Compare And Contrast Essay Anchor Papers

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We used The New York Times Learning Network (organized by category) to find the prompts we thought best matched the EUs and EQs for the units.We can also look at this work and see what students know and are able to do at different levels.In general, students who answered well on these questions are likely to be at level 3 or 4.I would argue that all writing is argumentative — creating a solid thesis, and then defending it with evidence is an invaluable skill.We should know why we think what we think and be able to support that, not only with emotion, but with evidence.Discussing these issues, learning how to develop an opinion/claim, and to persuade others to adopt it, or that it is right, is valuable. Now, we are asking our students to do much more challenging and meaningful writing.However, that is only part of what we should be asking students to do. There are many ways to start, and many educators have and are sharing their wonderful insights.The first thing we did was create a framework for grades 7-12 which includes Enduring Understandings, Essential Questions (here is a huge list we share with our teachers), and Focus Standards for each quarter.Some of these are smoother than others at this point, being October, and having this be the “dress rehearsal,” but we are learning.I would explain to students that they needed to include Ethos, Pathos, and Logos in their responses, and to really “sell” their ideas.A counterargument was a requirement, and then, as writers, they must “bring me back to your stance.” Effective writing does include these elements.


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