Argument Paragraph: Session 1

Analyzing Arguments

Instructions: Fill in the table below to determine which video provides the most effective argument about school uniforms.

Video #1 Video #2What is the video arguing for? What is the video arguing for?

List the reasons and evidence provided. List the reasons and evidence provided.

How well does the video explain those reasons/evidence?

How well does the video explain those reasons/evidence?

Which video provides the most persuasive argument? Explain your answer.

Argument Paragraph: Session 1

Argument Concepts – Anchor ChartDebatable Claim – an opinion that is a matter of personal experience and values that must be backed up with evidence. Others can disagree with this claim. Also known as an opinion.

Evidence – details, facts, and reasons that directly relate to and support a debatable claim.

Commentary – sentences in an argument paragraph that explain what is important about the evidence and tell the reader how it proves and supports the claim.

Argument In life – conflicts that use language. In writing – opinions that can be backed up with evidence.

Persuasion – to move another person or group to agree with a belief or position through argument, appeal, or course of action.

Claim = opinion on a topic

Evidence = facts, reasons, details

Commentary = explanation

Claim Evidence Commentary Argument

Argument Paragraph: Session 1

Explain Your Argument Directions:

1. CLAIM - For each item, state your opinion/preference one way or the other. (Yes, you must pick one.)

2. EVIDENCE - Give two (2) pieces of effective evidence (facts, reasons, details) for why you feel this way.

3. COMMENTARY - Explain how your evidence supports your opinion.

Should students be able to use cell phones at school?

CLAIM

EVIDENCE

COMMENTARY

Should the school day begin later?

CLAIM

EVIDENCE

COMMENTARY

Should all schools go to year-round school?

CLAIM

EVIDENCE

COMMENTARY

Argument Paragraph: Session 2

Evidence Types

Evidence = details, reasons, and facts

EXAMPLE

DEBATABLE CLAIMSchool uniforms take away students’ individuality and creativity.

ANECDOTAL EVIDENCEdetails, brief stories, personal observations

Writer’s personal observation/experience – I used to enjoy deciding what to wear every day because it was an expression of who I was, but now I get up every day and put on the same pants and shirt.

Friends’ experience – My friend Latrice said, “Since our school went to uniforms, the only way I get to express myself is through my hair and my shoes. And even our shoes have to be closed toe. Everybody looks like everybody else.”

Acquaintance’s story – Joanna, who sits next to me in English, was so desperate to have some way to express her individuality that she painted each of her fingernails a different color.

DEBATABLE CLAIM

Anecdotal

personal experience

family & friends' observations

acquaintance or interviewee's

story

Factual

confirmed facts

data & statistics

research by experts

School uniforms take away students’ individuality and creativity.

FACTUAL EVIDENCEFacts, data, statistics, research by experts

Confirmed facts – Schools cannot censor students’ selfexpression. In the Tinker v. Des Moines Independent Community School District (1969) case, the Supreme Court ruled that public school officials could not censor student expression — the wearing of black armbands, in that case — unless they could reasonably forecast that the student expression would cause substantial disruption or material interference with school activities or would invade the rights of others. (First Amendment Center)

Data/Statistics – In 2007, Only 22.1% of students surveyed in the Harford County, Maryland Public Schools believed that students should be required to wear a uniform. (The Baltimore Sun)

Research by experts – “’Some schools thrive on permissiveness and individuality, while others have to be more restrictive to contain a restless student body.’ Before making the uniform decision, he suggests that schools carefully consider their unique populations; what kind of message they want to send; and whether or not they think their kids will go for it. Dr. Hilfer warns, ‘By instituting a uniform policy, schools are taking away kids' individuality -- schools need to decide if that sacrifice is worth making.’” (FamilyEducation.com)

Challenge Question: Why is it important to have a mix of both anecdotal and factual evidence in an argument paragraph or essay?

Argument Paragraph: Session 2

NAME THAT EVIDENCE TYPE!

Label the pieces of evidence below as A for anecdotal or F for factual. For bonus points:

o Indicate whether the Anecdotal Evidence is P = personal F = family or friends A/I = acquaintance or interviewee

o Indicate whether the Factual Evidence is C = confirmed facts D/S = data or statistics R = research by experts

CLAIM: School uniforms reduce violence in schools.A/F? Bonus! Evidence

Five years after the Long Beach School District mandated uniforms, overall crime in the school district has dropped by a startling 91%. Suspensions were down 90%, and vandalism decreased by 69%. (Psychology Today)My friend Robert said he thinks uniforms have limited the bullying that goes on at school. Other boys used to bully him for wearing nerdy clothes, but since everyone wears the same thing now, there’s nothing to bother him about.“Arnold Goldstein, Ph.D., head of the Center for Research on Aggression at Syracuse University, believes uniforms work by promoting a sense of community, allowing troubled students to feel part of a supportive whole. Says Goldstein: ‘There is a sense of belonging.’”(Psychology Today)There was a girl in my math class who used to wear really short skirts and low cut shirts, and the boys would say and do inappropriate things around her. But now we all wear pants, so there’s not much they can say.Mrs. Betty Johnson, a teacher at Athens Middle School explained, “Kids are better behaved now. They take school more seriously because of the uniforms. And the ones who are interested in gangs—it’s not as much of an issue in the classroom because the students all wear navy blue pants and white shirts.”“School uniforms can help reduce theft, violence, and the negative effects of peer pressure caused when some students come to school wearing designer clothing and expensive sneakers. A uniform code also prevents gang members from wearing colors and insignia that could cause trouble and helps school officials recognize intruders who do not belong on campus.” (U.S. Department of Education Study/Constitutional Rights Foundation)

Argument Paragraph: Session 2

NAME THAT EVIDENCE TYPE!Teacher Version

Label the pieces of evidence below as A for anecdotal or F for factual. For bonus points:

o Indicate whether the Anecdotal Evidence is P = personal F = family or friends A/I = acquaintance or interviewee

o Indicate whether the Factual Evidence is C = confirmed facts D/S = data or statistics R = research by experts

CLAIM: School uniforms reduce violence in schools.A/F? Bonus! Evidence

F D/S Five years after the Long Beach School District mandated uniforms, overall crime in the school district has dropped by a startling 91%. Suspensions were down 90%, and vandalism decreased by 69%. (Psychology Today)

A F My friend Robert said he thinks uniforms have limited the bullying that goes on at school. Other boys used to bully him for wearing nerdy clothes, but since everyone wears the same thing now, there’s nothing to bother him about.

F R “Arnold Goldstein, Ph.D., head of the Center for Research on Aggression at Syracuse University, believes uniforms work by promoting a sense of community, allowing troubled students to feel part of a supportive whole. Says Goldstein: ‘There is a sense of belonging.’”(Psychology Today)

A P There was a girl in my math class who used to wear really short skirts and low cut shirts, and the boys would say and do inappropriate things around her. But now we all wear pants, so there’s not much they can say.

A A/I Mrs. Betty Johnson, a teacher at Athens Middle School explained, “Kids are better behaved now. They take school more seriously because of the uniforms. And the ones who are interested in gangs—it’s not as much of an issue in the classroom because the students all wear navy blue pants and white shirts.”

F C “School uniforms can help reduce theft, violence, and the negative effects of peer pressure caused when some students come to school wearing designer clothing and expensive sneakers. A uniform code also prevents gang members from wearing colors and insignia that could cause trouble and helps school officials recognize intruders who do not belong on campus.” (U.S. Department of Education Study/Constitutional Rights Foundation)

Argument Paragraph: Session 2

Evidence Types Mini-TaskDEBATABLE CLAIM:

Anecdotal

EVIDENCE #1

Factual

EVIDENCE #2

Anecdotal

EVIDENCE #3

Factual

EVIDENCE #4

Argument Paragraph: Session 3

Commentary Anchor Chart

Questions for Writing Commentary – Ask Yourself: What do I need to make sure the reader understands about this evidence? (Re-

explain the evidence.) Why is this evidence especially important? How does it prove and support the claim?

The Importance of BECAUSE“Because” is a word that tells a reader they are about to hear an explanation. It signals significance and relationship. It’s an effective word to use when writing commentary. Take a look:

These statistics are important because they point to the positive effects school uniforms can have on attendance, behavior, and academic achievement.

School decision-makers must pay attention to such experiences because they prove that school uniforms will decrease the levels of violence and bullying.

Strong Commentary Verbsfrom Rules for Writers by Diana Hacker

Use these verbs when writing commentary. Note the two verbs underlined in the sentences above.acknowledges compares insists claims

adds confirms notes underscoresadmits declares observes exemplifiesagrees denies points outs impliesargues emphasizes rejects provesasserts highlights reports exhibits

believes illustrates responds suggests

Commentary

Connects evidence to

claim

Explains evidence

Provides significance of

evidence

Argument Paragraph: Session 3

Commentary Examples & PracticeInstruction: Underline the strong commentary verbs and circle instances of the word “because.”

Debatable Claim: School uniforms improve academic achievement and attendance.#1Factual Evidence: According to a University of Houston study of a large urban school district in the southwest, when schools adopted uniforms, middle and high school students’ attendance and academic achievement improved, especially girl students. (Gentile and Imberman)

Commentary: This study is significant because it illustrates how much dress and fashion affects academic achievement for girls. When students have to wear uniforms, and fashion is no longer an issue, girls’ school performance improves. The study shows a direct relationship between clothes and grades, proving that uniforms are a positive choice.

#2Anecdotal Evidence: I have a friend who felt so much social pressure to wear certain kinds of clothes that she couldn’t afford, that sometimes she wouldn’t come to school at all. The clothes she owned embarrassed her. But now that we all wear uniforms, you can’t really tell whose parents have money and whose don’t, so there isn’t so much pressure around fashion at school. We can focus on our work instead. My friend doesn’t skip school nearly as much as she used to.

Commentary: This example highlights how much clothing and social status can affect students’ behavior and attendance at school. This is significant because the fact that my friend came to school more regularly once we had to wear uniforms confirms how much uniforms impact student attendance, which directly affects learning.

You Try!Debatable Claim: School uniforms improve academic achievement and attendance.Factual Evidence: A study conducted by the National Association of Elementary School Principals showed that 67% of principals of schools with a uniform policy in place saw an improvement in students’ classroom concentration. (NAESP)

Your Commentary: don’t forget to use those strong commentary verbs!(re-explain the facts)(tell what’s important about them)(explain how this evidence proves and supports the claim)

Argument Paragraph: Session 4

Dissecting the Writing Prompt

The word “dissection” is typically used in relation to biology. We dissect animals to understand the anatomy (bodily structure of an organism).

Argument Prompt:

Develop an argument for why students should or should not have to wear school uniforms. Use evidence from at least two credible outside sources. Be sure to employ a variety of evidence types: anecdote, facts, reasons, experts, etc. To ensure that your reader is persuaded by your argument, explain your evidence through well-written commentary and include logical transitions that help the reader see the connections between ideas and sentences. End the paragraph with a strong statement that summarizes your point.

1. Highlight the main verbs in the prompt.

2. Underline the components the prompt tells you to include in your paragraph.

3. Re-read the prompt to understand the steps you will need to take to write your paragraph. List each of those steps below.

a.

b.

c.

d.

e.

Argument Paragraph: Session 4

Argument Paragraph Pre-WritingTake Out Your Writer’s Notebook…

1. Begin with evidence. In your Writer’s Notebook, write down everything you know about your chosen topic (facts, statistics, reasons, details, anecdotes, experience, observations).

a. Re-read and examine any articles you have read on the topic in class.b. Perform further research on the Internet and in the library as needed.

2. Notice which pieces of your evidence are factual and which are anecdotal. You might need to balance this out later in the drafting process.

3. Examine your evidence. a. What does the evidence tell you? b. What is your opinion about this topic based on the evidence you recorded?c. Write a draft of your debatable claim in your Writer’s Notebook.

4. Now focus on the WHY of your argument. This means you’ll be pre-writing for commentary. Answer these questions in your Writer’s Notebook.

a. Why is this topic/claim important?b. What does the evidence tell us?c. Why do you feel this way about this topic? Why does it concern you?d. Why should your readers care about this argument?

Argument Paragraph: Session 5 & 6

Variety of Evidence Checklist

Check the box next to each kind of evidence you currently have for your argument.

✔ FACTUAL EVIDENCEConfirmed facts

Data and statistics

Research by experts

ANECDOTAL EVIDENCEPersonal experience

Friends’ and family’s experience

Interviewee’s or acquaintance’s experience

Do you have 2 pieces of factual evidence and 1 piece of anecdotal evidence?

What kind of evidence would most improve the persuasiveness of your argument?

What specific part of your argument should this evidence concern?

Argument Paragraph: Session 5 & 6

Credible Sources on the InternetWhat does CREDIBLE mean?

convincing, able to be believed

How do you determine if an Internet source is credible?Ask WHO? WHAT? WHERE? WHEN? WHY?

WHO – Who is the author? If there is an “about” page, read it.

o Is this person or organization an expert in their field?o What is their educational background?

WHAT – What kind of information is provided and how high is its quality? If the site provides a deep knowledge of your topic with references to studies and

statistics, it is probably high quality. If the site provides only general facts, you should find better, more detailed

information elsewhere.

WHERE – Where is this site on the web? What is the web address?.com – hosted by a company, often a site for profit, advertisements on websites suggest the information will be biased, though online magazines are often .com sites. Be careful and explore further..org – hosted by a non-profit organization, reliable information depending on the background and mission of the organization. Be careful and explore further..edu – hosted by an educational institution, typically reliable and expert information..gov – hosted by a government institution, typically reliable and expert information.

WHEN – When was it published? Is this the most up to date information?

WHY – What is the author’s, organization’s, or company’s goal in publishing this information?

Is the goal too Provide excellent information to the public? – Great!o Persuade the audience of an argument or opinion? – Be careful!o Sell the readers a product? – Move on fast!

Argument Paragraph: Session 5 & 6

Website Credibility Activity

Directions: Mark each website below as C for credible for NC for not credible, then give your reason for this

determination.C/NC

Website Reason

Facts Against School Uniformshttp://education.newarchaeology.com/against_school_uniforms.php

The First Amendment Centerhttp://www.firstamendmentcenter.org/clothing-dress-codes-uniforms

“Plaid’s Out, Again, As Schools Give Up Requiring Uniforms” – NY Timeshttp://www.nytimes.com/2002/09/13/education/13UNIF.html?ex=1146024000&en=2224e72b52502702&ei=5070

French Toast.comhttp://www.frenchtoast.com/category/school+info/more+about+school+uniforms/why+school+uniforms.do

School Outfitters Bloghttp://blog.schooloutfitters.com/2011/11/shool-uniforms-mandatory/

United States Department of Educationhttp://www2.ed.gov/offices/OSDFS/actguid/uniforms.html

Public Broadcasting System (PBS)http://www.pbs.org/newshour/infocus/fashion/school.html

Buzzle.comhttp://www.buzzle.com/articles/school-uniforms-debate.html

Explain what difficulties and questions came up as you looked at these sites. What were you unsure about in terms of credibility?

Argument Paragraph: Session 5 & 6

Citing Sources

What does it mean to cite a source? An in-text citation is a note in an essay that tells the reader where a piece of information or an

idea came from. In-text citations always appear in (parentheses). At the end of an essay, a writer includes a list of works cited that gives details about all the in-

text citations.

Why do writers cite sources? To avoid plagiarism--the practice of taking someone else's work or ideas and passing them off

as one's own. To prove that the evidence is real and credible. To inform the reader about where to find more information on the topic.

What gets cited? Quoted information from a secondary source. Paraphrased information from a secondary source. Information obtained in an interview. Any idea that is not your own.

How do you cite a source?• Insert the in-text citation before the period at the end of the sentence in which the quotation

or paraphrase appears. • For any in-text citation, include the first item that appears in the works-cited entry that

corresponds to the citation (e.g. author name, article name, website name).• See the list below for examples concerning different types of sources.

Articles and EssaysInclude the following information in the works-cited entry in this order:

Article's author Title of the article in quotations marks Magazine or newspaper’s title in italics Date of publication Page number Medium

In-Text CitationA new study shows that requiring students to wear uniforms to school increases the amount of student time on task in the classroom because of a decrease in disruptions and behavior problems (Bashear).Works-Cited EntryBashear, Leslie. “Uniforms Bring Surprising Results.” Time Magazine. 7 Feb 2011: 28. Print.Websites & WebpagesInclude the following information in the works-cited entry in this order:

• Author and/or editor names (if available)• Article name in quotation marks (if applicable)• Title of the website• Name of institution/organization publishing the site• Date of resource creation (if available)• Date you accessed the material.

**For websites and pages, remember to use n.p. if no publisher name is available and n.d. if no publishing date is given.**

In-Text CitationLong Beach Unified School District in California was the first large urban school district in the United States to require school uniforms. “A 1995 LBUSD survey of parents showed 91 percent agreed that school uniforms improve the school environment” (“School Uniform Fact Sheet”).

Works-cited entry“School Uniform Fact Sheet.” LB School.net. Long Beach Unified School District. Accessed 8 July 2012.

Personal InterviewFor any information you get in an interview with a family member, friend, acquaintance, or interviewee, include the following information in this order:

name of the interviewee the phrase “Personal interview” the date of the interview.

In-Text CitationMy friend Troy says, “Wearing uniforms was awful at first. I wasn’t used to someone else dictating what I wore. But then I started to like it because I didn’t have to think about what to put on every morning. And I kind of like that all the students look similar. It makes school feel more like a community” (Jenkins).

Works-cited entryJenkins, Troy. Personal interview. 20 June 2011.You Try!

A. Insert an in-text citation into one of the sentences in your paragraph that has information from a secondary source.

B. Create a works-cited entry for the in-text citation at the end of the paragraph.

Argument Paragraph: Session 7

Commentary CompetitionInstructions:

1. Read each paragraph carefully and identify the debatable claim.2. Underline the evidence in each paragraph.3. Highlight the commentary in each paragraph.4. Determine how complex the commentary in each paragraph is:

a. Does it repeat itself?b. Does it show why the evidence is significant?c. Does it explain how the evidence supports the claim?d. Does it thoroughly explain all aspects of the evidence?

5. Rank the paragraphs from best commentary (1) to weakest commentary (3). Explain your ranking at the bottom of the page.

Rank ParagraphFrom “School Uniforms” in Teen Ink by Anonymous in South Setauket, NYhttp://www.teenink.com/hot_topics/all/article/200198/School-Uniforms/

School uniforms improve students’ academic performance. School uniforms would eliminate the distractions created by the designer clothing (“Update: School Uniforms”). Uniforms will force students to focus their attention on the teacher and not on one another’s clothing. This will help students perform better on exams. A South Carolina State University researched Charleston Secondary School in 1996 and found that having school uniforms, promoted higher attendance and better academic scores (Konheim-Kalkstein, “A Uniform Look”). In the 1980’s, a number of studies found that the average test scores of Catholic-school students exceeded over test scores of students attending in the public schools. Researchers thought this happened because Catholic-school students were subjected to uniforms (“Update: School Uniforms”). If students are being bullied for their choice of clothing, then they might have difficulties focusing on his or her studies. This destroys the positive learning environment in schools and affects the student’s ability to learn (Schier, 30). So, school uniforms would help students’ score higher on exams.from “School Uniforms” in Teen Ink by trihope from Evanston, WYhttp://teenink.com/opinion/school_college/article/419791/School-Uniforms/

Kids will dress more appropriately if schools have uniforms. For example, Virginia Draa, an assistant professor at Youngstown State University said, “I really went in thinking uniforms don’t make a difference. But, I came away seeing that they do. I was absolutely floored!” In Tulsa, Oklahoma, the dress code in public schools says students can’t wear anything gang related, no baggy clothing, and no holes in clothes. The most important part of the dress code is no bandanas, pajamas, or shorts. So, if schools had uniforms, they wouldn’t have problems with kids not dressing under the school dress code.From “Let’s All Be the Same” in Teen Ink by Chanivass in Evanston, WYhttp://teenink.com/opinion/school_college/article/419756/Lets-All-Be-the-Same/

Not only will school uniforms help the students be more focused on schoolwork, they will also be saving parents money. Rather than parents spending hundreds of dollars on school clothes for the new school year, parents will already have a school uniform from the year prior, or they can buy at least four new outfits for an entire year. “My daughter Bianca doesn’t have to spend much time in the morning deciding what she is going to wear, and I save money so I have more money for other things besides clothes,” says Ronda Colker who has a daughter attending Greenwich High School. Schools might even make a little profit on the uniforms, depending on the school. They can take a little percentage from the uniform profit and use it for new school equipment. All together everyone will be benefiting from uniforms.

Why did you rank the paragraphs as you did? Explain your thinking below.

Argument Paragraph: Session 7

Practice Writing Complex Commentary

Instructions:1. With your group, you will write one complete paragraph using the debatable claim and

evidence below.2. You may put the evidence in any order—it’s up to you.3. You must write complex commentary for each piece of evidence. Use the Drafting Complex

Commentary Anchor Chart for help.

Debatable Claim: Uniforms should be worn in schools because they decrease the economic and social barriers between students.

Evidence #1 – “President Clinton dismissed critics who say that school uniforms hinder free expression. ‘I think these uniforms do not stamp out individuality among our young people’” he said...’Instead, they slowly teach our young people one of life's most important lessons: that what really counts is what you are and what you become on the inside, rather than what you are wearing on the outside’" (New York Times).

Evidence #2 - Rita White, Principal of Riverwood Elementary in Memphis, Tennessee explains, “I worked in an urban school with a very high poverty level. I had many incidents of arguments or fights because someone was making fun of [a student’s] clothing. More times than not children came to school with the same clothes on several days in a row…Once the uniform policy was in place students began taking more pride in their appearance. It no longer mattered if they were wearing the same clothes because they all looked alike” (Education.com).

Write your paragraph here:

Argument Paragraph: Session 7

Drafting Complex Commentary Anchor Chart

Strong Commentary Verbsfrom Rules for Writers by Diana Hacker

Use these verbs when writing commentary.acknowledges compares insists claims

adds confirms notes underscoresadmits declares observes exemplifiesagrees denies points outs impliesargues emphasizes rejects provesasserts highlights reports exhibits

believes illustrates responds suggests

Complex Commentary Questions

How would you re-explain this piece of evidence? What is especially important about this piece of evidence? How does this piece of evidence prove your claim? What new point can you make about the claim using this evidence? What does this evidence reveal about your claim that the other

evidence does not?

Argument Paragraph: Session 8

Argument Paragraph Organization Anchor Chart

BLOCK ORGANIZATION (note: either the evidence or the commentary can come first)

ALTERNATING ORGANIZATION (note: either the evidence or the commentary can come first)

Claim (Topic Sentence)

EvidenceEvidence

CommentaryCommentary

Claim (Topic Sentence)

EvidenceCommentary

EvidenceCommentary

Argument Paragraph: Session 8

Name That Paragraph Structure! Underline the key claim in the paragraph. Highlight the evidence in blue. Highlight the commentary in yellow. In the box next to each paragraph, put a “B” for block organization or an “A” for alternating

organization.Organization

A or B?Argument Paragraph

Adapted from “Unhappy in Uniform” in Teen Ink by Charlotte Petit from Eau Claire, WIhttp://www.teenink.com/opinion/school_college/article/224086/Unhappy-in-Uniform/

School uniforms greatly diminish the social boundaries that naturally occur with casual dress. Maria, a 9th grader featured in a PBS (Public Broadcasting Service) article titled, "School Uniforms" said, "It helps that everyone is wearing the same thing. There’s less focus on clothes." Reginald Wilson, a senior scholar at the American Council on Education in Washington, D.C., who was also featured in the article said, "Certainly the competition to wear the best shoes or the best sweaters and so forth has been prevalent in school ever since I was in school, and the poor kids felt inferior." High school hierarchy is unavoidable, but it can definitely be reduced. And school uniforms can help; you can't make fun of someone or judge their personality based on what they're wearing if you and everyone else are wearing the same thing, as Maria pointed out. Reginald Wilson’s quotation underscores that low-income students are the ones hit hardest by the social hierarchy that’s determined by who is wearing the most fashionable clothes. Yet while social boundaries may be softened by school uniforms, kids will be kids and there will always be a pecking order at school.Adapted from “Disguising Potential” in Teen Ink by Michael C from Lafayette, CAhttp://www.teenink.com/opinion/school_college/article/171633/Disguising-Potential/

In addition to the strong force of individualism, uniforms also violate self-expression, an inalienable right that is guaranteed in the First Amendment of the Constitution. Preventing students from expressing their personal beliefs is wrong, because it impedes growth and denies rights that every human being should have. According to the American Civil Liberties Union, a strong opponent of uniforms, none of the arguments for school uniforms, including the claim that they can reduce violence in schools, justifies trampling the rights of students to express themselves. Freedom of speech is not only literal verbal speech, but includes the expression in symbols and clothing as well. In fact, in 1999, although 66% of parents living in Lafayette County, Mississippi agreed with the use of uniforms, the majority also believed that uniforms eliminated clothing as a means of cultural and symbolic expression. These results show that uniforms restrict free expression, which is clear to both proponents and opponents of uniforms. The fact that symbolic expression is considered freedom of speech is very significant, as it makes uniforms a clear violation to the Bill of Rights, which states there should be no law “abridging freedom of speech.” No child should grow up in an environment of censorship and suppression. To keep self-expression from happening goes against the guidelines of the Constitution.

Argument Paragraph: Session 9

Transition Words & PhrasesAnchor Chart

What are transitions and what do they do? They are words and phrases that form idea bridges for the reader to let them know how the

information they just read is related to the information they are about to read. Transitions show the reader how your ideas fit together so they are more likely to be persuaded

by your argument.

Where are they located?Transitions are located within sentences, between sentences, and between paragraphs.

To prove Because, since, for the same reason, obviously, furthermore, in fact, in addition

To provide an example

for example, for instance, in other words, namely, specifically, to illustrate, to demonstrate, in particular

To show result accordingly, as a result, consequently, so, thereby, therefore, thus, finally,

To add more information also, and, as well, besides, equally important, finally, furthermore, in addition

To show cause as, because, for, since, due to

To show sequence first, (second, third, fourth, fifth), next, following this, subsequently, consequently, finally, therefore

To show time afterward, before, currently, eventually, finally, immediately, in the future, in the past, later, meanwhile, next, often, sometimes, soon, subsequently, then, today, when

To summarize ideas finally, in conclusion, in short, in summary, to sum up, therefore

To compare ideas in the same way, likewise, similarly, similar to, also, again

To contrast ideas

at the same time, but, conversely, even so, even though, however, in contrast, nevertheless, nonetheless, on the one hand, on the other hand, still, yet, in comparison, in contrast, on the contrary, as opposed to, despite, unlike, although, conversely

Argument Paragraph: Session 9

Identify the Transition

Circle or highlight all the transitions in the paragraph below. Underneath the paragraph, record the transitions and indicate what type each one is. Next, in the column titled “new transition,” replace each transition with another transition that

could also do the same work.

Schools Buying UniformsAdapted from “School District Has Dress Code, and Is Buying the Uniforms, Too”

by Winnie Hu, The New York Times, September 4, 2007

Many public schools are supplying their students with an ever-growing list of essentials that go far beyond textbooks to include scientific calculators, personal laptops and free breakfast. And now they are dressing them, too. As a result, the Elizabeth school district has spent more than $2 million since January 2006 to buy navy blazers, khaki pants, polo shirts, gym shorts, and even socks as part of a new policy to put all its students in uniforms. Consequently, the district, which serves mostly poor and minority families, has outfitted more than 9,000 students — nearly half its enrollment. Yet the district must phase in the uniforms a few schools at a time over five years to spread out the cost.

Because schools are facing budget cuts and state lawmakers are under pressure to reduce property taxes, some critics have questioned whether the district should be getting into the clothing business. Jerry Cantrell, president of the New Jersey Taxpayers Association and a former school board president in Randolph, said that he did not oppose school uniforms; however, he considered it “overkill” to provide them free to every student.

Due to these costs and difficult economic times, some urban districts have been asking for community donations, organizing used-clothing drives and carving out money from their budgets. For instance, the Hartford school district has spent about $32,000 — some of it donated — to help 1,000 poor students buy uniforms. Similarly, the West Contra Costa district in California, near Oakland, used $49,000 from its budget last year to provide uniforms to poor students.

Number Transition Type of Transition New Transition1.2.3.4.5.6.7.8.9.

Argument Paragraph: Session 9

Transition MadlibsDirections

Insert the best transition for the sentence in each blank. For a hint about the kind of transition to choose, pay careful attention to the transition type

indicated after each blank. Do not repeat any transitions in the paragraph.

The Dangers of Breaking the Dress Code

Who doesn’t like expressing themselves through their clothing and hairstyle? _____________, (to

contrast ideas) some students go too far and dress in a way that is not appropriate for school. Most

schools do not allow t-shirts with political messages ___________ (to prove) they can be offensive or

controversial. ______________, (to add more information) distracting hair cuts, like mowhawks and

brightly dyed hair, aren’t allowed either ______________ (to prove) they can detract from the academic

environment. There are numerous other dress code rules, ______________ (to provide an example) boys

must wear belts and girls may not wear short skirts. ________________, (to contrast) many students

break these rules in a show of rebelliousness. ______________________, (to show result) many public

schools have moved to mandatory uniforms. _________________ (to show result) students who just

wanted to express themselves are now even more restricted in their dress. ___________ (to summarize

ideas), sometimes it pays to follow the rules.

Argument Paragraph: Session 10

Argument Paragraph Topic Sentence Anchor Chart

What is a summary? A brief statement that distills a large amount of information down to its most important parts.

What should you include in your summary of evidence? The main idea of your evidence.

Sample Argument Paragraph Topic Sentence

Students should not have to wear school uniforms because it is a violation of their Constitutional rights.

SENTENCE DISSECTION

Debatable Claim Summary of Evidence

Students should not have to wear school uniforms

because it is a violation of their Constitutional rights.

The evidence and commentary for the following paragraph will show how uniforms violate a student’s Constitutional rights.

Conjunctions

Use words like because and since to join the claim with the summary of evidence.

ClaimSummary

of Evidence

Topic Sentence

Argument Paragraph: Session 10

Practice with Topic Sentences

Dissect These Sample Topic SentencesDirections:

Circle the debatable claim. Underline the summary of evidence.

1. School uniforms should not be implemented because they force families to spend money on what is supposed to be a free public education.

2. School uniforms have had a positive effect on Walton Middle School’s students as evidenced by the attendance rate and decrease in behavior problems.

3. My school should have students wear uniforms because they will decrease social barriers and bullying.

You Try!1. Now, return to your argument paragraph and summarize your evidence.

2. Add your claim to this summary of evidence using a conjunction such as “because” or “since.” And that’s a topic sentence!

You Try Again!Rewrite your topic sentence so the summary of evidence is worded differently. And try a different conjunction.

Argument Paragraph: Session 11

Argument Paragraph Revision

CONTENTTopic Sentence Underline your claim. Make sure it’s debatable (not a fact—it should be a statement that that can be argued about)

o Does you claim reflect what you’re actually arguing for in your paragraph?

Re-read the summary of evidence. o Does it refer to all the evidence you discuss? o Is it worded clearly and in an interesting fashion?

Evidence Ask yourself: Is this the most effective evidence to use to prove your argument? Is there a variety of evidence—both factual and anecdotal? Did you use at least 2 credible outside sources? Did you cite all your factual evidence correctly?

Commentary Did you explain each piece of evidence? Did you tell the reader how this evidence proves your claim? Did you make sure that each piece of commentary reveals a different aspect of your

claim? Did you explain why your claim is so important? Did you make sure your commentary doesn’t repeat itself?

ORGANIZATION

Structure and Flow of Argument Experiment with re-organizing your evidence and commentary.

o Try using a block format or alternating format—whichever format you didn’t previously use. Is this a more persuasive structure for your argument?

ORo Re-order your evidence. Put your first piece of evidence last. What does this do

to the strength of your argument?

Transitions Read through your paragraph and look for any places where you can add a transition

word or phrase to bridge ideas. Focus on the places between evidence and commentary.

Notice if you have repeated transition words or phrases and find a replacement for any repeats.

Argument Paragraph: Session 12

Post-Revision ReflectionAnchor Chart

In your Writer’s Notebook, reflect on these questions:

1. What was the most exciting part of writing your argument paragraph? How come?

2. What was the most difficult part of writing your argument paragraph? How come?

3. If you still had more time to revise your piece, what would you work on/change?

4. What did you learn about yourself and your process as a writer?

5. What will you do differently the next time you tackle a writing project?