AP English III Unit 6

Big Idea:

• Collaboratively, students will be able to write a position statement, brainstorm viable evidence, and construct an outline.
• Individually, students will be able to use the collaborative work and write an argumentative essay.

Student Expectations:

Priority TEKS

SC1 The course requires students to write in several forms (e.g., narrative, expository, analytical, and argumentative essays) about a variety of subjects (e.g., public policies, popular culture, personal experiences).

SC3 The course requires students to write in informal contexts (e.g., imitation exercises, journal keeping, collaborative writing, and in-class responses) designed to help them become increasingly aware of themselves as writers and/or aware of the techniques employed by the writers they read.

SC6 The course requires students to produce one or more argumentative writing assignments. Topics should be based on readings representing a wide variety of prose styles and genres and might include such topics as public policies, popular culture, and personal experiences.

SC8 The course requires students to analyze how visual images relate to written texts and/or how visual images serve as alternative forms of texts.

Ongoing TEKS

SC4 The course requires students to produce one or more expository writing assignments. Topics should be based on readings representing a wide variety of prose styles and genres and might include such topics as public policies, popular culture, and personal experiences.

SC7 The course requires nonfiction readings (e.g., essays, journalism, political writing, science writing, nature writing, autobiographies/biographies, diaries, history, criticism) that are selected to give students opportunities to explain an author’s use of rhetorical strategies or techniques. If fiction and poetry are also assigned, their main purpose should be to help students understand how various effects are achieved by writers’ linguistic and rhetorical choices.

SC11 Students will cite sources using a recognized editorial style (e.g., Modern Language Association (MLA), The Chicago Manual of Style, American Psychological Association (APA), etc.).

SC13 The AP teacher provides instruction and feedback on students’ writing assignments both before and after the students revise their work that help the students develop a variety of sentence structures.

Learning Targets:

• Understand argumentative terms
• Identify assertions, claims, concessions, rebuttals, qualifications, assumptions, and generalizations within a text.
• Understand how to structure an argumentative essay
• Construct an outline in TSIS format.
• Write an argumentative essay in which the position taken (agree, disagree, qualify) is supported by evidence from both the text and known evidence.
• Identify the question the prompt is asking.
• Answer the question in the form of a position statement.
• Formulate explanation of evidence to support your chosen position.
• Explain the author’s use of rhetorical strategies.
• Explain the author’s use of rhetorical techniques

Essential Questions:

• What assertions, claims, concessions, rebuttals, qualification, assumptions, and generalizations are made within a text, advertisement, or speech?
• What is the claim made by the author?
• Do you agree, disagree, or qualify with the author’s claim?
• What assertions does the author make?
• What generalizations does the author make?
• What assumptions does the author make?

Extra Information:

Adopted Textbook:

District Grading Policy

Texas Gateway Online Resource Center