W2:

Quality & Clarity of Ideas

Professional:

I can generate and develop a high-quality idea, storyline, or thesis and communicate it clearly:

Focused and clear idea, storyline, or thesis
Choosing appropriate details, evidence, counterclaims, or alternative perspectives
Thorough explanation or line of reasoning that leads audience to intended conclusions as appropriate

Master:

I can generate and develop an idea that is unique and shows depth of understanding with appropriate connections.

Quick Links

For this target, with ALL writing you will need to:

Choose an idea, storyline, or thesis
- 1. 1. - Looking at the language of a prompt
Keep your writing focused and clear
Use appropriate details and evidence
- 1. 1. - Include counterclaims and alternative perspectives when necessary
      - Lead your audience to an intended conclusion with explanation and reasoning
        check out example analytical and argumentative papers with notes

Developing an Idea, Storyline, or Thesis

Responding to a Prompt

Attack the Prompt. Identify what the question is, what the debate is, and how you are to best answer it. Here are a list of words that might show up in prompts.

ANALYZE- To separate something into parts and discuss, examine, or interpret each part.
CLASSIFY- To put something into a category with things of a similar type. You might need to defend or explain how you arrived at a category and how one category differs from another.
COMPARE- To examine two or more things and to show their similarities.
CONTRAST- To examine two or more things and show their differences.
CRITICIZE- To analyze and make reasoned judgments about something. Please note that your judgments may be positive, negative, or both.
DEFINE- To give the meaning of a term or concept. A definition may be simple or complex. The available techniques for definition include examples, synonyms, antonyms, etymology (word’s history), or dictionary definitions.
DESCRIBE- To give the physical or non-physical qualities or characteristics of something.
DISCUSS- To offer the pros and cons of an issue. Sometimes “discuss” is used more broadly to include any of the other terms on this list. For example, it may be intended to mean “Write something interesting or significant about a topic.”
ENUMERATE- To make a list of something’s component ideas, aspects, or parts.
EVALUATE- To give a reasoned opinion about something, usually in terms of the merit of a particular work, idea, or person.
EXPLAIN- To describe how something functions. To give a definition for something.
IDENTIFY- To indicate what a thing is, what it is composed of, or when and where it occurred (very similar to describe).
ILLUSTRATE- To give examples or to describe something.
INTERPRET- To comment upon something or explain its meaning.
OUTLINE- To give a historical overview of something, or to describe its main ideas or parts.
PERSUADE- To urge or influence the audience to embrace your point of view. To argue specific points supported by evidence and relevant details.
PROVE- To argue a position by supporting your claims with factual evidence.
STATE- To explain something clearly and concisely.
SUMMARIZE- To give the main points or highlights of a longer work. To give a condensed account of an article, story, or event.
TRACE- To give a historical overview or outline of some change. To summarize a chronological or sequential order of events.

Do your research and brainstorm ON BOTH SIDES of the debate. You will need to write a refutation, so you have to understand where each side stands and how their ideas are supported.

Decide which side of the argument you are on and plan a response.

Focus and Clarity

Some things to consider when thinking about your content:

Quality of Purpose- Your reason you are writing (your idea) should be something worth saying. It should not be vague or obvious, but rather be something new or with depth.
Focus and Clarity- You should be clear in your writing. You should have one main idea that you are writing for that everything comes back to. You should consider your audience's needs so you can direct them appropriately in your writing.
Conciseness- You should be direct and to the point. If you go on too long, you lose your reader's interest. Make sure what you say is thought out and for a purpose. Consider combining when appropriate to allow for important ideas to be on their own. If you are being wordy, it should be for a purpose.
Completeness- You need to explain your idea to the fullest extent. There should not be holes in your idea or areas where the audience could get lost.
Details and Perspective- The details and support you use should be relevant to what you are saying and have the explanation needed to connect them to your idea. You should be purposeful in choosing your details and evidence. Sometimes evidence can be used to support opposing arguments, so be careful. When necessary you should address counterclaims and other perspectives fairly, but refute them with solid evidence.

Providing Appropriate support

CounterClaims & Alternative Perspectives

Why Do We Use Counterclaims?

Counterclaims make your argument stronger.
- By acknowledging the opposition, you are showing your reader that you have a full understanding of the situation and its complexities.
- Including counterclaims in your writing makes it harder for people to argue with your stance/solution.

Tips and Tricks for Using Counterclaims

You must have a solid rebuttal for any counterclaim you choose to reference- if you can’t argue against it, don’t use it in your essay.
Counterclaims can be included under specific assertion paragraphs or can appear as their own paragraph in your writing.
- Think about what order makes the most sense considering your topic, the counterarguments that exist in relation to your topic, and your overall purpose in writing.

Thorough Explanation

Example of Content Notes in Analysis

Looking at the same sample essays from the W1 page, this example is going to point out positives and negatives in content.

Essay Prompt: What point is Carl Sandburg making about the culture of society? Write an essay that analyzes his commentary on people’s relationship to history.

Thesis: In the poem “Grass,” Carl Sandburg alludes to specific historical battles in order to reinforce the need for new generations to learn from the past.

Introduction

George Santayana once said, “Those who cannot remember the past are condemned to repeat it.” Currently in our society, many people believe that learning history is a waste of time. However, we often see themes that suggest it is necessary to understand the past in order to move forward. In the poem “Grass,” Carl Sandburg alludes to specific historical battles in order to reinforce the need for new generations to learn from the past.

Introduction NOTES

Good- Uses famous quote to pull reader in and introduce topic

Good- Leads reader toward thesis using transitions

Body Paragraph 3 (A,C,E,C,E,S)

In the poem, Sandburg shows what he thinks of how current society disrespects history. When talking about the bodies of the dead, Sandburg repeats the phrases, “Shovel them under,” and, “Pile them high,” (Sandburg). Using words like “shovel” and “pile” detach the reader, making them think more of dirt or meaningless things. This detachment mimics the views of society about history, that it is just something to learn, but not meaningful. Also, when the train is passing through, the passengers ask, “What place is this?/ Where are we now?” (Sandburg), which shows their ignorance to the historical significance of these locations. With ignorance comes detachment, and once again, Sandburg shows how this generation is disconnected from their past. Sandburg is showing that we, as a generation and society, do not only disregard the past, but actively disrespect it, leading to ignorance.

Body Paragraph 3 NOTES

Good- In both examples, writer takes time to IDENTIFY and ANALYZE each CITATION

Needs Improvement- The CONTENT is strong, but it could be stronger if the writer went into more depth with the analysis. What could be added?

Conclusion

When all is said and done, Sandburg is developing the theme that we need to listen to and learn from our past. If we continue to miss out on learning about history and both figuratively and literally pass through our time without looking at the past, we will be destined to fail as a generation. Our disrespectful tone toward our ancestors and their lessons will soon condemn us to similar fates.

Conclusion NOTES

Good- Reminds readers of THESIS

Good- Uses emotional language to amplify ideas

Good- Leaves a lasting thought

Example of Content Notes in Argument

Looking at the same sample essays from the W2 page, this example is going to point out positives and negatives in content.

Essay Prompt: Do you agree with what Carl Sandburg says about society in his poem? Do we ignore the past?

Thesis: Although we still learn about history in school, most of society mistakenly disregards and disrespects the past.

Introduction

George Santayana once said, “Those who cannot remember the past are condemned to repeat it.” Currently in our society, many people believe that learning history is a waste of time. However, we often see themes that suggest it is necessary to understand the past in order to move forward. Although we still learn about history in school, most of society mistakenly disregards and disrespects the past.

INTRODUCTION NOTES

GOOD- Uses famous quote to pull reader in and introduce topic

GOOD- Leads reader toward thesis using transitions

Confirmation- Body Paragraph 1 (A,C,E,C,E,S)

In the poem, Sandburg shows what he thinks of how current society disrespects history. When talking about the bodies of the dead, Sandburg repeats the phrases, “Shovel them under,” and, “Pile them high,” and questions the conductor with “What place is this?/ Where are we now?” (Sandburg). Using words like “shovel” and “pile” detach the reader, making them think more of dirt or meaningless things. This detachment mimics the views of society about history, that it is just something to learn, but not meaningful. The basic, elementary questions the passengers are asking also shows their ignorance to the historical significance of these locations. This literary example is also proven by “The 2014 National Assessment of Educational Progress (NAEP) report [that] found that only 18 percent of 8th graders were proficient or above in U.S. History and only 23 percent in Civics” (Naseem). This astonishingly low number shows the growing amount of ignorance about history. With ignorance comes detachment, and both in literature and in school, the idea that this generation is disconnected from their past repeats. We, as a generation and society, do not only disregard the past, but actively disrespect it, leading to ignorance.

BODY #1 CONFIRMATION NOTES

GOOD- Writer takes time to IDENTIFY and ANALYZE each CITATION

GOOD- The CONTENT is strong b/c the reader does not have to infer the connections between the CITATIONS and the ASSERTION & the RESEARCH proves the writer’s opinion

Refutation- Body Paragraph 3 (A,C,E,C,E,S)

Even despite this evidence, some question the validity of teaching history at all. CNN reported that, “Some wonder whether schools should focus on history at all, when the ability to recall historic facts or themes might not help students land certain jobs later on” (Soboroff). In fact, Debate.org shows 51% of people saying we should not learn history citing reasons such as: it does not help with their job, they will never use it, and it is too ancient (“Should”). To many, it does not seem applicable to be forced to take history in school. However, our jobs as American citizens are to be informed. Alexander Hamilton wrote, “A share in the sovereignty of the state, which is exercised by the citizens at large, in voting at elections is one of the most important rights of the subject, and in a republic ought to stand foremost in the estimation of the law” (Hamilton). The founding fathers expected the people to make decisions about the government, which in turn caused them to give the right to education. If a voter is not educated on the issues, how can he make the right decision? While many people think historical knowledge doesn’t affect their day to day life, they aren’t thinking about the politics, laws, societal norms, and other standards that they have a responsibility to give a voice on. Only by examining the mistakes of the past, can you see which way to lean in the future.

BODY #3 REFUTATION NOTES

GOOD- Writer takes time to IDENTIFY and ANALYZE each CITATION

GOOD- The CONTENT is strong b/c it presents a solid counter-argument for the idea that history should not be taught at all.

Conclusion

When all is said and done, even though we learn our history in school, many don’t find value in it, and therefore are destined for ignorance. If we continue to miss out on learning about history and both figuratively and literally pass through our time without looking at the past, we will be destined to fail as a generation. Our disrespectful tone toward our ancestors and their lessons will soon condemn us to similar fates.

CONCLUSION NOTES

GOOD- Reminds readers of THESIS

GOOD- Uses emotional language to amplify ideas

GOOD- Leaves a lasting thought

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