Argument Unit Final Assessment Senior English Sherburn Name: Argument Portfolio The last several weeks of our class have been dedicated to arguments. We have practiced identifying arguments in varying formats, including political cartoons, videos, print ads, articles, and speeches. We have also discussed what makes an argument provocative, effective, and credible through an analysis of both content and style. Finally, we have reflected on some of the real world implications arguments can have. It is now your turn to showcase your learning by integrating each of these pieces into your own argument about a topic or issue that you are passionate about. Assignment (what s due): An argument portfolio centered on an issue that you are passionate about. The portfolio will include: 1) A statement of interest/rationale (2-3 paragraphs) 2) An annotated bibliography (six sources minimum) 3) An outline of your argument (see handout) 4) An argumentative letter (3-5 pages) Rationale (why we re doing this assignment): This assignment not only helps me evaluate what you ve learned over this entire unit, but also gives you a chance to learn more about yourself and something that you re passionate about. Writing an argumentative letter that is based on real research will help you gain analytical and critical thinking skills that can be applied in educational, professional, and personal contexts. These are skills that you will be evaluated on when you take standardized tests (which can help you gain access to higher education/scholarship money) and in future classes. Most importantly, being able to craft an effective argument, particularly in letter form, is a relevant skill that you can apply to your real life. At the end of this project, you will have produced a thoughtful, coherent argumentative letter that you could actually SEND to someone and make your voice heard on an issue that matters to YOU! Process (how to complete this project, step-by-step): 1) Statement of Interest/Rationale: Pick a topic or issue that you re passionate about or find relevant to your own life, and generate a question that you will take a stance on. EXAMPLE: Should drug companies test their products on animals?
In 2-3 paragraphs, clearly identify your topic and explain why you chose it. Why is it interesting to you? Why is your topic/stance worth arguing or researching? In other words, why is it relevant/should others care? 2) Annotated Bibliography: Identify and read six sources pertaining to your topic, three of which address the pro side of the issue, and three of which address the con side Cite these sources following MLA conventions Annotate these citations through both summary and analysis; identify the claim, primary evidence, and warrant/backing of each, and then reflect on whether or not you thought the argument was effective and why/why not (4-5 sentences minimum/source) 3) Argument Outline Handout Considering the research you have just completed, take a stance on your issue. What argument will you make, and what evidence will you use to support your claims? What counterarguments/evidence could others offer instead of your claim, and how could you refute them? Fill out the handout using evidence from your annotated bibliography, utilizing MLA in-text citations when appropriate 4) Argumentative letter Use your argument outline to craft a thoughtful and effective letter that clearly states your position on this issue. Your letter should: Follow letter format (date, opening, closing, salutations, indented paragraphs) Clearly introduce the main claim/stance and its relevance Back up the main claim and supporting claims with evidence Consider counterclaims and arguments and offer a thoughtful and researched refute Provide a concluding statement or section that follows from and supports your argument. Pay careful attention to spelling, grammatical, and mechanical issues. Be 3-5 double-spaced pgs., 12-point Times or Times New Roman Font, and follow MLA citation format 5) Staple and turn in all of these pieces by the beginning of class on Monday, April 15 th. Please order the pieces of your portfolio as follows: 1. Statement of interest/rationale (1) 2. Argument handout (10 pts) 3. Argumentative letter (40 pts) 4. Annotated Bibliography (3)
Rubrics (how grades will be determined): Statement of Interest/Rationale: /1 Content (10 pts) The rationale clearly The The identifies the topic/question/stance topic/question/stance student s topic, are clear, but why are not explicitly stance, and or the question is stated; the student research question, interesting/relevant does not attempt to as well as why it is not adequately explain why the topic interests them and is supported is interesting or a relevant topic relevant Begins to meet The topic/stance are completely unclear and/or the relevance of the topic is unexplored Mechanics () The rationale is free of mistakes in and mechanics 1-2 mistakes in or present, but do not confuse the reader A few mistakes in or present, making some of the student s points difficult to understand Several mistakes in or mechanics make the rationale very difficult to understand Argument Outline Handout: /10 pts Content The entire handout is filled out completely 10 pts and uses in-text citations correctly; the student s argument is clear The entire handout is filled out completely and uses in-text citations, although 1-2 minor mistakes (i.e. missing page numbers) are present; the student s argument is clear Some sections of the handout are blank or incomplete, in-text citations are used inconsistently, and the student s argument is not clearly developed Several sections of the handout are incomplete, no in-text citations are utilized or are done so incorrectly, and the student s argument is severely underdeveloped or unclear (1-4)
Annotated Bibliography: /35 Source type uses a uses a has six minimum of six minimum of six sources, but some do 10 pts sources--three pro sources, but there is not directly tie to their sources and three con an unequal number of issue/topic; sources that are linked pro and con sources the student has less to their issue/topic (i.e. 2 pro and 4 con) than six sources, but has at least one pro and one con source All or most of the student s sources do not tie to the issue/topic, the student has less than three sources, or all of the students sources support only one side of the issue (i.e. all pro or all con) Citations Summary/Analysis of Sources 1 and Mechanics The citations follow MLA conventions and clearly identify the author, source title, publication, page numbers, and DOI when applicable, are listed in alphabetical order, and are otherwise formatted correctly Annotations are a minimum of 4-5 sentences and include both summary and analysis; the source s claim, evidence, and warrant are identified, followed by a reflection on the argument s (15) The annotations are free of mistakes in and mechanics The citations follow MLA conventions with one or two minor mistakes in punctuation, spacing, or formatting Annotations are a minimum of 4-5 sentences and include both summary and analysis; the elements of the arguments are clearly identified, but the student does not adequately reflect on the argument s (12-14) 1-2 mistakes in or present, but do not confuse the reader The citations attempt to follow MLA conventions but have many mistakes in punctuation, spacing, or formatting; citations may be missing 1-2 elements Annotations do not meet the length requirements; the sources claim and/or evidence is identified, but the other elements are not clearly explained; the student does not reflect on the argument s (7-11) A few mistakes in or present, making some of the student s arguments/analyses unclear The citations do not closely follow MLA conventions with several mistakes in spacing, punctuation, or formatting Annotations are only 1-2 sentences, focus only on summary, or focus only on analysis without supporting details (0-6) Several mistakes in or mechanics make the annotations difficult to understand
Argumentative Letter: /40 pts Letter Conventions Claim and Support 1 Refute and Counterargument 10 pts Mechanics, and Citations The letter follows letter format exactly and includes a date, a salutation, indented paragraphs, and a closing/sign off clearly and strongly states their main claim/argument and its relevance; the claim is supported by relevant evidence and research that is clearly connected to the main idea (15) one potential counterargument or claim and refutes it using relevant examples or research The letter is free of mistakes in spelling, grammar, and mechanics; in-text citations follow MLA conventions The letter closely follows letter format and includes all of the necessary elements with 1-2 minor mistakes (i.e. no date) clearly and strongly states their main claim/argument and its relevance; although the claim is supported by evidence and research, the connection to the main idea may not be explicit (12-14) one counterargument or claim and attempts to refute it using relevant examples or research, but may not clearly demonstrate the shortcomings of the counterargument The letter has 1-2 minor mistakes in or mechanics; in-text citations follow MLA conventions with 1-2 mistakes The letter attempts to follow letter format, but one or more of the elements are missing or incorrect makes a claim/argument, but does not do so clearly or explicitly. The claim is supported with some evidence or research but is inconsistent or is not always relevant to the main idea (7-11) one counterargument or claim, but does not refute it, or attempts to do so without providing relevant examples or research The letter has a few mistakes in spelling, grammar, or mechanics which make the student s arguments confusing; in-text citations are missing in places or do not follow MLA conventions The letter does not adequately follow letter format as several elements are missing fails to make a claim/argument, or fails to support their claim with evidence or research. Evidence given is not relevant to the main idea (0-6) fails to anticipate any counterarguments or claims and does not offer any refutes The letter has several mistakes in or mechanics which distract the reader from the student s argument; in-text citations are completely missing