ideas that establish relationships between the essential elements of hook, claim, evidence, counterclaims, and conclusion; links main points with effective transitions that establish coherence
Language Use
The argument uses a formal style and tone appropriate to the audience and purpose; smoothly integrates textual evidence from multiple sources, with correct citations; shows excellent command of standard English capitalization, punctuation, spelling, grammar, and usage.

6. The Structure of an Argument
The Hook
The hook grab’s the reader’s attention.
It often establishes a connection between reader and writer and provides background information.
It can be, but is not limited to, an anecdote, an image, a definition, or a quotation.
The Claim
The claim comes in the opening section of your paper.
It states your belief and what you wish to argue.
It can be straightforward and clear, for example, “I believe that. . .”
Support: Reasons and Evidence
Your support is the reasoning behind your argument.
You provide supporting evidence for your claim (data, quotes, anecdotes, and so on) and use support to create logical appeals.
Counterclaims: Concessions and refutations
A concession recognizes the arguments made by the other side.
A concession builds your credibility by objectively discussing the other side and granting that the other side has some validity.
Following the concession, a refutation argues at length against the opposing viewpoint by proving your side has MORE validity.
Concluding Statement
A concluding statement draws your argument to a close, restates your claim, and makes a final appeal.
Avoid repeating information, but sum up your argument with a few final facts and appeals.

7. Types of Evidence
Facts & Statistics - Numbers from surveys, studies, or observation, as well as pieces of commonly accepted information
Analogy – Comparison between two things to support conclusions about one based on similarities to another
Personal Experience/Anecdote - True story that describes a person’s experience relative to the topic
Illustrative Example - Description of a specific example to support the validity of a generalization
Expert/Personal Testimony - Use of a person’s words to support a claim, whether the person is like the audience or an expert
Hypothetical Case - Use of a possible scenario to challenge the audience to consider the claim

8. Michael Fay

9. Time to Assert American Values
Hook:
Claim:
Support:
Concessions/Refutations:
Call to Action:
Types of Evidence:

10. Rough Justice: A Caning in Singapore Stirs Up a Fierce Debate About Crime and Punishment
Hook:
Claim:
Support:
Concessions/Refutations:
Call to Action:
Types of Evidence: