Argument Writing Rubric

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by COURTNEY LUCAS2 views·Updated Sep 7, 2020
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  1. how everyone is Courtney Lucas.
  2. And in today's video, we are going to compare your
  3. fifth grade tea and ready argument rubric to your sixth
  4. grade tiene ready argument rubric.
  5. So the biggest difference is that in fifth grade it
  6. was called an opinion piece, and in sixth grade we're
  7. calling it argument.
  8. So as you can see, an opinion is more just
  9. of you or just a judgment that has formed about
  10. something and on doesn't necessarily have to be based on
  11. factor knowledge.
  12. However, in fifth grade you were still reading two different
  13. text, and you were asked to use facts or details
  14. from that text to support your thinking.
  15. So you're prompt.
  16. I was looking at a couple of them, and a
  17. lot of them was just like, Do you think that
  18. an extra recess should be given to students?
  19. So there's either, like a guess where No answer and
  20. as you can see when we get into sixth grade
  21. that you're choosing like the best answer.
  22. So most of the time is going to say, like
  23. which character overcame the bigger obstacle?
  24. We'll both characters overcame obstacles, but which one do you
  25. think overcame like the bigger obstacle.
  26. So you're gonna have to use evidence once again from
  27. both tax, like you did in fifth grade.
  28. But now you are, you know, persuading someone of why
  29. your answer here is better.
  30. So the next section is going to be focused on
  31. organization once again.
  32. Same thing that you saw in fifth grade.
  33. But as you can see in the underlying texts and
  34. sixth grade, we're talking about a claim and remember, claim
  35. and thesis or used interchangeably, and we are using that
  36. to state or assert your side of the argument.
  37. So once again, we're gonna see prompts where it's really
  38. easy to choose both sides.
  39. But we really have to make that clear to our
  40. readers. Which side?
  41. We're on in an argument.
  42. You need a claim.
  43. You need reasons, evidence and a counterclaim.
  44. So you can see a counterclaim is where you were
  45. dressing the air, having acknowledgement of the other side of
  46. the issue.
  47. So it's very important to address that there is a
  48. different way of viewing things and, um, your at least
  49. acknowledging that side.
  50. So as you can see, creating cohesion is very important
  51. to create that, um, like a uniform argument where it
  52. flows together nicely.
  53. It's not choppy where you're jumping from one opinion to
  54. another. They need to really relate and build off each
  55. other. But as you can see, you are still using
  56. a relevant and effective introduction.
  57. You were still using organization.
  58. You are still having a relevant concluding statement, all of
  59. those air saying this staying the same.
  60. But we're just adding in that, um, counterclaim and that
  61. evidence from the text, the next part is development.
  62. Once again, we're seeing a lot of similarities.
  63. But we're seeing that word claim here and notice that
  64. on the first bullet point, it says, acknowledging and effectively
  65. refuting the counterclaims.
  66. So we actually don't have to refute the counterclaim until
  67. eighth grade.
  68. So remember the word refuting means to prove wrong.
  69. But as 1/6 grader, I would encourage you to kind
  70. of Sprinkle that end into practice it.
  71. So by the time you do get to eighth grade
  72. and you are scored on that, you have a firm
  73. foundation understanding of what that looks like.
  74. So, um, remember is called a counter argument where you
  75. are addressing that other side and then disproving it and
  76. showing why your side is stronger.
  77. The next part is language, and as you can see,
  78. we're building on what you did in fifth grade, and
  79. we're just adding those two new bullet points so sophisticated
  80. command of syntactic variety for meaning and reader interest.
  81. And we see effectively establishing and maintaining a foremost style
  82. and objective tone.
  83. So I'm really bursting that word objective again.
  84. And that means, like a objective summary.
  85. We're leaving out our opinion or judgment.
  86. So going back to that syntactic variety, you just really
  87. want to vary our Senate structure.
  88. So we're not always starting our Senate since the same
  89. or ending on the same way or even having the
  90. same amount of words.
  91. But just making sure we have that variety that keeps
  92. our reader interested and, as you can see, are domain
  93. specific vocabulary.
  94. We see that we have a footnote there, and that
  95. just means that we're using words from that text that
  96. is associated with the topic that we're reading.
  97. So we're just incorporating that into our essay, and then
  98. the next part is our conventions, and once again they're
  99. just the same.
  100. We want to make sure that we are using the
  101. correct sentence structure, grammar, usage, spelling, capitalization and punctuation and
  102. making sure that doesn't interfere with the meaning of our
  103. essay. So I hope this is encouraging to you that
  104. we're just simply building well heated last year.
  105. This is nothing brand new to you.
  106. It's just changing that from the opinion to more of
  107. that sophisticated argument where we're saving a claim using reasons,
  108. evidence, elaboration and at least acknowledging that other side with
  109. our counter claim.
  110. So next we're going Teoh share with your problems, and
  111. we're going to get started by comparing and analyzing two
  112. different text.