This resource was reviewed using the Curriki Review rubric and received an overall Curriki Review System rating of 2.00, as of 2008-07-03.
Technical Completeness: 3
Content Accuracy: 2
Appropriate Pedagogy: 2
This is an interesting exercise that could be used in many high school Social Studies classes when teaching argumentative essay writing. Students provide original anonymous prompts for other students in the class. All students are then asked to write a rough draft of an argumentative essay on the prompt using their own experiences and knowledge. A few student volunteers then share the essays while the teacher leads a discussion of certain key elements of an argumentative essay such as claims and examples. The lesson provides objectives and procedure but it would be beneficial to have a list of the key elements of an argumentative essay with definitions and examples to support the lesson as well as a rubric for evaluating the essays. This activity could be a good lead in for writing an argumentative essay on a controversial topic/event relating to a unit of study.
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IntroductionThe main objective of this activity it to encourage the students to craft argumentative essays in response to certain questions based on what they already know and from their own experiences. Step 1Ask the students to get a sheet of paper and to write down a meaningful question which they have not yet answered in their life. DO NOT LET THEM WRITE THEIR NAMES ON THE PAPER. Give them 5 minutes to do so.Step 2Collect the papers systematically and distribute the paper among the students at random. Ask the students to answer the question they received. Give them 10 minutes to do their essay. Step 3Request for volunteers to read their answers in front. Take note whether their essays contain a claim, an argument, examples and a conclusion. 5 students will do. ConclusionAfter the activity the teacher must be able to emphasize that essays would be more compelling if it contained the basic elements of an argumentative essay namely, the claim, argument, example and conclusion. The teacher should be able to convert one of the earlier essays recited orally into the prescribed format so that students would be able to appreciate how the presence of such elements can enhance their essays.Before the end of the class collect the papers again and ask the students to get the question they wrote earlier and compare how the answer they got fared with the prescribed format. They should be made to realize that having such elements greatly enhances the compelling force in their essay.