• Review student maps and provide feedback prior to assigning the writing of their drafts.

Focus Question: How can we apply our analysis of argumentative strategies to our writing?

Have students complete the Essay-Order Activity (LW-7-2-2_Essay-Order Activity.docx). Students must cut the pieces of writing into strips, and then assemble them in a logical order. “For this exercise, you will be reordering the pieces of writing on the Essay-Order Activity worksheet. Work with a partner, and discuss why you believe the pieces should be ordered in the sequence you determine. Identify introductions and attention getters, body paragraphs, the three appeals, conclusions, and statements of significance. By seeing how these separate, small units all work together, we can begin to understand how order and structure work to support the argument.”

Discuss students’ results and share the correct order with the Example of Argumentative Letter handout (LW-7-2-2_Example of Argumentative Letter.docx). Give students the opportunity to make any necessary corrections so they have a correct example to refer to later.

Tell students to complete the Analysis of Argumentative Letter assignment, and go over the correct answers with the class (LW-7-2-2_Analysis of Argumentative Letter.docx). Discuss powerful language (intense verbs, precise adjectives), and have students return to the example letter to highlight examples. “If we are going to write with authority and achieve an argumentative tone, our writing should have powerful language. Use clear statements that make concrete impressions on your reader. Using language that shows hesitation or adopting a weak tone weakens your argument as a whole. Let’s look at some more examples of powerful and weak language.”

• Powerful: I have proven myself to be a dedicated student. I have never once turned in an assignment late or incomplete. I know how to plan ahead to meet due dates, and I would only benefit from joining jazz choir.
• Weak: In my opinion, I am a pretty good student. I am almost sure that I never turned in a late or incomplete assignment. I think I can probably plan ahead to meet due dates, and I would most likely benefit from joining jazz choir.

View the PowerPoint presentation used in Lesson 1 again (LW-7-2-1_ PowerPoint Presentation.pptx).

Distribute the list of possible Topics for Argumentative Letters (LW-7-2-2_Topics for Argumentative Letters.docx). Have students brainstorm a list of additional topics/claims that would also be appropriate to use. Record these ideas for the class, and have students add them to the list on the handout.

“Decide on a topic, opinion, or claim that you can support with good reasons, facts, examples, and details.”

Next, students will complete the Argumentative Writing Map (LW-7-2-2_Argumentative Writing Map.docx).

Choose a sample topic, announce and write out your thesis, and then model filling out the map for students. Fill in all sections. Let students know that they may have more than three or fewer than three reasons and/or supporting facts, details, and examples, and to fill in their map according to their specific support.

“Before filling out your copy of the map, take some time to think about your opinion or claim. A sentence stating your position will be your thesis statement for this assignment. Once I have approved your thesis, you may begin filling out the map. It will be a guide when you write your actual letter. Write a thesis that clearly states your opinion.”

Visit with students to approve thesis statements.

“Consider how you might use ethos and logos to support your opinion or claim. As you write your supporting points, label what type of appeal they are.” Post and talk through the following guidelines for students. Model ethos and logos with your sample topic, fill them in, and label them on your map.

• Show that the writer is fair, knowledgeable, and trustworthy. (Also show that the writer is considerate of readers’ opinions by anticipating their counterarguments and responding to them.)
• Give reasons that support the claim. (Show that the writer put a lot of thought into the issue. Give details and examples. Use facts and statistics. Refer to what the “experts” on your topic have said. If possible, find research to support your claim.)
• Involve the readers’ emotions. (Note: You may omit this entirely or encourage students to focus mostly on the use of logical reasoning and supporting evidence rather than emotional appeal.)

If time allows, meet in the library to permit students to conduct research during class to find facts that support their claim. Consider guiding their efforts by giving them a list of credible Web sites from which to draw information, or restrict their sources to printed materials from within the library.

After students have completed their maps, have them exchange maps with other students. “Tell your partner which of his/her reasons are the strongest. Which reasons aren’t strong enough yet? How can they be stronger? Write down your partner’s suggestions on your map.”

Collect students’ maps and give them additional feedback before they begin drafting their letters in the next lesson.

Extension:

• Students who might need additional practice with organization will benefit from applying the Analysis of Argumentative Letter worksheet (LW-7-2-2_Analysis of Argumentative Letter.docx) to another argumentative letter/essay.