Part 2

*SAMPLE PART 2 DIRECTIONS FROM JANUARY 2023*

Part 2 

Argument 

Directions: Closely read each of the four texts provided on pages 13 through 20 and write a source-based argument on the topic below. You may use the margins to take notes as you read and scrap paper to plan your response. Write your argument beginning on page 1 of your essay booklet. 

Topic: Should elementary-age children receive participation awards in sports? 

Your Task: Carefully read each of the four texts provided. Then, using evidence from at least three of the texts, write a well-developed argument regarding whether or not elementary-age children should receive participation awards in sports. Clearly establish your claim, distinguish your claim from alternate or opposing claims, and use specific, relevant, and sufficient evidence from at least three of the texts to develop your argument. Do not simply summarize each text. 

Guidelines: 

Be sure to: 

• Establish your claim regarding whether or not elementary-age children should receive participation awards in sports 

• Distinguish your claim from alternate or opposing claims 

• Use specific, relevant, and sufficient evidence from at least three of the texts to develop your argument 

• Identify each source that you reference by text number and line number(s) or graphic (for example: Text 1, line 4 or Text 2, graphic) 

• Organize your ideas in a cohesive and coherent manner 

• Maintain a formal style of writing 

• Follow the conventions of standard written English 

Texts: 

Text 1 – Pros and Cons: A Look At Participation Trophies For Youth Athletes 

Text 2 – Participation Awards: Good or Bad? 

Text 3 – In Defense of Participation Trophies: Why They Really Do Teach the Right Values 

Text 4 – Losing Is Good For You

 Part 2 Source-Based Argument:  

*WATCH THIS HELPFUL VIDEO* 

*PART 2 RUBRIC* 

Part 2

Source-Based Argument

Step 1: Closely read the directions

Step 2: Closely read/highlight/annotate the four texts provided

Step 3: Choose a side

Step 4: Using evidence from at least three of the texts, write a well-developed argument regarding whether or not the internet has a negative impact on our thinking process.

Step 5: Clearly establish your claim, distinguish your claim from alternate or opposing claims, and use specific, relevant, and sufficient evidence from at least three of the texts to develop your argument. Do not simply summarize each text.

*Use the outline format provided for the Part 2*

*********************

Part 2 Source-Based Argument

OUTLINE

Your Side/Thesis/Direct answer to topic question:

Choose three insightful claims that can be supported with evidence from the texts 

(2 quotes per claim/relevant, specific textual evidence to support claims)

Claim #1:_______________________________________________________________________________________

Evidence to support claim 1:

1.

2.

Claim #2:_______________________________________________________________________________________

Evidence to support claim 2:

1.

2.

Claim #3:_______________________________________________________________________________________

Evidence to support claim 3:

1.

2.

Part 2 Source-Based Argument

Their Side/Inverse/Opposing side/Direct answer to topic question:

______________________________________________________________________________

Choose three counterclaims that would oppose your three claims (1 per claim/relevant, specific textual evidence to support counterclaims)

Counterclaim #1 with 1 piece of seamless textual evidence:

Counterclaim #2 with 1 piece of seamless textual evidence:

Counterclaim #3 with 1 piece of seamless textual evidence:

______________________________________________________________________________________________________________

Part 2 Source-Based Argument 

Cheat Sheet

Introduction:

1. Begin the inverse

2. Pivot

3. Head towards thesis

4. Strong Thesis (Directly from question)

3x Body Paragraphs:

1. Counterclaim

2. Evidence of Counterclaim (Seamless)

3. Shut Down/Pivot (Claim/Topic Sentence)

4. Evidence of Topic Sentence #1 (Seamless)

5. Evidence of Topic Sentence #2 (Seamless)

6. Explication of Thesis Support (Connection back to your thesis, varied wording)

Conclusion:

1. Begin the inverse (Those who…)

2. The important thing to consider is…

3. Thesis

Useful Phrases for Writing Argumentative Essays

To list arguments in the main body: In the first place, First of all, To start with, To begin with, Firstly, Secondly, Thirdly, Finally, In addition (to this), Furthermore, Moreover, Besides, last but not least

Presenting arguments for: The main/first/most important advantage of ..., One major advantage of ..., A further advantage ..., One/Another/An additional advantage of ..., One point of view in favor of ..., It is often suggested/believed/argued that ..., Some/Many people suggest/feel/argue that ..., Some/Many people are in favor of/are convinced that ...,

Presenting arguments against: One major disadvantage of ..., The main/most important disadvantage/drawback of ..., One/Another/An additional disadvantage of ..., One point/argument against ..., Some/Many people are against ...,

When pointing out opposing arguments (Cons):  

Opponents of this idea claim/maintain that…, Those who disagree/ are against these ideas may say/ assert that…, Some people may disagree with this idea,  

Some people may say that…however… 

Presenting examples, causes and results: for example/instance, such as, like, in particular, therefore, for this reason, because, as, since, as a result,

To add more points to the same topic: what is more, furthermore, also, in addition to, besides, apart from this/that, not to mention the fact that, etc.

To make contrasting points: on the other hand, however, despite/in spite of (the fact), while, nevertheless, even though, although, it can be argued that, one can argue that, etc.

To conclude: 

1. those who believe....

2. the important thing to consider is....

3. restate thesis (vary wording)

all things considered, on the whole, taking everything into account, taking all this into account/consideration, above all, as was previously stated, etc.

More Useful expressions and linking words/phrases

• To introduce examples:

for example, for instance, such as, like, in particular, particularly, especially, This is (clearly) illustrated/shown by the fact that… One/A clear/striking/ typical example of (this)… The fact that…. shows/illustrates that…

• To emphasise a point:

clearly, obviously, it is obvious, naturally, of course, needless to say, indeed

• To express reality:

In fact, the fact (of the matter) is, actually, in practice, it is a fact that, in effect

• To make general statements:

as a (general) rule, generally, in general, on the whole, by and large, in most cases

• To make partially correct statements:

to a certain extent/degree, to some extent/degree, in a way/sense, this is partly true (but), to a limited extent, there is some truth in (this), in some cases, up to a point

• To explain/clarify a point:

in other words, that is to say, this/which means that

• To express cause: owing to, due to (the fact that), on account of, on the grounds that, given that, because, as, since

• To express effect: therefore, thus, as a result/consequence, consequently, so, for this reason, if… were to happen, … the effect/result would be…

• To express intention: to, so as to, in order to, so that, with the intention of (+ing) 

Mr. Rafuse

Example Essay

Topic: Should the United States eliminate daylight savings?

Daylight savings time is not without its problems.  These range from health and safety concerns to potential economic ones.  It might seem logical to do away with the system altogether in an attempt to address these.  However, when looking at the situation as a whole, it is clear that daylight savings time produces many more valuable benefits that greatly outweigh the costs.  Therefore, the United States should not eliminate daylight savings time.

Daylight savings time is known to cause health problems.  One thing that critics of the system point to is daylight savings time’s effect on sleep.  The exposure to elevated light patterns “impedes the circadian rhythm which is crucial for sleeping”(Text 2 Line 49).  However, the health benefits of daylight savings outweigh the negatives.  For example, this extra light is able “ to prevent vitamin D deficiency that is produced by the body from sunlight”(Text 2 Lines 9-10).  Exposure to extra sunlight can also have a positive impact on cardiovascular health: “In January 2014, British researchers found that sunlight may lower blood pressure, a dangerous factor for heart attacks and stroke(Text 2 Lines 20-22).  The importance of sleep should not be ignored, but it is clear that the overall benefits to health significantly outweigh the costs.  Therefore, the United States should not eliminate daylight savings time. 

Daylight savings time can have a negative effect on productivity.  One group adversely affected is farmers.  Since “grain is best harvested after dew evaporates,”(Text 2 Lines 55-56) farmers complain that the earlier summer arrival of their workers makes “their labor less valuable” (Text 2 Line 57).  However, daylight savings time produces great benefits in other areas of the economy.  These include improvements in “manufacturing, domestic trade, construction and public transportation”(Text 3 Lines 49-50).   It also benefits the economy by saving energy because it “often reduces the daily peak needed for electricity production”(Text 3 Lines 9-10).  It does this by “spreading out usage to later in the evening,(Text 3 Lines 10-11) thereby reducing the strain on the energy grid and saving potentially “forty to fifty megawatt hours per day”(Text 3 Line 13).  Most policies have winners and losers, but it is clear that the policy of daylight savings time provides an overall benefit to the economy and therefore should not be eliminated. 

Critics of daylight savings time point out that “[g]as consumption goes up during daylight savings time”(Text 4 Line 21).  Michael Downing, author of the book Spring Forward: The Annual Madness of Daylight Saving Time, points out that “[i]f it’s light when we leave work and we decide to go to the mall or a restaurant or head for a summer night at the beach, we don’t walk there; we get in our cars”(Text 4 Lines 18-20).  Downing concludes that people are “really saving nothing,”(Text 4 Line 29) but even he admits that “more daylight gives us more time to shop, drive, grill and perfect our golf game”(Text 4 Lines 1-2).  In short, daylight savings give people a higher quality of life.  It “benefits many enterprises related to outdoor pursuits,(Text 3 Line 48) allowing people to enjoy their free time more.  Daylight savings time also helps people to feel safer.  This is because “more light in the evening decreases the opportunity for street crime against people returning home from work”(Text 3 Lines 45-46).  In fact, a “DOT study found that violent crime in Washington, D.C., was reduced by 10 to 13 percent during periods of daylight saving time(Text 3 Lines 46-47).  It is obvious that daylight savings time gives people better lives, so it would make no sense for the United States to eliminate it. 

Those who say that daylight savings time should be eliminated are forgetting that the practice gives people more of the most precious resource of all: Time. Daylight savings time gives people more time to work, to play, and to live fulfilled and meaningful lives.  Taking it away would take away time spent living.  Therefore, the United States should not eliminate daylight savings time.