The Great Debate – Assignment
The students in EF7A will be taking a side on an important issue, researching the issue, debating the issue and finally writing a persuasive 5 paragraph essay on the issue. Students will be working in groups for the purpose of the debate, including the research and the presentation but each student will write a 5 paragraph persuasive essay (The essay is an independent assignment). Student should make sure they review the notes taken in class as to what makes an effective debate, as well as the rules and roles of a debate.
The issues: In class we will brainstorm a list of issues that are important to the students in EF7A. Groups will then draw one of these issues and research it in order to effectively debate the issue. The students will then take that research and write a 5 paragraph persuasive essay.
The groups: Students will be working in groups of 4, two students on the affirmative side and two students on the negative sides. During the debate all student must participate in the oral component of the debate. Groups may work together on research but remember you are arguing opposing sides of the issue.
Submissions: Upon the conclusion of this assignment, each student will hand in the following: graphic organizers, research notes, persuasive essay, and rubrics.
ON YOUR MARK, GET SET, CONVINCE ME!!
On your Mark….
Here is your “to do” list!
à Establish facts to support an argument
à Clarify relevant values for you audience (also be aware of the objections of the argument)
à Prioritize and sequence the facts and values in importance to build the argument
à Offer convincing collusions
à Persuade you audience that your evidence and conclusion are based upon the agreed-upon facts and shared values.
Get Set…….
Use these strategies along with a plan sheets (graphic organizers) as your prepare for your debate and persuasive writing assignment
à Write out the questions in your own words.
à Think of the question posed in the assignment while you are reading and researching.
à As you discover facts to support your argument, consider:
§ The source of the facts for reliability and accuracy.
§ The source of the facts for prejudice and bias.
§ The values that “colour” the facts or the issue.
§ What you think of the authors argument.
à List out facts; consider their importance: prioritize, edit, sequence, discard, and ask yourself “What’s missing that would help me convince others?”
à List possible audience reactions (you can then appeal to their emotion, shared beliefs, and logic)
GO! (Convince Me)
There are two parts to convince me, the debate and the persuasive essay.
Debate: Debate Timeline
à Opening statements for the affirmative (2 mins)
à Opening statement for the negative (2 Mins)
à Arguments for the affirmative (3 mins)
à Arguments for negative (3 mins).
à Rebuttal conference – 2 minute.
à Rebuttal for the affirmative – 2 minutes.
à Rebuttal for the negative – 2 minutes.
à Closing statements for both sides – 3 minutes each.
Persuasive essay:
à Start writing a first draft (keep your facts and evidence in mind and do not concern yourself with grammar or spelling – at least not at this time).
à Follow the outline and graphic organizers provided.
à Once you have a rough copy, take a break.
à Re-read your paper with a fresh mind and a sharp pencil. Ask yourself:
§ Does this make sense? Am I convinced?
§ Will this convince my readers? (i.e. Ms. Barrett)
§ Will they understand my values, and agree with my facts?
§ Is my punctuation, spelling, and grammar correct?
§ What friend can I ask to read this and respond to my argument?
§ Was the friend convinced?
§ How can I revise for ideas, organization, word choice, and sentence fluency?
à Make a final draft of your persuasive essay.
Due Dates:
Debates: ________________________________________
Essays:________________________________________
Classroom Debate Rubric
Criteria
|
Level 1
|
Level 2
|
Level 3
|
Level 4
|
1. Organization and Clarity.
Viewpoints and responses are outlined both clearly and orderly.
|
Unclear in most parts.
|
Clear in some parts but not over all.
|
Most clear and orderly in all parts.
|
Completely clear and orderly presentation.
|
2. Use of Arguments:
Reasons are given to support viewpoint.
|
Few or no relevant reasons given.
|
Some relevant reasons given.
|
Most relevant reasons given.
|
All reasons given are relevant (they provide support). It is clear that the student has put significant thought into the arguments.
|
3. Use of Examples and Facts:
Examples and facts are given to support reasons.
|
Few or no relevant supporting examples/facts.
|
Some relevant supporting examples/facts.
|
Many relevant supporting examples/facts.
|
All examples and facts used to support are relevant. It is clear that the student has put in the research time.
|
4. Use of Rebuttal:
Arguments made by the other teams are responded to and dealt with effectively.
|
No effective counter arguments made.
|
Few effective counter arguments made.
|
Some effective counter arguments made.
|
Many effective counter arguments made. IT is clear that the student thought about the other side of the issue.
|
5. Presentation Style:
Tone of voice, use of gestures, and level of enthusiasm are convincing to audience.
|
Few style features were used; not convincingly.
|
Some style features were used; convincingly.
|
Many style features were used; most convincingly.
|
All style features were used convincingly.
|
Notes: MARK:
Structure of a five paragraph persuasive essay
Introduction (3-5 sentences)
· Hook: Grab the reader’s attention with a quote, scenario, question, vivid description, ect. Must be related to your topic. 1-2 sentences.
· Thesis statement: simply and clearly stated your position on the issue (this will be related to the debate) 1 sentence.
· Three arguments. Choose three arguments you can use to convince your reader of your position. Briefly stated these arguments here. 1-3 sentences.
Paragraph 2 (5-8 sentences)
· Go back to paragraph one
· Find your first argument
· Write a paragraph about it
· Use specific examples to support your argument.
· Write a transition sentence.
Paragraph 3 (5-8 sentences)
· Go back to paragraph one.
· Find you second argument.
· Write a paragraph about it.
· Use specific examples to support your argument
· Write a transition sentence.
Paragraph 4 (5-8 sentences)
· Go back to paragraph one
· Find your third argument
· Write a paragraph about it
· Use specific examples to support your argument
· Write a transition sentence
Conclusion (3-5 sentences)
· Summarize – restate your thesis statement and three arguments in different words.
· Make a closing statement. Tie your closing statement back to your opening hook.
Persuasive Essay Template
Name ________________________________________________________
Paragraph 1:
- Grab the reader's attention:
- Describe your point of view or position/resolution statement
- List the 3 major reasons. These are the supports/proofs for the next three paragraphs. Why should the reader agree with you.
First Reason _______________________________________________________________
Second Reason _____________________________________________________________
Third Reason ______________________________________________________________
Paragraph 2: In this paragraph take the first major reason that you wrote above and fill in the following important points.
First Reason: ______________________________________________________
- Supporting detail #1 (This detail is factual & comes from your research)
- Supporting detail #2 (This detail is factual & comes from your research)
- Supporting detail #3 (This detail is factual & comes from your research)
Paragraph 3: In this paragraph take the second major reason and fill in the following important points (this paragraph will be part of your argument so you will want to make sure these points are strong ones):
Second Reason: ______________________________________________________
- Supporting detail #1 (This detail is factual & comes from your research)
- Supporting detail #2 (This detail is factual & comes from your research)
- Supporting detail #3 (This detail is factual & comes from your research)
Paragraph 4: In this paragraph take the third major reason and fill in the following important points (this paragraph will be part of your argument so you will want to make sure these points are strong ones):
Third Reason: ______________________________________________________
- Supporting detail #1 (This detail is factual & comes from your research)
- Supporting detail #2 (This detail is factual & comes from your research)
- Supporting detail #3 (This detail is factual & comes from your research)
Paragraph 5: This paragraph will be your last chance to convince your audience that your point of view is correct. To do this you will want to do the following things:
- Begin with conclusion sentences that restates your position (your resolution statement)
- Restate the most important points you made in the rest of your paper. Hint: Use the three major reasons that you talked about in your middle paragraphs.
Persuasive Essay Rubric
Level 4
|
Level 3
|
Level 2
|
Level 1
| |
Intro. Paragraph
Refer to the Persuasive Essay Packet for specific information how to create a 3-part framed thesis |
Lead-in sentence grabs reader's attention, provides clear thesis statement with three points writer will discuss
|
Lead-in statement mildly attention grabbing; provides weak thesis with less than three points
|
Lead-in statement is weak; does not grab reader's attention
|
Does not give thesis statement.
|
Body Paragraphs
|
Each paragraph gives 3+ interesting details supporting points made in thesis statement. Transitions are smooth, vocabulary is appropriate for reader, keeps reader's attention.
|
Each paragraph gives 3 details supporting points made in thesis statement. Somewhat smooth transitions, vocabulary needs work.
|
Each paragraph gives supporting points, sentences do not keep reader's attention, and transitions are unclear.
|
Does not keep reader's attention, transitions are unclear. No details provided for each point.
|
Voice
VOICE shows the writer's personality. |
The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer seems deeply committed to the topic, and there is an exceptional sense of "writing to be read." The writing is expressive, engaging, or sincere.
|
A voice is present. The writer demonstrates commitment to the topic, and there may be a sense of "writing to be read." In places, the writing is expressive, engaging, or sincere.
|
The writing provides little sense of involvement or commitment. There is no evidence that the writer has chosen a suitable voice.
|
The writing seems to lack a sense of involvement or commitment.
|
Word Choice
With good WORD CHOICE, the writer creates a mental picture for the reader by using words that are specific and accurate. |
Words convey the intended message in an exceptionally interesting, precise, and natural way appropriate to audience and purpose. The writer employs a rich, broad range of words which have been carefully chosen and thoughtfully placed for impact.
|
Words effectively convey the intended message. The writer employs a variety of words that are functional and appropriate to audience and purpose.
|
Language is monotonous and/or misused, detracting from the meaning and impact.
|
The writing shows an extremely limited vocabulary, or is so filled with misused words that the meaning is obscured. Only the most general kind of message is communicated because of vague or imprecise language.
|
Conclusion Paragraph
Again, refer to the Persuasive Essay Packet for how to complete a 4-part conclusion |
Thesis is straight commentary and is paraphrased in an interesting manner, concludes paper clearly, vocabulary is appropriate for reader Intriguing closing statement; 40+ words
|
Thesis is paraphrased; however, does not clearly conclude paragraph. Uninteresting closing statement; 40 + words
|
Thesis includes commentary; unclear conclusion of paper. Poor closing; less than 40 words
|
No thesis; unclear conclusion of paper. Poor closing
|
Mechanics/Usage/Grammar
|
No mechanical problems in paper; no spelling errors; no grammar problems, paper is formatted properly, great sentence structure
|
Very few mechanical problems in paper, no spelling errors, little or no grammar problems, paper is formatted properly, great sentence structure
|
Some mistakes and spelling errors; confusing format; some grammar problems; fair sentence structure
|
Many spelling mistakes; needs to be edited and revised extensively; messy format; poor structure
|
