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Mapa Argumentative Essays

Grades   9 – 12  |  Lesson Plan  |  Unit

Modeling Academic Writing Through Scholarly Article Presentations

Students prepare an already published scholarly article for presentation, with an emphasis on identification of the author's thesis and argument structure.

 

Grades   9 – 12  |  Lesson Plan  |  Standard Lesson

I Have a Dream: Exploring Nonviolence in Young Adult Texts

Students will identify how Martin Luther King Jr.'s dream of nonviolent conflict-resolution is reinterpreted in modern texts. Homework is differentiated to prompt discussion on how nonviolence is portrayed through characterization and conflict. Students will be formally assessed on a thesis essay that addresses the Six Kingian Principles of Nonviolence.

 

Grades   6 – 12  |  Lesson Plan  |  Unit

Twenty-First Century Informational Literacy: Integrating Research Techniques and Technology

Students develop their reading, writing, research, and technology skills using graphic novels. As a final activity, students create their own graphic novels using comic software.

 

Grades   9 – 12  |  Lesson Plan  |  Standard Lesson

Poetry Reading and Interpretation Through Extensive Modeling

Students will research, read, clarify, analyze, and interpret John Berryman's poetry and create a sustained evaluation of a given poem in a three- to four-page essay.

 

Grades   7 – 10  |  Lesson Plan  |  Standard Lesson

Picture This: Combining Infographics and Argumentative Writing

After researching topics that the students have chosen, students write argumentative essays. Then, using Piktochart, students create their own infographics to illustrate their research.

 

Grades   9 – 12  |  Lesson Plan  |  Standard Lesson

And in Conclusion: Inquiring into Strategies for Writing Effective Conclusions

While drafting a literary analysis essay (or another type of argument) of their own, students work in pairs to investigate advice for writing conclusions and to analyze conclusions of sample essays. They then draft two conclusions for their essay, select one, and reflect on what they have learned through the process.

 

Grades   9 – 12  |  Lesson Plan  |  Standard Lesson

Defining Moments: Charting Character Evolution in Lord of the Flies

Savagery, treachery, lost innocence... Lord of the Flies is rife with character development. Use this lesson to help students chart the character changes of Ralph and Jack, both in groups and individually.

 

Grades   6 – 8  |  Lesson Plan  |  Standard Lesson

Developing Citizenship Through Rhetorical Analysis

Students analyze rhetorical strategies in online editorials, building knowledge of strategies and awareness of local and national issues. This lesson teaches students connections between subject, writer, and audience and how rhetorical strategies are used in everyday writing.

 

Grades   3 – 12  |  Student Interactive  |  Organizing & Summarizing

Persuasion Map

The Persuasion Map is an interactive graphic organizer that enables students to map out their arguments for a persuasive essay or debate.

 

Grades   3 – 12  |  Student Interactive  |  Organizing & Summarizing

Compare & Contrast Map

The Compare & Contrast Map is an interactive graphic organizer that enables students to organize and outline their ideas for different kinds of comparison essays.

 

Grades   5 – 12  |  Calendar Activity  |  December 5

Walt Disney was born in 1901.

Students describe female characters in Disney films, discuss their characteristics, and write a thesis statement about them.

 

Grades   K – 12  |  Strategy Guide

Shared Writing

This strategy guide explains how to use shared writing to teach students effective strategies that will improve their own independent writing ability.

 

Grades   K – 12  |  Strategy Guide

Write Alouds

This strategy guide explains how to use write-aloud (also known as modeled writing) to teach effective writing strategies and improve students' independent writing ability.

 

Grades   3 – 12  |  Strategy Guide

Inquiry Charts (I-Charts)

This guide introduces I-Charts, a strategy that enables students to generate meaningful questions about a topic and organize their writing.

 

Grades   6 – 12  |  Strategy Guide

Developing Evidence-Based Arguments from Texts

This strategy guide clarifies the difference between persuasion and argumentation, stressing the connection between close reading of text to gather evidence and formation of a strong argumentative claim about text.

 

Grades   6 – 12  |  Strategy Guide

Teaching With Podcasts

This Strategy Guide describes the processes involved in composing and producing audio files that are published online as podcasts.

 

Grades   K – 5  |  Strategy Guide

Implementing the Writing Process

This strategy guide explains the writing process and offers practical methods for applying it in your classroom to help students become proficient writers.

 

Essay Writing Strategy Using Argument Map

Posted in English Essay Strategies

How to Use G+3TiC=C Personal Opinion Argument Map / Template Strategy to Write Any Essay:

What is an Argument?

An argument is the process of presenting an opinion for the purpose of persuading an audience. For standardized Test (ST), this type of argument is called a personal-opinion argument or writing. An argument, however, does not always have to persuade. An argument can also inform by presenting facts, by using expository writing style or telling story by using narrative style. Whatever writing style you may use, an argument that successfully persuades or informs demonstrates coherence. Coherence means that the argument is clear and logical.

For ST, a coherent argument is a high-scoring argument. A coherent argument demonstrates English language proficiency. Proficiency means skill and knowledge. How can you quickly and proficiently construct both personal-opinion and fact-based arguments that demonstrate coherence? By starting with a clear method of organization.

There are two ways to organize an argument: deduction and induction. When you make a conclusion based on your opinion and your supporting examples, you are using deduction as a method of organization. On other hand, when you start a personal-opinion argument with examples—then make conclusion based on your examples—you are using induction as the method of organizing your argument.  Which is better, deduction or induction? Neither. They are simply two ways to organize a personal-opinion argument when writing an essay. You will not get a higher score using one or the other.

What is an argument or writing map?

An argument or writing map works just like a road map. A road map is a guide that uses lines and arrows to point you in the right direction so you won't get lost. An argument map does the same thing; however, instead of guiding you along highways and byways, an argument map will guide you through each speaking and writing task from start to finish. On the way, each argument map will tell you (depending on the task) what to say or write, where to say or write it, how to say or write it, and why. This, in turn, will maximize scoring. Because you are following a map, you will also save time and, more importantly, you will never get lost. Best of all, you can develop and deliver responses for all types of writings using the same argument map.

G+3TiC=C Argument Map

You can answer all independent essay prompt types using the argument map G+3TiC=C. This map describes the structure of a three-part personal-opinion argument that uses deduction as a method of organization. Note that each body paragraph (TiC) has three parts: 

T = transition + topic sentence; 
i = illustration (example); 
C = concluding sentence. Note also that the general statement (G) is an opinion.

Each essay should have the following 5 parts:

G = General opinion/introduction

TiC1 = Body paragraph #1 with Transition + Topic Sentence + illustration with specific + Conclusion)
TiC2 = Body paragraph #2 with TIC2
TiC3 = Body paragraph #3 with TIC3

C = Conclusion

So 5 paragraphs essay will have General Introduction + 3TIC + Conclusion 


G+3TiC=C Mapping in Action

Personal-opinion argument mapping:
Let’s map out Mary’s personal-opinion argument about California using G+3TiC=C. The opinion and conclusions are underlined, the transitions in bold, the illustrations in italics. Note that the general statement (G) is an opinion.

G = general = Personally, I think California was the best trip ever.

TiC1 = specific = For example, I learned how to surf at Malibu. At first, I kept falling off, but I kept trying, and soon I could do it. It was great.

TiC2 = specific = And the sights. I visited Hollywood first, Disneyland next, and Catalina Island last. There is so much to see and do. I was exhausted.

TiC3 = specific = Also, did I tell you about Jack? I met him on Venice Beach. He’s a movie producer. He’s so handsome. As a matter of fact, we’re having dinner tonight. Tomorrow, we’re flying back to L.A. to get married!

C = general = In conclusion, I had a fabulous time.

Fact based argument mapping:
Next, let’s map out the fact-based argument about rice using G+3TiC=C. The premise and conclusions are underlined, the transitions in bold, the illustrations in italics. Note that the general statement (G) is a premise. 

G = general = Rice is classified according to grain size.

TiC1 = specific = First is long grain rice. An example is basmati. It is long and slender. When cooked, it becomes light and fluffy with the grains separating. Basmati is low in starch.

TiC2 = specific = Next is medium grain rice. An example is is Calrose. This type of rice is three times as long as it is wide. When cooked, the grains stick together. Medium grain rice has more starch than long grain rice.

TiC3 = specific = Finally, there is short grain rice. Arborio is an example. It is kernel-shaped and becomes very moist and tender when cooked. Short grain rice has the highest starch level.

C = general = As illustrated, rice is classified according to grain size.

Compare-Contrast Prompts Example:

Compare-and-contrast prompts ask you to argue the opposite sides of a topic, for example:

Prompt:

What do you think a friend might like and not like about the place you call home? Why? Develop your position using examples and reasons.

Q. There are many things my friend might like and dislike about my hometown. What should I do?

A. Keep it simple. Change G+3TiC=C to G+2TiC=C. Develop one positive example in body paragraph one and one negative example in body paragraph two. By doing so, you will compare and contrast the positive and the negative sides of the topic.

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