ELA COMMON CORE REGENTS REVIEW BOOK - Amazon S3 · ELA COMMON CORE REGENTS REVIEW BOOK Part 2...
Transcript of ELA COMMON CORE REGENTS REVIEW BOOK - Amazon S3 · ELA COMMON CORE REGENTS REVIEW BOOK Part 2...
ELA COMMON CORE REGENTS REVIEW BOOK
Part 2 Argument 1
For this task, you will need to write a 5 paragraph argument essay based on question in the Topic. The prompt
above will be the same on every test, every year. The only things that change are the texts that must be read.
Notice the color coding above follows our standard format: Claim is blue, Counterclaims are orange, Text
Based Evidence (TBE) is red and Reason/Analysis is green. For this essay, you must show where TBE comes
from. This is called citation and it will be highlighted in yellow.
The prompt also encourages you to take notes in the margins (text code!) and to plan your response on scrap
(use the outline!)
The last 3 bullet points under the guidelines tell us to organize, write professionally, and use grammar and
punctuation.
Key Terms
Claim Counterclaim
TBE Analysis
ELA COMMON CORE REGENTS REVIEW BOOK
Part 2 Argument 2
Rubric – Before we begin, let’s see how the essays are scored by NYS.
ELA COMMON CORE REGENTS REVIEW BOOK
Part 2 Argument 3
Rubric – Now let’s see what that means in more friendly terms.
ELA COMMON CORE REGENTS REVIEW BOOK
Part 2 Argument 4
Exemplar Essay – Here is an example of a high quality essay, with the Claim, Counter Claims, TBE,
Analysis and Citations color coded.
Intro/Topic – Background
information and analysis of the
topic
Claim and 3 Support Statements
Body Paragraph 1
Counterclaim/ Flip and TBE
Citation
Reason/Analysis
TBE (Citation)
Reason/Analysis
Connect to Claim support
statement
TBE (Citation)
Connect to Claim support
statement
Reason/Analysis
TBE (Citation)
ELA COMMON CORE REGENTS REVIEW BOOK
Part 2 Argument 5
TBE (Citation)
Connect to Claim support
statement
Reason/Analysis
Restate Claim
TBE (Citation)
Reason/Analysis
NYS Regents Score 6
ELA COMMON CORE REGENTS REVIEW BOOK
Part 2 Argument 6
The essay introduces a precise and insightful claim, as directed by the task (A mandatory voting
law for national elections should be enacted in the United States to create responsible citizens,
to ensure a more democratically elected national government and to reduce the polarization
that now exists in our government). The essay demonstrates in-depth and insightful analysis of
the texts, as necessary to support the claim and to distinguish the claim from alternate or
opposing claims (Some opponents of a mandatory voting law argue that compulsory voting “is
not consistent with the freedom associated with democracy”… but neither is voter apathy. A
democracy is government by the people – all people elegible to vote). The essay presents ideas
fully and thoughtfully (When citizens must vote, they will become more politically aware,
educating themselves about issues that pertain to their lives as U.S. citizens and Politicians play
to the voting audience, dismissing those who historically don’t vote), making highly effective
use of a wide range of specific and relevant evidence to support analysis (No longer will
politicians ignore “people with lower levels of income and education … young adults and
recent first generation immigrants” and When all elegible voters are required to vote, the
extreme polarization of the national government … would slowly end). The essay demonstrates
proper citation of sources to avoid plagiarism when dealing with direct quotes and paraphrased
material (Text 3, line 22) and (Text 4, lines 7-8). The essay exhibits skillful organization of
ideas and information to create a cohesive and coherent essay by first introducing the claim and
the supporting arguments to be discussed, followed by three body paragraphs that illustrate each
argument, and ending with a concluding paragraph that reiterates the claim (Mandatory voting
is a must in a true democracy and As a result, our government would finally become an
inclusive democracy, requiring all citizens of voting age to vote). The essay establishes and
maintains a formal style, using sophisticated language and structure (Voting citizens, regardless
of age or income, education or gender, race or ethnicity, would use their votes to create a truely
democratic United States of America). The essay demonstrates control of conventions,
exhibiting occasional errors (Freedom, elegible, undemocratic but human tendency, truely) only
when using sophisticated language.
Let’s Practice grading exemplar essays…
ELA COMMON CORE REGENTS REVIEW BOOK
Part 2 Argument 7
Exemplar A – Claim=Blue; Counterclaim(s)=Orange; TBE=Red; Analysis=Green,
Citations=highlighted
ELA COMMON CORE REGENTS REVIEW BOOK
Part 2 Argument 8
Now, look at the rubric on pgs. 2&3
This essay would be scored a ___ because:
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ELA COMMON CORE REGENTS REVIEW BOOK
Part 2 Argument 9
Exemplar B - Claim=Blue; Counterclaim(s)=Orange; TBE=Red; Analysis=Green,
Citations=highlighted
ELA COMMON CORE REGENTS REVIEW BOOK
Part 2 Argument 11
Now, look at the rubric on pgs. 2&3
This essay would be scored a ___ because:
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Now that we’ve seen the end result, let’s see how to get there. The four
main steps are:
1. Read and code the four texts
2. Take a position on the topic
3. Organize your thoughts – Use a graphic organizer!
4. Write
ELA COMMON CORE REGENTS REVIEW BOOK
Part 2 Argument 12
First, let’s review the prompt. This is from January of 2016.
We have already identified the parts of an argument on page 1 of this section. Now
let’s see what we need to write about. Look at the section labeled Topic. Notice it is
in the form of a question. Answer “yes” or “no” to this question and now you have
a claim. For example:
“Food should be genetically modified.” Or “Food should not be genetically
modified.”
Keep these in mind as you read the 4 texts
ELA COMMON CORE REGENTS REVIEW BOOK
Part 2 Argument 13
Reading the texts
You are given 4 informational texts to read in order to write your essay. You will need to
determine which side of the argument each article agrees with. Sometimes the titles can give us
a clue, but not always. You will often see three main structures of text on the readings:
1. “Pro” This article contains information that agrees with the topic. It will mostly
contain reasons and evidence that supports the topic. It will likely contain
counterclaims as well.
2. “Con” This article contains information that disagrees with the topic. It will
mostly contain reasons and evidence that does not support the topic. It will likely
contain counterclaims as well.
3. “Neutral” This article will contain information about both sides of the topic. It
may not be clearly “pro” or “con.”
Other types of articles may also appear, but for the most part, they fall into one of the 3
categories above. As you read each text, decide whether it is a “pro,” “con,” or “neutral.” Note
this on the text itself.
As you are reading, you should be text coding. You will not have time to code with as much
detail as required for class. You should focus mostly on main ideas.
Informational readings are often organized so that the first sentence of a paragraph contains the
main idea. The rest of the paragraph contains details that support the main idea. Sometimes, a
main idea will be the last sentence of a paragraph. In this case, the details will come before it.
Find at 3 main ideas in each text. Underline them and write a 2-3 word summary of the main
idea in the margin. This will help you find the information later, as you are organizing and
writing the essay.
When you are done reading, decide which side of the topic you will be writing about. Are you
for or against the topic question? Using this information, you can eliminate ONE of the texts.
You MUST include evidence from THREE of the texts in your essay. Since you have read and
coded the texts and you have identified the type (pro, con, neutral) you can eliminate a text that
you will not need. If there is a text that you found particularly difficult to understand, you can
eliminate it.
Practice reading the texts. Your teacher will give you handouts or you can go to
http://www.nysedregents.org/hsela/
*NYS wants to know if you can write an essay, not what your personal beliefs are. If the topic is not something
you feel strongly about, pick a side (yes or no) and work from there
ELA COMMON CORE REGENTS REVIEW BOOK
Part 2 Argument 14
Preparing to Write – Use an organizer
This organizer may be helpful in planning your essay. You may use a different one if you are
more comfortable, but USE AN ORGANIZER. This will ensure you include all parts of the
essay. You want your information to be as clear and easy to find as possible. You DO NOT
want the person grading your essay to have any doubts about whether necessary information is
included in your essay.
This organizer is based on the box that we have been using in class. It is easy to draw and
always looks the same, so it is easy to place information in the correct spot.
Remember, you can’t just copy the organizer into an essay. Here are some phrases that will be
helpful in construction a coherent essay.
Sample Counterclaim and Flip Statements
Some would argue…but this is incorrect.(text 1 line 1-5)
Some people believe…, however…(text2, lines4-9)
On one side of the argument...but…
Some say... but this is invalid
On the other hand...
Sample TBE intros:
For example, in text 1, line 22, it says…
According to text 3, line 14…
Text 3 indicates…(lines 12-15)
The graphic in text 2 reveals…
The author of text 1 believes…(line 12)
Sample Reason/Analysis Statements MUST CONNECT TO YOUR CLAIM!
This means…
This explains…
This shows…
When the author does this…
ELA COMMON CORE REGENTS REVIEW BOOK
Part 2 Argument 15
Intro Paragraph
Restate Topic/Background Info
Counterclaim - flip statement (Some might say…)
Claim & support (1 body paragraph for each claim)
Body Paragraph 1
Claim 1
TBE1 (citation)
Reason/Analysis – How does your TBE prove your
claim?
TBE2 (citation)
Reason - How does your TBE prove your claim?
Transition
Body Paragraph 2
Claim 2
TBE1 (citation)
Reason - How does your TBE prove your claim?
TBE2 (citation)
Reason - How does your TBE prove your claim?
Transition
Body Paragraph 3
Claim 3
TBE1 (citation)
Reason - How does your TBE prove your claim?
TBE2 (citation)
Reason - How does your TBE prove your claim?
Transition
Conclusion Paragraph
Final Claim Statement
Repeat claims 1, 2 and 3
Body 1 Claim TBE 1 (citation)
Reason/Analysis
TBE 2 (citation)
Reason/Analysis
Body 2Claim TBE 1 (citation)
Reason/Analysis
TBE 2 (citation)
Reason/Analysis
Body 3Claim TBE 1 (citation)
Reason/Analysis
TBE 2 (citation)
Reason/Analysis
ELA COMMON CORE REGENTS REVIEW BOOK
Part 2 Argument 16
Introduction-
Your introduction paragraph should include the topic and some background information. This
should come from your understanding of the texts and the topic. If you have some background
information, include it. If the topic is something you have never thought too much about, start
with “There is much debate about…” and then rephrase the topic question.
From here, move on to counterclaims. These are statements from the other side of the
argument. Limit your counterclaims to two sentences. You are trying to prove your side of the
argument, do not spend too much time on counterclaims. Your counterclaims should be directly
quoted from the text. Think back to the 4 texts. You must use 3. If two articles support your
argument, choose your counterclaims from one of the others. This will help you get 3 texts into
your essay. Introduce your counterclaims with “some people believe…” or “there are some who
say…” then include your quote. When you have two counterclaims, write “These are invalid.”
Now you can write your claim and support. Your claim should be the topic question
rephrased in statement form followed by “because…” and your 3 support statements. Look back
to the main ideas you identified while you were reading and text coding. Look for main idea
sentences in the texts to help find main ideas for your essay. For example, if you are writing the
January 2016 essay, your claim could be “Foods should not be genetically modified because…”
Then you would include 3 main ideas from the texts. Including main ideas in your claim helps
your essay score high on organization. Your three main ideas become the topic sentences of
your body paragraphs.
Body Paragraphs
Your body paragraphs should start with one of your main ideas from your claim
statement. You should include at least 2 pieces of evidence (TBE) in each body paragraph. Be
sure to cite each piece of TBE with text and line number. For example (text 1, line 22). Each
piece of TBE should be followed by analysis. Analysis is your explanation of how the TBE
supports the main idea and claim. High quality analysis will lead to a high scoring essay. You
should have three body paragraphs.
Conclusion
Your conclusion should tie your essay together. Restate your claim statement. Then say
something like, “Three main reasons for this are…” and restate your three main ideas. Your
conclusion paragraph should be a part of your essay, but it does not need to be exemplary. A
conclusion that would not score well in our class will still score well enough for this essay.
Let’s see what this looks like…
ELA COMMON CORE REGENTS REVIEW BOOK
Part 2 Argument 17
Argument Essay
Outline
Introduction Paragraph
Restate topic
Counterclaim and Flip with
TBE and citation
Claim and 3 supporting
statements
Body Paragraph 1
Claim Support 1
TBE (Citation)
Reason/Analysis
TBE (Citation)
Reason/Analysis
Transition
Body Paragraph 2
Claim Support 2
TBE (Citation)
Reason/Analysis
TBE (Citation)
Reason/Analysis
Transition
Body Paragraph 3
Claim Support 3
TBE (Citation)
Reason/Analysis
TBE (Citation)
Reason/Analysis
Conclusion
Final claim statement
Repeat supporting claim
statements
There is much debate regarding…(restate topic)
Some would argue “counterclaim TBE” (text_, line_) This is invalid.
Claim statement…because…(3 supporting main ideas)
One reason…(claim) is because…(supporting main idea 1).
For example “TBE” (text_, line_)
This shows… (be sure to connect to claim)
The text says “TBE” (text_, line_)
This explains…
This is not the only reason…(claim)
Another reason…(claim) is because…(supporting main idea 2).
For example “TBE” (text_, line_)
This shows… (be sure to connect to claim)
The text says “TBE” (text_, line_)
This explains…
This is not the only reason…(claim)
A final reason…(claim) is because…(supporting main idea 1).
For example “TBE” (text_, line_)
This shows… (be sure to connect to claim)
The text says “TBE” (text_, line_)
This explains…
Repeat claim.
Three main reasons for this are…
ELA COMMON CORE REGENTS REVIEW BOOK
Part 2 Argument 19
Practice Paper
Intro
Topic/Background:
Counters/Flip:
Claim& Support:
Body 1
Claim 1:
TBE1 (citation):
Reason/Analysis – How does
your TBE prove your claim?
TBE2 (citation):
Reason - How does your TBE
prove your claim?
Transition:
Body 2
Claim 2:
TBE1 (citation):
Reason/Analysis – How does
your TBE prove your claim?
TBE2 (citation):
Reason - How does your TBE
prove your claim?
Transition:
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ELA COMMON CORE REGENTS REVIEW BOOK
Part 2 Argument 20
Body 3
Claim 3:
TBE1 (citation):
Reason/Analysis – How does
your TBE prove your claim?
TBE2 (citation):
Reason - How does your TBE
prove your claim?
Transition:
Conclusion Paragraph
Final Claim Statement:
Repeat claims 1, 2 and 3
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ELA COMMON CORE REGENTS REVIEW BOOK
Part 2 Argument 21
Practice Paper
Intro
Topic/Background:
Counters/Flip:
Claim& Support:
Body 1
Claim 1:
TBE1 (citation):
Reason/Analysis – How does
your TBE prove your claim?
TBE2 (citation):
Reason - How does your TBE
prove your claim?
Transition:
Body 2
Claim 2:
TBE1 (citation):
Reason/Analysis – How does
your TBE prove your claim?
TBE2 (citation):
Reason - How does your TBE
prove your claim?
Transition:
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ELA COMMON CORE REGENTS REVIEW BOOK
Part 2 Argument 22
Body 3
Claim 3:
TBE1 (citation):
Reason/Analysis – How does
your TBE prove your claim?
TBE2 (citation):
Reason - How does your TBE
prove your claim?
Transition:
Conclusion Paragraph
Final Claim Statement:
Repeat claims 1, 2 and 3
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