Brin Boyle-ACP

Ashley Boyle

Adjunct Certification
Program

Fall 2015

Lesson: Relevance in
Argumentation

Table of Contents

 Syllabus Snapshot
 Student Preparation

Strategy
 Objectives
 Discussion Questions
 Second P
 Technology
 CAT
 BOPPPS Lesson
 Argumentation Notes
 Formal Assessment
 Debate Rubric
 Presentation
 Reflection

ENGL 0309 Professor Boyle
Section:

Welcome to Developmental English!

Grading Scale Lead Story Headline

 Briefly highlight your This story can fit 175-225
point of interest here.
words.
 Briefly highlight your
point of interest here. The purpose of a newsletter
is to provide specialized
 Briefly highlight your information to a targeted
point of interest here. audience. Newsletters can
be a great way to market
 Briefly highlight your your product or service, and
point of interest here. also create credibility and
build your organization’s
identity among peers, mem- Caption describing picture or graphic.
bers, employees, or ven-
If you explore the Publisher ered a consistent source of
dors. catalog, you will find many information. Your custom-
publications that match the ers or employees will look
First, determine the audi-
ence of the newsletter. This style of your newsletter. forward to its arrival.
could be anyone who might
INSIDE THIS ISSUE: 2 benefit from the informa- Next, establish how much
2 tion it contains, for exam- time and money you can
Inside Story 2 ple, employees or people spend on your newsletter.
Inside Story 3 interested in purchasing a These factors will help de-
Inside Story 4 product or requesting your termine how frequently you
Inside Story 5 publish the newsletter and
Inside Story 6 service. its length. It’s recom-
Inside Story mended that you publish
Inside Story You can compile a mailing your newsletter at least
list from business reply quarterly so that it’s consid-
cards, customer informa-
tion sheets, business cards
collected at trade shows, or
membership lists. You
might consider purchasing
a mailing list from a com-

pany.

Secondary Story Headline

This story can fit 75-125 draw readers into the story. uct Can Save You Time!,
Develop the headline be- Membership Drive Exceeds
words. fore you write the story. Goals, and New Office
This way, the headline will
Your headline is an impor- help you keep the story Opens Near You.
tant part of the newsletter
and should be considered focused.

carefully. Examples of possible head-
lines include Product Wins
In a few words, it should Industry Award, New Prod-
accurately represent the
contents of the story and

ENGL 0309 Professor Boyle
Section:

Welcome to Developmental English!

Contact Info Classroom Policies
 Professor Boyle
 [email protected] Class Community:
 Building B This class will be
 Room 104 comprised of a di-
 8:00-9:20 verse group of adults
 Monday, Wednesday, Friday coming together with
 Department Phone Number: a common goal: to
learn. Students who
281-312-1415 disrupt this goal will
be removed from the
How to Get an A 5% classroom. If disrup- Class Participation: Cell Phone Policy : -
20% tions continue, you -All students are ex- Silence cell phones
Teaching Lab will be dropped from pected to participate If you need to take a
Classwork and Quizzes 5% the course. As a stu- -Do not distract other call or respond to a
Homework 5% dent, you will be ex- students with off text, please quietly
Attendance 35% pected to respect the topic conversation, excuse yourself
Written Papers 15% students around you. phones, etc.
Midterm 15% Thoughtful and intel- -Come prepared  Attendance is a crucial
Final lectual discussion is -No sleeping
always welcome. part of your success in
Negative or insulting the course.
language or behav-
iors will not be per-
mitted.

Attendance ten minutes late to
class, you will be
 Attendance is ex- counted as absent.

pected and graded  Students who miss

 If you are absent, you more than four
classes may be
are responsible for dropped from the
getting your missed course or given an “F”
work and turning it in for the semester
during the next class.

 If you are more than

PAGE 2 WELCOME TO DEVELOPMENTAL ENGLISH!

Late and Make Up Work

All assignments must No late as- Students who miss a
be turned in on the signments class will be responsi-
designated due date/ will be ac- ble for gathering all
missed information
time. cepted. and turning in assign-
ments upon returning
to class. Tests and
quizzes will be made
up at the professor's

discretion.

Tentative Course Schedule

In order to be successful  Week One-Chapter 1  Week Eight-Midterms  Week Fourteen-
in this course, it is  Week Two-Chapter 2
 Week Three-Chapter 3  Week Nine-Chapter 8 Argument Project
important that you apply  Week Four-Chapter 4
yourself at the beginning  Week Five-Chapter 5  Week Ten-Chapter 9  Week Fifteen-Argument
 Week Six-Chapter 6
of the course. Do not  Week Seven-Chapter 7  Week Eleven-Chapter Project
wait until mid semester
10  Week Sixteen-Finals
to give 100%!
 Week Twelve-Chapter

12

 Week Thirteen-Chapter

13

Teaching Lab-This is MANDATORY!!!

 Sept 14-18: MLA For-  Oct 26-30: MLA Cita- This is just a short-
ened version of the
mat tions syllabus. Please
make sure you
 Sept 21-25-Sentence  Nov 2-6: read the full sylla-
bus for other im-
Fragments Proofreading portant information
and editing
 Sept 28-Oct 1: Comma about the course!!

Splices and Run-Ons

 Oct 5-9: Comma Rules

 Oct 12-16: Subj/Verb

Agreement

 Oct 19-23: Pronouns

ENGL 0309 PAGE 4

Inside Story Headline

This story can fit 150-200 While your main goal of dis- You can write about a variety
of topics but try to keep your
words. tributing a newsletter might
be to sell your product or articles short.
One benefit of using your service, the key to a success-
newsletter as a promotional ful newsletter is making it Much of the content you put
tool is that you can reuse in your newsletter can also
content from other market- useful to your readers. be used for your Web site.
ing materials, such as press Microsoft Publisher offers a
releases, market studies, A great way to add useful simple way to convert your
content to your newsletter is newsletter to a Web publica-
and reports. to develop and write your tion. So, when you’re fin-
ished writing your newslet-
own articles, or ter, convert it to a Web site
include a calen-
dar of upcoming and post it.

events or a spe-
cial offer that
promotes a new

product.

You can also

research articles

or find “filler”
articles by ac-

Caption describing picture or graphic. cessing the
World Wide Web.

Inside Story Headline

This story can fit 100-150 for your customers or clients. column, a book review, a “To catch the reader's
letter from the president, or attention, place an
words. If the newsletter is distrib- an editorial. You can also
uted internally, you might profile new employees or top interesting sentence or
The subject matter that ap- comment upon new proce- quote from the story
pears in newsletters is virtu- dures or improvements to customers or vendors.
ally endless. You can include the business. Sales figures here.”
stories that focus on current or earnings will show how
technologies or innovations
your business is growing.
in your field.
Some newsletters include a
You may also want to note column that is updated every
business or economic issue, for instance, an advice
trends, or make predictions

Inside Story Headline

This story can fit 75-125 thousands of clip art images
from which you can choose
words.
and import into your
Selecting pictures or graph- newsletter. There are
ics is an important part of also several tools you
adding content to your news-
can use to draw
letter.
shapes and symbols.
Think about your article and
ask yourself if the picture Once you have cho-
supports or enhances the
message you’re trying to sen an image, place Caption describing
convey. Avoid selecting im- it close to the article. picture or graphic.
ages that appear to be out of Be sure to place the
caption of the image
context.
near the image.
Microsoft Publisher includes

Professor Boyle This would be a good place to insert a short paragraph about your
organization. It might include the purpose of the organization, its
Primary Business Address mission, founding date, and a brief history. You could also include a
Your Address Line 2 brief list of the types of products, services, or programs your organi-
Your Address Line 3 zation offers, the geographic area covered (for example, western U.S.
Your Address Line 4 or European markets), and a profile of the types of customers or
members served.
Phone: 555-555-5555 It would also be useful to include a contact name for readers who
Fax: 555-555-5555 want more information about the organization.
E-mail: [email protected]

We’re on the Web!
example.com

Organization Your business tag line here.

Back Page Story Headline

This story can fit 175-225 give your newsletter a per- vices, you can include a
sonal touch. If your organiza- listing of those here. You
words. tion is small, you may want may want to refer your read-
to list the names of all em- ers to any other forms of
If your newsletter is folded communication that you’ve
and mailed, this story will ployees. created for your organiza-
appear on the back. So, it’s
a good idea to make it easy If you have any prices of tion.
standard products or ser-
to read at a glance. You can also use this space
to remind readers to mark
A question and an- their calendars for a regular
event, such as a breakfast
swer session is a meeting for vendors every
good way to quickly third Tuesday of the month,
capture the attention
of readers. You can or a biannual charity auction.

either compile ques- If space is available, this is a
tions that you’ve good place to insert a clip art
received since the image or some other

last edition or you graphic.
can summarize some
generic questions

that are frequently
asked about your

organization.

A listing of names
and titles of manag-

ers in your organiza- Caption describing picture or graphic.

tion is a good way to

Brin Boyle
Darlene Beaman
ACP

Student Preparation Strategy
 Open-Ended Discussion Questions

› Students will be assigned an article that briefly goes over what makes a good argument
before the lesson.

› Each student will create two open-ended questions about the article.
 Questions should not have a “correct” answer
 Questions should promote discussion about argumentation

› A discussion will take place during the next class in which students will ask their
questions and respond to peer questions.

Ashley Boyle

Darlene Beaman

ACP

Lesson Objectives
 By the end of this lesson, students will be able to defend examples as being relevant to a topic

using a quick write.
 By the end of this lesson, students will be able to evaluate the quality of information used to

support a claim using a rated response.

 Student Outcome: Upon successful completion of this course, the student will evaluate
relevance and quality of ideas and information in recognizing, formulating, and developing a
claim.

 Learning Objective One: By the end of this lesson, the student will defend examples as being
relevant to a topic using a quick write.

 Learning Objective Two: By the end of this lesson, the student will be able to evaluate the
quality information used to support a claim using a rated response.

Questions

1. How can you tell if the research you have collected is relevant to your claim? (understanding)
2. Which of these examples would support the claim that homeschooling is better than public

schooling? Homeschoolers are allowed to participate in team sports. Homeschoolers are
involved in social groups that meet and participate in activities together. Homeschoolers are
involved in more specialized curriculum. (Understanding)
3. Is high quality a subjective term to apply to reasearch? (evaluate)
4. Is there anything you can do to improve the quality of the research you have found in order to
avoid starting over? (Creating)

Second P

COURSE: ENGL 0309
Lesson Title: Analyzing Support for an Argument
Course Student Learning Outcome: Upon successful completion of this course, the student will evaluate relevance and quality of ideas and information in
recognizing, formulating, and developing a claim.

Learning Objectives (these should be the ones you wrote in Module 1): (1) By the end of this lesson, students will be able to defend examples as being
relevant to a topic using a quick write. (2)By the end of this lesson, students will be able to evaluate the quality of information used to support a claim using a
rated response.

Participatory Learning: Learner Activities Lesson Materials
Time Instructor Activities

5 min Show short video of a poorly formed argument Students will write what they thought of the argument. Was Video (link is at the bottom
10 min it good/bad? What made it good/bad? of the page)
5 min Discuss argument and relevant examples Take notes PPT (adapted from
radford.edu)
5 min Model matching relevant examples with topics with Students will work in pairs to match examples with topics. Table at the bottom of this
5 min discussion question: Which of these examples would page to be displayed on
15 min support the claim that homeschooling is better than board
public schooling? Homeschoolers are involved in
5 min social groups that meet and participate in activities. Check answers Table
Homeschoolers are involved in team sports. Students will choose two pieces of evidence to defend Table
Homeschoolers are involved in more specialized Students will explain what they think quality means using Discussion Questions: What
curriculum. Think, Pair, Share. does quality mean? Is
Review answers quality a subjective term? Is
Model how to defend answer choices Take notes/check for understanding there anything that can be
Facilitate discussion done to improve the quality
of the research you have
Model organizing examples to support a claim based already found in order to
avoid starting over?
Table

10 min on quality. Students will rate example based on quality. Table
15 min Monitor/Check for understanding Students will discuss which examples were of the highest Table
Facilitate discussion quality and why.
Exit Ticket: Why is it important to evaluate the relevance Note Cards
5 min Monitor and quality of examples used to support a claim.

Video Link- https://www.youtube.com/watch?v=e8JNnxzz42E

Argument Evidence

-All dogs should be A) Other people will be

muzzled when walked in more likely to avoid

public. interacting with your

dog.

B) Dogs naturally want

-Dog owners should be to help people.

responsible for cleaning C) Other people should

up their dog's waste not be forced to be

when walking them in made to be

public areas. uncomfortable because

you chose to have a dog.

D) Dogs are easily

-Any dog can be made trained.

to be a service dog. E) Other people do not

know what your dog is
capable of doing.
F) Dogs cannot be held
responsible for their
actions.

Brin Boyle
Darlene Beaman
Adjunct Certification Program
11 November 2015

Add Technology

Objectives: (1) By the end of this lesson, students will be able to defend examples as being relevant to a
topic using a quick write. (2)By the end of this lesson, students will be able to evaluate the quality of
information used to support a claim using a rated response.

Technology: Poll Everywhere (PollEv.com/ashleyboyle496 or Text ASHLEYBOYLE496 to 37607 once

to join)

Poll Questions: What was good about the argument you just watched? What was bad about the
argument you just watched? (Text wall response)

1. What made you choose this tool? I have never used an interactive poll in my classes for
fear of how students might abuse the tool, but I think it is a great way to get more student
input. Students who do not usually talk would get a chance to have their voices heard by
the group.

2. How have you used it to accomplish the lesson objectives? Students will use this as a
precursor for evaluating evidence used in an argument. I am using the technology in the
lead for the lesson, so it will give me an idea of where students are at as far as their
knowledge of what makes a good argument.

3. What (if any) challenges or difficulties did you have in learning this new tool? I feel like
it was pretty easy to use. I had my husband practice sending in responses. The only
difficult part is switching between the questions. I don't like that the information goes
away because we can't reference back and forth.

4. Is this something you would be willing to use again in the future? I think I would use it
but sparingly. It is a novel idea for students to get them more engaged. Something like
this might be ideal to incorporate after the mid-semester hump when students generally
fall flat.

Name:

Pro/Con Grid

Instructions: Look at the grid below and consider the pros and cons of taking time to evaluate the
evidence you will use to support an argument.

Scenario: You have to convince a government representative to offer financial aid to support your
college education. What are the pros and cons of evaluating the evidence you will use to support your
argument before presenting your argument to a government representative.

Pros Cons

BOPPPS LESSON PLAN

COURSE: ENGL 0309
Lesson Title: Analyzing Support for an Argument
Bridge: Poor argument video: Students will be shown a video of a poor argument. Students will get the opportunity to assess the strengths (if they can find
any) and weakness of the argument using Poll Everywhere.

Estimated time: 5 minutes
Course Student Learning Outcome: Upon successful completion of this course, the student will evaluate relevance and quality of ideas and information in
recognizing, formulating, and developing a claim.

Learning Objectives: By the end of this lesson, students will be able to
1. By the end of this lesson, students will be able to defend examples as being relevant to a topic using a quick write. (evaluate)
2. By the end of this lesson, students will be able to evaluate the quality of information used to support a claim using a rated response. (evaluate)

Pre-Assessment: Entrance Ticket: What are three ways you can support your argument? Describe a bad argument you have encountered. What is the
difference between a good argument and a bad argument?
Estimated time: 3 minutes
Participatory Learning:
HIGHLIGHT AND LABEL THE FOLLOWING:

 4 questions with Bloom’s level identified
 New instructional technology you are trying
 At least one classroom assessment technique (CAT)

Time Instructor Activities Learner Activities Lesson Materials

10 min Discuss argument and relevant examples Take notes PPT (adapted from
radford.edu)
5 min Model matching relevant examples with topics with Students will work in pairs to match examples with topics. Table at the bottom of this
discussion question: Which of these examples would page to be displayed on
5 min support the claim that homeschooling is better than Check answers board
5 min public schooling? Homeschoolers are involved in Students will choose two pieces of evidence to defend
social groups that meet and participate in activities. Table
Homeschoolers are involved in team sports. Table
Homeschoolers are involved in more specialized
curriculum.
Review answers
Model how to defend answer choices

15 min Facilitate discussion Students will explain what they think quality means using Discussion Questions: What
Think, Pair, Share. does quality mean?
(Knowledge) Is quality a
5 min Model organizing examples to support a claim based Take notes/check for understanding subjective term?
(Understand) Is there
on quality. anything that can be done
to improve the quality of
15 min Facilitate discussion Students will discuss which examples were of the highest the research you have
already found in order to
quality and why. avoid starting over?
(Create)
2 min Monitor Pro/Con Chart: Students will list the pros and cons of Table

Table

Chart

evaluating evidence.

Post-assessment: Students will rate example based on quality.

Estimated time: 10 minutes

Summary: Exit Ticket: Why is it important to evaluate the relevance and quality of examples used to support a claim? (evaluate)

Estimated time: 5 minutes

ATTACH ANY LESSON MATERIALS (SLIDES, HANDOUTS, ETC.)

Argumentation

What is it and
what are its parts?

Adapted from www.radford.edu/~ewebster2/Argumentation.ppt

Argumentation:
What is it?

• It is a reasoned, logical way of
asserting the soundness of a
position, belief, or conclusion.

• It takes a stand—supported by
evidence—and urges people to
share the writer’s perspective
and insights.

Argumentation:
Purposes

1. To convince other people to
accept—or at least accept the
validity of—your position

2. To defend your position, even if
others cannot be convinced to
agree

3. To question or refute a position you
believe to be misguided, untrue, or
dangerous without necessarily
offering an alternative

Purposes Continued

To achieve these purposes,
argumentation has a

formal structure which
evolves according to a
writer’s interpretation and
presentation of evidence.

Elements of an
argumentative essay

1. Evidence
2. Appeals
3. Nods to and refutation of the

opposition
4. A clear sense of purpose
5. A clear thesis or claim
6. A clear sense of audience

Evidence is evaluated in

terms of four criteria:

1. Relevance: evidence should support
the essay’s thesis or claim and be
pertinent to the argument being
made.

– Example: in an essay supporting
mandatory HIV testing for all health
care workers, one writer made the point
that the spread of AIDS is at epidemic
proportions. To illustrate the point the
point, the writer provided a discussion
of the bubonic plague in 14th century
Europe. Why might that be a problem?

Evidence and the Four

Criteria Continued

2. Representative or Typicality: evidence
should represent the full range of
opinions about the subject and not just
one side or the other. You want a
balanced and convincing discussion. In
addition, the examples and expert
opinions you include should be typical
rather than aberrant

• If you argued against the use of animals in
medical experimentation, you would not use
just the information provided by animal rights
activists. Why?

Evidence and the Four

Criteria Continued

3. Sufficient: there should be enough
evidence to support the claim(s).
The amount of evidence required
depends upon the length of your
paper, your audience, and the
nature of your thesis.

• Why would an author arguing for the
validity of alien abduction stories
require more evidence than one arguing
against their validity?

Evidence and the Four
Criteria Continued

4. Accuracy: Data shouldn’t be
used unless it is accurate and
up-to-date, and it can’t be
persuasive unless the audience
believes in the writer’s
credibility. Faith in the
accuracy of a writer’s data is
one function of ethos.

Evidence: Different
Kinds

• Factual (Chester A. Arthur was the
21st president): The most commonly
used type of evidence; may be drawn
from your own experience but
primarily drawn from research and
reading. Facts are more convincing
when supplemented by opinions, or
interpretations of facts.

Evidence: Different
Kinds

• Authoritative (expert testimony): Not
all opinions are equal. The opinions
of experts are more convincing that
are those of individuals with no
specialized knowledge. In the end,
what is important is not just the
quality of evidence but also the
credibility of the person offering it.

Evidence: Different

Kinds

• Personal/anecdotal (calling
upon your first-hand
experience),

“Volunteering at the battered women’s
shelter, I was constantly reminded of the
emotional and psychological devastation
wrought by spousal abuse on the most
innocent of victims: the children. In this
time of slash-and-burn budget cuts, we
must protect the social programs that
protect our youngest and most vulnerable
citizens. ”

Evidence: Different
Kinds

• Statistical (graphs, surveys)

“A 2001 survey by Nielsen Media Research found
that 71 percent of the top 10 programs in 60
countries were locally produced in 2001,
representing a steady increase over previous years.
American movies on television still drew big ratings,
grabbing 9 percent of the top 10 slots, but American
dramatic or comedic series typically rated much
lower than local shows.”

Work Cited
Kapner, Suzanne. “U. S. TV Shows Losing Potency

Around the World.” NY Times on the Web 2 Jan.
2003. 2 Jan. 2003 http://www.nytimes.com/2003/
01/02/business/businessspecial/02TUBE.html.

Evidence: Different
Kinds

• Logical Appeals (using inductive or
deductive reasoning, or Toulmin
logic)

– All books from the RU bookstore are
used.

– These books are from RU bookstore.
– Therefore, these books are used.

• Emotional Appeals (appealing to
readers’ feelings)

• Social/Ethical Appeals (appealing to
readers’ sense of right and wrong)

2.0 The Three Levels of

Appeal

1. Logical: an appeal to the
reader’s mind and sense of
reason. This is the most
heavily used appeal in
argumentative essays. We
want our readers to trust our
opinions because they trust not
only our evidence but our
interpretations of it.

More on the Three
Levels of Appeal

2. Emotional: an appeal to the reader’s
emotions. Use this type of appeal most
sparingly and be especially careful to
avoid using an unfair appeal. When
writers employ inappropriate emotional
appeals—to prejudice or fear for
example—to influence readers, they
destroy their own credibility and authority.

3. Social/Ethical: an appeal to the reader’s
sense of right and wrong. We want our
readers to view us as good, trustworthy
people; therefore it is important that we
establish a shared sense of ethics and we
establish our credibility.

Beware the

Inappropriate Appeal

Again, of the three, the emotional appeal is
the most dangerous and should be used the
most sparingly. Why? Because writers with
little concrete support for their claims
often resort to manipulating readers with
fear tactics or to exploiting readers’
insecurities. Skeptical readers—your
college-level audience—will always be alert
to such manipulation. An inappropriate
appeal always renders your argument
ineffective because it makes readers
question your credibility and your ethics.

Appeals continued

Though argumentation
emphasizes logical appeal
and rational reasoning, that
does not mean that it cannot
involve the other levels of

appeal.

3.0 Nods to the
opposition

• A rhetorical strategy whereby a
writer acknowledges the points
of view of those that do not
agree with him or her in order to
refute (disprove) that position.

4.0 Sense of Purpose

• This boils down to two all important
questions:

1. What do you want to accomplish in your
essay? Do you want to correct a
misconception or straighten a record?
Do you want to prove or disprove a
particular point of view?

2. What do you want readers to do when
they’ve finished reading your piece?

5.0 Strong claim

• Argumentative writing takes a
stand; it requires that the writer
stick his/her neck out and make
a claim. This claim comes in
the essay as a strong thesis

6.0 Clear Sense of
Audience

In argumentative writing, it is
best to assume that you are
writing for an educated,
skeptically neutral audience.
They may not be hostile to your
claim(s), but they need to be
convinced.

6.0 Clear Sense of
Audience

Effective argumentation depends
upon having a clear sense of
audience. Who a writer is
attempting to convince controls
the types of evidence selected
and the form of argument.

Brin Boyle
Darlene Beaman
Adjunct Certification Program
28 October 2015

Formal Assessment
1. Which of these would be a relevant example to support the idea that teenagers should not be

allowed to drive until they are eighteen years old? (Remembering)
a. Teenagers do not have a developed sense of responsibility.
b. Teenagers are involved in too many extracurricular activities.
c. Teenagers need parental consent to go anywhere other than school and home.
d. Teenagers cannot afford to purchase a car on their own.

2. Defend your response in at least two complete sentences. (Understanding)

3. Which of these would be a relevant example to support the idea that technology has had a
negative influence on American society? (Remembering)
a. People use technology to communicate with one another.
b. People use technology to entertain themselves.
c. People use technology instead of interacting with the people around them.
d. People use technology instead of spending hours doing research.

4. Defend your response in at least two complete sentences. (Understanding)

5. All of these examples support the idea that schools should teach budgeting in schools.
a. Budgeting is an important tool.
b. Budgeting is crucial to financial success.
c. Budgeting creates more responsible students.

Which of these examples would best support the argument? Defend your response in at
least three complete sentences. (Evaluating)

Class Debate : The Punishment of Child Soldiers

Teacher Name: Mrs. Boyle

Student Name: ________________________________________

CATEGORY 4 3 2 1

Information All information Most information Most information Information had

presented in the presented in the presented in the several inaccuracies

debate was clear, debate was clear, debate was clear and OR was usually not

accurate and accurate and accurate, but was not clear.

thorough. thorough. usually thorough.

Rebuttal All counter-arguments Most counter- Most counter- Counter-arguments

were accurate, arguments were arguments were were not accurate

relevant and strong. accurate, relevant, accurate and relevant, and/or relevant

and strong. but several were

weak.

Use of Every major point was Every major point was Every major point was Every point was not

Facts/Statistics well supported with adequately supported supported with facts, supported.

several relevant facts, with relevant facts, statistics and/or

statistics and/or statistics and/or examples, but the

examples. examples. relevance of some

Organization All arguments were Most arguments were All arguments were Arguments were not

clearly tied to an idea clearly tied to an idea clearly tied to an idea clearly tied to an idea

(premise) and (premise) and (premise) but the (premise).

organized in a tight, organized in a tight, organization was

logical fashion. logical fashion. sometimes not clear

Understanding The team clearly The team clearly The team seemed to The team did not

of Topic understood the topic undestood the topic understand the main show an adequate

in-depth and in-depth and points of the topic understanding of the

presented their presented their and presented those topic.

information forcefully information with with ease.





 Student Preparation Strateg
 BOPPPS lesson-be sure to hi

› CAT
› Questions
› Technology

 Reflection

gy
ighlight the following:

 Open-Ended Discussion Qu

› Students will be assigned an a
makes a good argument bef

› Each student will create two
article.

 Questions should not have a “
 Questions should promote dis

› A discussion will take place d
students will ask their question

uestions

article that briefly goes over what
fore the lesson.
open-ended questions about the

“correct” answer
scussion about argumentation

during the next class in which
ns and respond to peer questions.

 Poor argument video

› Students will be shown a vide
› Students will get the opportun

can find any) and weakness
Everywhere.

Argument Video

eo of a poor argument

nity to assess the strengths (if they
of the argument using Poll