WORKSHEET
#Task 1
Welcome:
Introduction to Argumentative Writing – about smoking be banned?
Description: An argumentative writing or
essay is a genre of writing that requires the student to investigate a topic,
collect, generate, and evaluate evidence, and establish a position on the topic
in a concise manner. In this WebQuest, you'll learn to develop points or
arguments and counter-points on the issue of Smoking be banned!
Curriculum: English
Keywords: Argumentative essay, smoking be banned
Author(s): Muhammad Yuswana
Introduction:
You are taking the
journey to explore the basic structure, techniques and steps to write a good
argumentative essay and how you can persuade and present well-reasoned
arguments on a debatable issue-Is smoking
be banned?
Before you start, watch this video soking be banned
below!
Task:
Imagine, you are a
researcher in a group of three and your task is to investigate, gather and
develop ideas or information on either one of these below:
- the
structure of an argumentative essay
- the
steps in writing a good argumentative essay and
- the
techniques or approaches in writing a good argumentative essay
- Present
your group report in 5-10 minutes!
Your next journey is to
do research on the issue of snoking be
banned! Develop and write at least 3
argumentative points and 3 counter-points on this issue ! Remember, you have to
take a firm stance on this issue. Be daring to tell or relate to others how
things should be! Provide reasons to support all your claims and refute the
opposing side of each argument points. Don't forget to cite experts who agree
with you!
Resources
Procces
Most academic essays will require you to present an argument through
reasoning and the use of evidence. In the process of planning and drafting your
essay, you will need to respond to the assigned question by thinking, reading
and writing your way to a considered position/stance, or thesis statement.
The thesis statement is expressed as one or two sentences in the introductory
paragraph of your essay, and supported in the body of the essay by a series of topic
sentences, one in each paragraph. Each topic sentence is in turn supported
by evidence and examples from your readings and research, reflection,
observation and analysis.
Your essay should connect your
thesis/focus statement and the major points you make to support it (your topic
sentences). It should also connect the topic sentences with the evidence and
examples you use to develop and illustrate them. Failing to provide an
adequate, workable thesis/focus statement or failing to support it or ‘stick to
it’ are two of the more common mistakes made by undergraduate essay writers.
Each of you takes the
role as a researcher to explore, investigate and write a report on each topic:
the structure of an argumentative essay, the steps in writing a good
argumentative essay and the technique or approach to write a good argumentative
essay. Then, combine your work on these topics and present your findings to the
class. Use large charts or posters to present!
Next, read the articles
given and watch the videos on the issue of video games and why should it be
banned for the minors. Discuss
in your group and list down all the pros and cons using the T-chart organizer.
Then, each of you decide what stance to take, whether playing video games is
bad or the opposite and why violent video games should be banned for the minors
or vice-versa.Write your argumentative essay in 350 words using a good thesis
statement and the minimal five-part structure you have already learnt. Post and share your
work in the classroom blog created by your teacher for assessment and
comments.
Evaluation:
Your work will be
evaluated according to the evaluation rubric below. The main task is the
argumentative essay and this is evaluated based on the criteria and standard
given in MUET (Malaysian University English Test). The total score for your
report presentation, group participation and argumentative essay is 100%.
Rubic:
Rubric
of the Argumentative Essay
10
|
8
|
6
|
4 | 0
|
The
well-developed INTRODUCTION engages the readers. It contains detailed background
information, develops a significant and compelling position, and a clear
explanation or definition of the problem. Finally, it creates interest in the
topic.
|
The
satisfactory introduction contains some background information, uses a
technique for creating interest, develops a clearly stated position, and
states the problem, using sufficient details.
|
Introduction
does not adequately explain the background of the problem nor does the writer
attempt to create interest. The problem is stated, but lacks detail.
The introduction is evident, but position may not be clearly stated.
|
Writer
does not attempt to create interest. Background details are a seemingly
random collection of information, unclear, or not related to the topic. The
problem is not stated or it is vague.
Introduction is vague or fails to establish a position that responds
to the topic.
|
The
well-formed, perceptive, and properly placed THESIS STATEMENT clearly
states the writer’s position.
|
The
clear and properly placed thesis statement obviously states the writer’s
position.
|
The
thesis statement is present; however, it does not clearly state the writer’s
position and/or it is improperly placed.
|
The
thesis statement is vague/unclear, improperly placed, and/or does not clearly
state the writer’s position; thus making the text difficult or impossible to
follow.
|
30
|
20 |
14
|
10 |
8
|
6 |
0
|
MAIN
POINTS are well developed and directly
related to the thesis. The supporting
details are concrete and so rich that the readers learn by reading the
essay. The writer is obviously in
control/comfortable with his/her material and knows enough about the subject
to explain it in great detail.
Support
uses appropriate patterns of development and style. Each aspect relates to thesis, providing
coherence and continuity.
|
Main
points are present and directly related to the thesis, but one or more may
lack enough detail and development.
Yet, the essay is worthwhile reading.
The writer knows his/her material well enough to clearly explain it.
Patterns
of development used for support and the style are not necessarily
appropriate. Each aspect of argument
is present, but the writer may not have shown connection to thesis.
|
Main
points are present, but one or more may lack development and/or may not
directly relate to the thesis. The
essay minimally meets the requirements of the assignment and contains
sufficient details to make the overall point clear, but it leaves the reader
with unanswered questions.
Support
for argument is logical, but pattern of development and style is
simplistic. Some aspects of argument
do not relate to thesis.
|
The
main points are not sufficient. There
is a poor/skimpy/ vague development of ideas and a weak or nonexistent link
to the thesis.
Body
is too brief to develop a convincing argument; exhibits no style. Essay lacks focus and tends to wander.
|
10
|
8
|
6
|
4 | 0
|
Powerful
CONCLUSION effectively wraps up point and goes beyond restating the
thesis/ introduction. Conclusion summarizes the main topics without
repeating. The writer's commentary is
logical, well thought out, and compelling.
|
Conclusion
effectively summarizes main topics and goes beyond restating the
thesis. Conclusion may lack a compelling aspect.
|
Conclusion
summarizes main topics, but is repetitive. Conclusion may end abruptly or
simply restate the position
|
Conclusion
does not adequately summarize the main points.
|
10
|
9 |
8
|
7 |
6
|
5 |
0
|
Logical,
compelling ORGANIZATION
progression
of ideas in essay; clear structure which enhances and showcases the central
idea or theme and moves the reader through the text. Organization flows so
smoothly the reader hardly thinks about it. Effective, mature, graceful
transitions exist throughout the essay.
|
Overall,
the paper is logically developed.
Progression of ideas in essay makes sense and moves the reader easily
through the text.
Strong
transitions exist throughout and add to the essay’s coherence.
|
Progression
of ideas in essay is awkward, yet moves the reader through the text without
too much confusion. The writer sometimes lunges ahead too quickly or spends
too much time on details that do not matter.
Transitions
appear sporadically, but not equally throughout essay.
|
Arrangement
of essay is unclear and illogical. The
writing lacks a clear sense of direction. Ideas, details or events seem
strung together in a loose or random fashion; there is no identifiable
internal structure and readers have trouble following the writer’s line of
thought.
Few,
forced transitions in the essay or no transitions are present.
|
5
|
4
|
3
|
2 | 0
|
MECHANICS
AND STYLE
Writing is smooth, skillful, and coherent throughout the essay.
Sentences
are well built with strong and varied structure that invites expressive oral
reading.
Diction
is at a college level or the appropriate level for the audience.
Punctuation,
spelling, and capitalization are correct.
Virtually
error free
|
Writing
is smooth and coherent throughout most of the essay.
Most
sentences are varied in length and style, with an occasional (1 or 2)
repetition of sentence beginnings or a number of consecutive sentences of the
same length or type. The sentence
structure is generally correct, though some awkward sentences do appear.
Diction
is mostly at the college level, but may have some examples of unsophisticated
or poor/incorrect word choices.
There
are one or two errors in punctuation, spelling, capitalization and/or
other mechanics.
Few,
if any, errors distract the reader from the text.
|
Writing
lacks flow to achieve coherence throughout the essay.
Work
contains some sentence errors (2 or 3) and grammatical errors. Many
consecutive sentences begin with the same words, are of the same length or
the same sentence construction; the sentences hang together, and get the job
done in a routine fashion.
Diction
is very elementary and lacks flair.
There
are three or four errors in punctuation, spelling, capitalization, and/or
other mechanics.
Errors
are distracting; however, the reader can still follow the basic intentions of
the writer.
|
Writing
is incoherent.
Work
contains multiple incorrect sentence structures (more than 3).
Diction
is elementary and/or inappropriate, and often writing is awkward due to many
examples of poor/incorrect word choice.
There
are more than 4 errors in punctuation, spelling, capitalization, and/or other
mechanics.
Errors are beyond distracting; they make the
essay difficult to follow and unacceptable for college-level writing.
|
10
|
8
|
6
|
4 |
0
|
All
source material is used and smoothly integrated into the text. All
sources are accurately documented and in the desired format on the WORKS
CITED PAGE.
All
sources are relevant and reliable. In Text Citation done properly.
|
All
source material is used. All sources are accurately documented, but a few are
not in the desired format on the Works Cited page.
Most
sources are relevant and reliable. In Text Citation mostly done properly.
|
Sources
are accurately documented, but many are not in the desired format on the
Works Cited page. Some sources are relevant and reliable. In Text Citation
done but not properly.
|
Lacks
sources and/or sources are not accurately documented. Incorrect format is
used.
Sources
are not relevant nor reliable.
No
In Text citation.
|
Total out
of _______________/75
Conclusion:
Congratulations and Well Done!
You have accomplished your tasks!
In your journey of
exploration, you have learnt the important skills to write a good argumentative
essay! As a researcher, you have gathered some information on the structure,
steps and techniques to write a good argumentative essay. Are there any other
important tips on how to write a good argumentative essay? What are some of the
tips or guidance given by experts or tutors?
You have also taken the challenge to
work collaboratively and prepare charts or posters to present your group
report! You have also successfully
accomplished the task in writing the argumentative essay on the issue of smoking be banned!
Resources:
1.Websites
2.Video Clips
