The Unit Essential Question: What makes for an effective and fair argument in an academic or professional setting?

1. Now that the articles in Actively Learn were read, which one makes for an effective argument? Base your evaluation on either 3 or 4 of the following criteria (remember criteria can be used as reasoning) [this part of the assignment is worth 3 or 4 Knowledge Practice points added to Week 10]: 
For this activity the following criteria can be used:
     a. Effective use of evidence (and audience-based)
     b. Effective use of Connotative Language (or Denotative Language)
     c. Effective use of Rhetorical Appeals (aka Rhetoric)
     d. Effective use of Framing evidence (refer to the notes on the back whiteboard, again)
     e. Effectively addressing a counterclaim or counterargument
     f.  Purpose (function) 
Steps:
* Students will first analyze parts of the argument before writing an evaluation of the argument.
* Give a reason (not evidence) for each criterion you choose. That reason explains why, in your opinion, that criterion is Effective or Ineffective.
* Next, give a complete explanation (with your best reason as the claim) why the article you chose is an effective or ineffective argument. Don't worry, this can be a few sentences, a JS Body Paragraph, or a 2-Chunk Body Paragraph or EFoaBP but NO ESSAY--you choose what works to show you have the skill of evaluating an argument.
* This is done on paper so be sure you use the MLA Label on the top left and give to Mr. Usera. 
* (Absent students can still do this assignment outside of class, just turn-in your assignment to Mr. Usera your first day back to school).
2. The last phase, done on March 27, will focus on revision then typing the final version on this assignment page. Because it is a writing-based assignment, pictures are not accepted.
3. Done! Because of the analytic nature of evaluating an argument, the student can choose to have this score replace or be in conjunction (average with) with the Unit 4 Analyze a Poem Proof of Skill.
 
Scoring Rubric: In Skyward the grade will be multiplied by 9 in order to be in line with the Unit 4 Proof of Skill Poetry Analysis.
10 = The analysis/evaluative argument paragraph follows the Effective Form of a Body Paragraph or a 2-Chunk JS Body Paragraph with correct MLA in-text format for the evidence used. The paragraphs have the purpose of an argument that addresses a counterargument, with a complete answer, relevant effective evidence, a strong counterclaim that is refuted, and a clear analysis/evaluation. 
9 = The analysis/evaluative argument paragraphs follows a 2-Chunk JS Body Paragraph TS-TLCD-CM1-CM2-TLCD-CM1-CM2-CS with correct MLA in-text format for the evidence used. The paragraph has the purpose of an argument, with a complete answer, relevant effective evidence, and a clear analysis/evaluation. 
8 = The analysis/evaluative argument paragraph follows a 2-Chunk JS Body Paragraph TS-TLCD-CM1-CM2-TLSCD-CM1-CM2-CS with no more than one error but still correct use of MLA in-text format for the evidence used. The paragraph has the purpose of an argument, with a complete answer, relevant effective evidence, though the evidence or commentary could be more effective and clear analysis/evaluation. 
7 = The analysis/evaluative argument paragraph mostly follows TS-TLCD-CM1-CM2-CS with no more than one or two errors but also has an instance of not correctly using MLA in-text format for the evidence used. The paragraph somewhat has the purpose of argument but needs to stay before/after school to do revision.
6 = The analysis/evaluative argument paragraphs doesn't clearly follow TS-TLCD-CM1-CM2-CS with more than two errors, maybe with mistakes/ignoring MLA in-text format for the evidence used. Contains 2nd Person, no matter how many times. The paragraph somewhat has the purpose of being argumentative. Perhaps used outside sources or replaced direct quotes with summary or with anecdotes. The student needs to travel to Mr. Usera for CCR to review the skills from Unit 5 and Unit 4 in order to be eligible for revision, and then stay before/after school to do revision.
5 = The analysis paragraph doesn't clearly follow or attempt TS-TLCD-CM1-CM2-CS with more than five errors, which includes mistakes/ignoring MLA in-text format for the evidence used. The paragraph has an unclear purpose. Contains 2nd Person and errors with grammar, spelling, or punctuation or a combination of the three. Perhaps used outside sources or replaced direct quotes with summary or anecdotes--assuming any evidence was provided. The student needs to stay after school with Mr. Usera to review the skills from Unit 5 and Unit 4 (one hour) in order to be eligible for revision. 
0 = Didn't submit or didn't complete. No late work accepted beginning at 7am on 7 April 2023 for Unit 5.