The Final Paragraph--The Counterpoint

One more paragraph to go, and you are home free for the 2012/13 school year!

Let us think upon the counterpoint paragraph: the point of the counterpoint paragraph is to address/acknowledge the other side of the argument and then to REFUTE (to prove wrong) the other side with your own argument. Some points to consider:

• You do not need to add direct quotes to this paragraph as you are NOT proving the other side's argument.  Do not make a brand new argument that confuses the reader.
• As you are using your argument to prove the other side wrong, please make the effort to rephrase the argument and make it fresh--no one wants to re-read what was just written verbatim.
• You really do not need more than two points when addressing the other side of the argument.
• Make sure you transition into the counterpoint paragraph from your last body paragraph:
• ...However, some might question the results of the evidence presented in that other explanations exist to back-up Queenie's story...

Example:

Here is a claim statement for "Slip or Trip?":

The evidence clearly shows Queenie is lying about Arthur falling to his death in that he has an unlikely post-death grip of a drinking glass, his clothing is remarkably unrumpled, and his surrounding environment is in perfect order.

Now a different perspective set as a claim for counterpoint paragraph:

Arthur could have simply passed out just as he was heading down the stairs which would explain, among other things, Queenie's hysteria and Arthur's relaxed posture as he lays at the bottom of the stairs.

As if. Now, comes the job of the writer to refute the opposing claim with his/her argument of what the evidence really shows.

Now, if such were the case, that Arthur passed out as he began to descend the stairs, he would not still be holding onto a glass as his grip would have relaxed due to his unconsciously state. The hand does not involuntarily grasp objects when one is unconscious as grasping is a voluntary movement (Ha! note my warrant, which validates MY argument, not the other side's.). Also, even if it was remotely possible that he held onto the glass as he fell, which it is not, landing on the floor would have knocked the glass out of his hand. As to Arthur's posture, due to his supposed unconsciousness, his body certainly would not have been in a relaxed position as it ended its fall. Arthur would have gained momentum as he fell, because he would not be able to try and stop himself in any way, with the end result being a contorted, grotesque positioning of his body at the bottom of the stairs. Clearly, Arthur did not fall down the stairs--the evidence shows that he was actually heading up the stairs! Everything about his body and his surrounding environment indicates a fall DOWN the stairs is out of the question, but falling backwards as he headed up the stairs, due to being whacked on the back of the head, is completely feasible.

As a little helpful hint, I offer the beginning of the conclusion paragraph:

Thus, one must question if Queenie hysterical because Arthur is dead. The reality is that Queenie is hysterical because she killed Arthur and is trying to cover her doings in order to avoid dealing with the consequences of COLD BLOODED MURDER!

Good luck!  I will see you on Thursday.

Body Paragraph for Tuesday, May 28th

For Tuesday, May 28th, you, my little freshmen, need to have completed your introductory paragraph and 1st body paragraph.  We will be doing peer-editing during class on Tuesday--DO NOT BE UNPREPARED!

Now then, a word about your introductory paragraph: at this point, it should be polished and as perfect as you can make it.  This means that the hook is interesting and is relevant to your claim statement, and your claim statement has been reworked to the point that it is clear, concise, and states exactly what you intend to write about.

As far as your body paragraph is concerned, recall that it must contain several elements:

• A topic sentence.  This sentence is derived from your claim statement and clues me, the reader, into what I about to read in the paragraph.  The topic sentence is located in the first few sentences of the paragraph.
• For example: Human beings are built physiologically to need the chemical dopamine, which is related to, among other things, feeling good and, interestingly enough, learning. Brownies, by the very nature of  of its ingredients--namely chocolate--aids in the release of dopamine in the body.   
• Notice how my topic sentence DOES NOT repeat my first piece of evidence in my claim statement (see previous blog post) verbatim.  I have reworded my topic sentence, changed it up a bit, to convey the same meaning in a different way.  No one wants to reread the same sentence over and over.  Trust me.  It's boring in every way. 
• Evidence.  You MUST back up everything you have to say with evidence from the text. Evidence includes direct quotes and indirect quotes, or paraphrasing.  Evidence is vital to validating your argument.
• Commentary, which is your analysis, is your voice explaining your thoughts and line of reasoning (after all, this is an argumentative essay).  Commentary is needed to explain quotes (why you are pointing something out from the text), and to bring the reader along with your thinking.  Your argument is only as good as your ability to explain it and validate it with evidence.  
• MAKE SURE YOU STICK WITH YOUR TOPIC.  Do not go off on a tangent.  Focus on your topic sentence and you will find your commentary will say what it  needs to say.
• Warrants.  You must explain why your evidence is relevant--why you are telling me, the reader, about it.  Warrants are the unspoken laws or general rules that make up the human condition--the logic behind why we do what we do, or how we think.
• To help explain, I am going to give you a piece of evidence and its warrant.  I am going to write it as if what I am writing is part of an argumentative essay.  Hear I go: ...recall Arthur and Queenie.  When we come onto the scene, Arthur is lying face up at the bottom of the stairs holding a drink glass.  He is quite dead.  A coffin nail could not be more dead than Arthur.  Queenie, in a slight hysteria, claims Arthur fell down the stairs while going to refresh his drink; in so doing, he struck the back of his head, which killed him.  However, as can clearly be seen, the evidence shows otherwise.  Is Queenie really suggesting that Arthur fell down at least ten steps holding onto his glass as he went?  Highly unlikely.  Most people accept the fact that when falling down a flight of stairs, a person is going to let go of anything that is not of great importance in order to try and thwart the fall by grabbing a hold of something, like the bannister, or sticking out his/her hands to break the fall.  Arthur, drunk or not, in all probability would not keep holding his glass as he fell--no matter how much he wanted another drink. 
• Notice how I did not say, "As a rule, blah blah blah..."  I incorporated the warrant as a natural part of my writing. 
• A transition that leads into the next paragraph (which will the counterpoint paragraph).

You ALL can do write this paper!  You are smart, articulate people who have the ability to convey your thoughts.  I know.  I have heard you.  Spend the time that you need to do your very best.  Refer to the rubric often to help in guiding your writing process.

See you Tuesday :)

Introductory Paragraph for Current Event

Hello!

A reminder of your homework that is due on Wednesday:

Write your introductory paragraph, which includes a hook, transition, and the thesis statement.  I am going to give you a brief explanation of the components of the paragraph, but recall you have written an argumentative paper before now!  This information should simply be a review for you lovely 9th graders.

• Hook:
• Your hook is an interesting introduction to the TOPIC you are going to write about in the paper. It can be a quote, question, current event, personal story or experience, an other's story or experience, etc.
• I caution you against using a story from one of your sources (if a source even contains a story) as the hook as most students end up giving me a summary of the argument/topic that they are about to write embedded in a synopsis of the story. I do not want a synopsis of the article's story. I want an interesting introduction to the TOPIC (i.e. how teachers could have/could not have stopped the shootings in Newton Town, Conn., etc.).
• Make sure the hook relates to the thesis.
• Transition:
• The bridge that connects the hook to your thesis statement,
• It is here, in the transition, that you mention Oedipus. After all, one cannot go from your personal story right to Oedipus without some kind of segue, which is the job of a transition.
• The Thesis Statement:.
• STANCE + EVIDENCE #1 + EVIDENCE #2 + EVIDENCE #3 = Thesis Statement
• Thesis statement is ONE SENTENCE! Are you reading this?!? ONE!
• For example: Brownies are the superior dessert in that they contain dopamine laden chocolate, they have an unquestionable mouth-pleasing texture, and there are dozens of delicious variations to satisfy any individual.
• Here is a graphic organizer to help you develop the claim/thesis statement

Once you have settled upon your thesis statement (after much brainstorming and revision), do the following:

• Write out each pieces of evidence as a separate sentence with the stance to make sure you are producing complete thoughts.
• Brownies are the superior dessert in that they contain dopamine laden chocolate.
• Brownies are the superior dessert in that they have an unquestionable mouth-pleasing texture.
• Brownies are the superior dessert in that there are dozens of delicious variations to satisfy any individual taste.
• If each sentence is a complete thought, you know you are on track with a solid claim statement.

Finally, on a new page in your composition notebook, rewrite your introductory paragraph (double spaced) with the thesis statement:

• Hook + Transition + Thesis Statement = Introductory Paragraph

You will be participating in peer-editing on Wednesday, where we will be looking closing for all the elements mentioned above. Please be prepared as the completed intro paragraph and peer-editing will be worth big points. You will write the final version of your paragraph during class on Wednesday.

Homework for 5/9/13!

Hello Kiddos!  Your homework is simple: find TWO articles on-line (newspaper, magazine, etc.) about teachers carrying firearms in the classroom.  Why two articles?  Because you need articles that address both sides of the issue--pro and con.  Make sure you print out your articles.  Happy researching; I will see you on Wednesday. 

Work For Friday, 4/12/13: The Three Little Pigs.

Hello! Here is the low down on what we did in class--You have three task to complete. 1)You are to read the story of The Three Little Pigs. 2) UNDERLINE all the evidence you can find that will help you answer the following questions. 3) Answer the questions on a separate piece of paper.

Here are several points to keep in mind: All answers must be derived from the text. In other words, the evidence found in the text gives you (or maybe it does not give you, so you are unable to answer ...) your answers. You must give full, detailed answers. Finally, remember to think through your answers. Yes, you are reading a child's tale, but that does not mean you cannot dig deep into the text.

You may be asking yourself, "What is the point of this assignment, Ms. B?" The point is to teach you, with a simple story, how important it is to know and understand your evidence in order to formulate logical, fact-based opinions/claims, and answer questions in a relevant informed manner.

So, off you go! Questions? Email me at carleen.burnell@slcschools.org.

· What do you think the pigs’ parents were like?

· What kind of relationships do the pig brothers have?

· Was the wolf evil?

· Was the wolf more or less clever than the average wolf?

· How could these three confrontations have been avoided?

Literature Circles!

Hello! We are beginning Literature Circles in both B1 and B7.  Roles sheets have been posted on the blog as well as the final assignment.  Have a great spring break! Do not forget to have your reading finished for the first day back.

R and J Power Points for B1 and B7

Here are the Romeo and Juliet power point presentations for period B1:

• Group 1
• Group 2
• Group 3
• Group 4
• Group 5
• Group 6

Here are the Romeo and Juliet power point presentations for period B7:

• Group 1
• Group 2
• Group 3
• Group 4
• Group 5
• Group 6

*You may have to save the files to your computer before you are able to open them.  Questions?  Email me!

The Beginning of Romeo and Juliet

Hola 9th Graders!

So far, you have been assigned two worksheets--the Anticipation Guide and Expectation Survey.  The anticipation guide is for you to fill out for yourself, and, yes, you must chose true or false (even though there are circumstances that can alter your opinion) and the expectation survey is to get the opinions of others. Both assignments are now currently due.

Questions? Email me!

Work for August 29th and 31st: Jason and the Argonauts, and Medea

We have been watching Jason and the Argonauts in order for you to understand the background story behind the play Medea.  In other words, you are learning what Medea is capble of as a person and what she is willing to do in order to help Jason gain the Golden Fleece.  On Friday, we will finish the film and begin reading the play, Medea.

Your assignment, so far, is to take notes on the film (using Cornell style), paying particular attention to Medea's role in Jason's quest and all her actions, and asking two-three GOOD questins for each day's notes.  You will be required to turn your notes in for points.

Questions? Email me.