02 Oct

12:40

ENG - ARGUMENTATIVE ARTICLE

ENGLISH
 
ARGUMENTATIVE ARTICLE
 
Dear student,
 
It is time to make yourself heard, speak your mind and tell the rest of the world what you think...about something. Your task is to write an argumentative article – for a high school newspaper – concering a matter that you find interesting. First, try to come up with a topic (for example: "dress code in school") and then, based on that topic, a statement (for example: "introduce school uniforms in public schools"). Remember that a statement is an opinion, not a question. In your article you should use one, or more, sources to support your argumentation. 400 words.
 
Good luck!
 

When writing your article, follow this structure:

  • INTRODUCTION
    First, get attention! Then, present your topic and your statement. It is common practise to include a narratio (a short story or similar) to make your introduction more understandable and interesting.

  • MAIN PART (BODY)
    Support your statement with three arguments. Consider your target audience when choosing arguments. Also, refute counter-arguments (i.e. take an argument from "the other side" and tell your readers why that argument is incorrect/false).

  • CONCLUSION
    Summarize your text, repeat your statement and call for action!
 

LINKING WORDS

TIME – at first, next, later, in the end, eventually

ATTITUDE – naturally, of course, certainly, strangely enough, luckily, unfortunately

ORDER – first, second, to begin with, finally

ADDITION – moreover, furthermore, in addition, nor

RESULT – as a result, consequently, so, therefore, thus, accordingly

EXAMPLE – for example, for instance

REASON – for this reason, therefore, explanation, in other words, that is to say

CONTRAST – yet, in spite of this, on the contrary, however, still, at the same time

SUMMARY – finally, in conclusion
 

CHECK-LIST FOR PEER REVIEW

  • There is a statement and an interesting introduction.
  • There are relevant arguments supporting the statement.
  • Refutation of counter-arguments.
  • The text has a correct structure (paragraphs etc.).
  • Linking words are used.
  • The conclusion contains a summary and a call for action.
  • Vocabulary, grammar and spelling are correct.

 

ASSESSMENT AND GRADING

Knowledge requirements: 

E) 2. Students can choose and with some certainty use strategies to assimilate and evaluate the content of spoken and written English.

C) 2. Students can choose and with some certainty use strategies to assimilate and evaluate the content of spoken and written English.

A) 2. Students can choose and with certainty use strategies to assimilate and evaluate the content of spoken and written English.
Ask ”who wrote this and why?” before using a source. Source criticism is used to find out if the information in books, documentaries and webpages is reliable.
 

E) 3. Students choose texts and spoken language from different media and in a relevant way use the material selected in their own production and interaction.

C) 3. Students choose texts and spoken language from different media and in a relevant and effective way use the selected material in their own production and interaction.

A) 3. Students choose texts and spoken language from different media and in a relevant, effective and critical way use the selected material in their own production and interaction.
Sources are used in a relevant way if there is an obvious connection between them and the topic of your text. Quotes and references that improve your text are effective. A critical way to use a source is – obviously – to apply source criticism (see above) and, also, to compare different sources in your text.
 

E) 4. In oral and written communications of various genres, students can express themselves in relatively varied ways, relatively clearly and relatively coherently. Students can express themselves with some fluency and to some extent adapted to purpose, recipient and situation. Students work on and make improvements to their own communications.

C) 4. In oral and written communications of various genres, students can express themselves in a way that is relatively varied, clear, coherent and relatively structured. Students can also express themselves with fluency and some adaptation to purpose, recipient and situation. Students work on and make well-grounded improvements to their own communications.

A) 4. In oral and written communications of various genres, students can express themselves in ways that are varied, clear, coherent and structured. Students can also express themselves with fluency and some adaptation to purpose, recipient and situation. Students work on and make well-grounded and balanced improvements to their own communications.

E) 5. In oral and written interaction in various, and more formal contexts, students can express themselves clearly and with some fluency and some adaptation to purpose, recipient and situation. In addition, students can choose and use essentially functional strategies which to some extent solve problems and improve their interaction.

C) 5. In oral and written interaction in various, and more formal contexts, students can express themselves clearly with fluency, and with some adaptation to purpose, recipient and situation. In addition, students can choose and use functional strategies to solve problems and improve their interaction.

A) 5. In oral and written interaction in various, and more formal contexts, students express themselves clearly, relative freely and with fluency, and also with adaptation to purpose, recipient and situation. In addition, students can choose and use well-functioning strategies to solve problems and improve their interaction, and take it forward in a constructive way.
 
 
#INFORMATION
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