Assignment: Argumentative Essay Peer Reviews 3/4/24

ENGLISH LANGUAGE ARTS 10-B (H) 2nd TRI 2023-2024
2024-02-14T21:44:15Z

Due: Mar 4, 2024 by 11:59pm

Common Core State Standard: Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Language Learning Objective: I can review my peer's work and give them suggestions for improvement by following the "Argument Writing Checklist" provided.

Please review 2 of your peers work (argumentative essays - automatically sent to you through Canvas) and provide feedback according to the checklist below.

Argument Writing Checklist.pdf

Argument Writing Checklist

Structure:

Overall -

I presented an argument, offering context, honoring other points of view, and indicating the conditions under which the position holds true.

I developed the argument with logical reasoning and convincing evidence, acknowledging the limitations of the position and citing—and critiquing—sources.

Lead -

I demonstrated the significance of the argument and may have offered hints of upcoming parts of the essay.

I presented needed background information to show the complexity of the issue.

In addition to introducing the overall line of development the argument will take, I distinguished that argument from others.

Transitions -

I used transitions to clarify the relationship between claims, reasons, and evidence, and to help the reader follow the logic in the argument.

I also used transitions to make clear the relationship of sources to each other and to the claim, such as
while it may be true
that . . .,
nevertheless,
there are times when . . ./certain circumstances when . . .,

and others echo this idea.

Ending -

In the concluding section, I may have clarified the conditions under which the position holds true, discussed possible applications or consequences, and/or offered possible solutions.

Organization -

I created a logical and compelling structure for the argument so that each part builds on a prior section, and the whole moves the reader toward understandings.

Development:

Elaboration -

I brought out the aspects of the argument that were most significant to the audience and to the purposes.

When appropriate, I acknowledged limitations or critiques of sources—perhaps evaluating sources’ reasoning or suspect motivations.

I angled and/or framed evidence to clearly and fairly represent various perspectives, while also maintaining a clear position.

Craft -

I intended to make the reader think, realize, or feel a particular way—and chose language to do that.

In addition to using other literary devices, I may have used allusions.

I varied the tone to match the purposes of different sections of the argument, as well as to develop an overall impact.

Language Conventions:

Spelling -

I spelled accurately throughout, including cited text and citations.

Punctuation and Sentence Structure -

I used sentence structure and verb tense purposefully (i.e. using fragments to emphasize key points, using present tense to create immediacy).

I used punctuation to emphasize connections, to strengthen tone, to clarify, and to add complexity.

Common Core State Standard: Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Language Learning Objective: I can review my peer's work and give them suggestions for improvement by following the "Argument Writing Checklist" provided.

Please review 2 of your peers work (argumentative essays - automatically sent to you through Canvas) and provide feedback according to the checklist below.

Argument Writing Checklist.pdf

Argument Writing Checklist

Structure:

Overall -

I presented an argument, offering context, honoring other points of view, and indicating the conditions under which the position holds true.

I developed the argument with logical reasoning and convincing evidence, acknowledging the limitations of the position and citing—and critiquing—sources.

Lead -

I demonstrated the significance of the argument and may have offered hints of upcoming parts of the essay.

I presented needed background information to show the complexity of the issue.

In addition to introducing the overall line of development the argument will take, I distinguished that argument from others.

Transitions -

I used transitions to clarify the relationship between claims, reasons, and evidence, and to help the reader follow the logic in the argument.

I also used transitions to make clear the relationship of sources to each other and to the claim, such as
while it may be true
that . . .,
nevertheless,
there are times when . . ./certain circumstances when . . .,

and others echo this idea.

Ending -

In the concluding section, I may have clarified the conditions under which the position holds true, discussed possible applications or consequences, and/or offered possible solutions.

Organization -

I created a logical and compelling structure for the argument so that each part builds on a prior section, and the whole moves the reader toward understandings.

Development:

Elaboration -

I brought out the aspects of the argument that were most significant to the audience and to the purposes.

When appropriate, I acknowledged limitations or critiques of sources—perhaps evaluating sources’ reasoning or suspect motivations.

I angled and/or framed evidence to clearly and fairly represent various perspectives, while also maintaining a clear position.

Craft -

I intended to make the reader think, realize, or feel a particular way—and chose language to do that.

In addition to using other literary devices, I may have used allusions.

I varied the tone to match the purposes of different sections of the argument, as well as to develop an overall impact.

Language Conventions:

Spelling -

I spelled accurately throughout, including cited text and citations.

Punctuation and Sentence Structure -

I used sentence structure and verb tense purposefully (i.e. using fragments to emphasize key points, using present tense to create immediacy).

I used punctuation to emphasize connections, to strengthen tone, to clarify, and to add complexity.