Illustrating: Using a specific example from a text to support your claim

Authorizing: Quoting an expert to show the credibility of a source or piece of evidence that supports your claim.

Extending: Explaining your own understanding of terms and ideas about the “illustrated” evidence to connect evidence back to claim.

Countering: “Pushing back” against a text or expert in some way (e.g., disagree with it, challenge something it says, or interpret it differently).

For more information about these terms, see the slides below.

6th grade:

• I can use increasingly complex organizational structures and persuasive techniques (rhetorical devices, elaboration) to make and support a claim about a topic, text, or issue.

• I can use relevant information from multiple credible sources (video, primary/ secondary sources, interviews, discussion) expand my understanding of a topic , and support different points of view.

• I can stay on topic and develop my ideas by analyzing hard evidence (data, text evidence, quotes) to support each stated reason for my claim.

• I can logically connect reasons, facts, analyses, and sources provide a conclusion that includes an explanation of why others might not agree with me.

• With guidance, I can edit and revise my text for clarity and coherence (e.g., conventions, grammar, focus, transitions, and chain of logic).

7th grade:

• I can use argumentative structures (e.g. cause & effect, chronological/sequential, compare/contrast, problem/solution) and persuasive techniques (e.g. rhetorical devices, ethos, pathos, logos, elaboration, call to action) to support claims and acknowledge counterclaims.

• I can use reliable and credible primary and secondary sources (print/non-locate and integrate print, interviews) to expand my understanding about a topic/text/issue, and can locate information to support or acknowledge diverse points of view

• I can use an authoritative voice (assert the facts without qualifiers) for my claim by analyzing hard evidence (data, text evidence, quotes) used in support of most of the main points for my claim.

• I can use a variety of sentence and paragraph structures to link reasons, facts, analyses, and sources together to create a logical argument and address differing opinions.

• I can edit and revise my text for clarity, coherence, and intent (e.g., conventions, grammar, focus, and chain of logic), with guidance as needed.

8th grade:

• I can strategically use argumentative structures (e.g. cause & effect, chronological/sequential, compare/contrast, problem/solution) and persuasive techniques (e.g. rhetorical devices, ethos, pathos, logos, elaboration, call to action) to support claims and acknowledge and refute counterclaims.

• I can use reliable and credible primary and secondary sources (print/non-locate and integrate print, interviews) to expand my understanding about an issue, and can locate information to support or acknowledge two or more diverse points of view

• I can maintain an authoritative voice (assert the facts without qualifiers) for my claim by analyzing hard evidence (data, text evidence, quotes) used in support of each of my main points for my claim.

• I can strategically use a variety of sentence and paragraph structures to link reasons, facts, analyses, and sources together to create a logical argument and address possible counterclaims.

• I can edit and revise my text for clarity, coherence, and intent (e.g., conventions, grammar, focus, and chain of logic), with guidance as needed.

Editorials: Keene Sentinel editorial page

Speeches: The Meaning of July Fourth by abolitionist leader and author Frederick Douglass (1852); The Black Revolution and the White Backlash by playwright Lorraine Hansberry (1964); The Perils of Indifference by human rights activist Elie Weisel (1999)

Letters: The following are samples of persuasive letters that Vilas students have written.