HELP ASAP ARGUMENTATIVE CLAIM Should college athletes be paid to play?
Should certain books be banned from schools and libraries?
Step One: Writing Your Claim
Complete the following sentence: I plan to prove that...
Cross out "I plan to prove that." What remains is your clearly stated position.
Complete the following sentence: This matters because...
Cross out "This matters because." What remains is your purpose for writing.
Combine these two thoughts into one coherent sentence; this is your claim.
Your finalized claim:

Step Two: Identifying the Counterclaim
Complete the following sentence: My claim states that...
Cross out "My claim states that." What remains is your clearly stated position.
Complete the following sentence: Some may disagree with me because...
Cross out "Some may disagree with me because." What remains is the opposition's point of view.
Combine these two thoughts into one coherent sentence; this is the counterclaim.
Your finalized counterclaim:

Step Three: Planning Your Introduction
In this section of the organizer, you will plan your own introduction in response to the topic you have selected. Using the claim and counterclaim you have developed in steps 1 and 2, plan your introduction below.

Hook:

Bridge:

Counterclaim:

Bridge with transition:

Claim:

Step Four: Writing Your Introduction
Copy and paste your sentences from the plan in step three into paragraph format here. Read your completed paragraph to yourself and add transitions to make your introductory paragraph flow from one idea to the next.

Which two elements does this excerpt from a christmas carol by charles dickens contain? "a small matter," said the ghost, “to make these silly folks so full of gratitude." "small! " echoed scrooge. the spirit signed to him to listen to the two apprentices, who were pouring out their hearts in praise of fezziwig: and when he had done so, said, "why! is it not? he has spent but a few pounds of your mortal money: three or four perhaps. is that so much that he deserves this praise? " "it isn’t that," said scrooge, heated by the remark, and speaking unconsciously like his former, not his latter, self. "it isn't that, spirit. he has the power to render us happy or unhappy; to make our service light or burdensome; a pleasure or a toil. say that his power lies in words and looks; in things so slight and insignificant that it is impossible to add and count ’em up: what then? the happiness he gives, is quite as great as if it cost a fortune." he felt the spirit's glance, and stopped. "what is the matter? " asked the ghost. "nothing particular," said scrooge. "something, i think? " the ghost insisted. "no," said scrooge, "no. i should like to be able to say a word or two to my clerk just now. that's all."

Need ! compare and contrast your independent reading selection with one or two other selections you have read in this unit. support your response with at least two pieces of evidence from your independent reading selection. be sure to give the title and author of your selection.

Create a well-crafted essay of 1-2 pages outlining a likely theory of king tutankhamun’s death at the age of nineteen. your goal is to convince peers your age that this is the most reasonable theory according to the evidence. incorporate the subjunctive and conditional moods within your writing. use the following rubric to guide your writing. remember to check your spelling (by using a spell checker and also against the original text) to ensure the proper spelling of names and places in king tut’s world. reminder: spell checkers are great, but they’re not always right. think about terms specific to egypt or even tutankhamun’s name. a spell checker won’t know if you’re spelling these correctly, so check with the reading to keep consistent. rubric criterion exceptional capable developing beginning points earned ideas & content main claim supporting details sources are cited clear, focused, interesting ideas with appropriate detail, sources are cited evident main idea with some support which may be general or limited, sources are mentioned main idea may be unclear; supporting detail is vague or off topic, some source information used central idea or theme is not stated; supporting detail may be nonexistent, no sources mentioned organization structure (claim/counterclaim) introduction conclusion strong organization; seamless paragraph transitions; effective and engaging intro and conclusion organization is appropriate but conventional; attempt at introduction and conclusion attempts at organization, inappropriate use of lists or bullets; introduction and conclusion are not developed no introduction or conclusion; no clear organizational framework or transitions voice personality sense of audience appropriate to audience; expressive, engaging, sincere voice is appropriate to topic, but inconsistent or dry voice may be inappropriate; writing may seem mechanical writer’s voice is inappropriate or nonexistent word choice precision effectiveness imagery broad range of descriptive words; creative examples, vivid details and images language is functional and appropriate; descriptions may lack detail or be overdone words may be correct but simplistic; no attempt at detail, description, or examples word choice is limited, words are often misused; supporting detail and examples are nonexistent sentence fluency rhythm, flow variety easy flow and rhythm; good variety in length and structure sentences are appropriate but lack variety and length awkward phrasing and structure, similar patterns and choppy language sentences are incomplete or difficult to follow, language is confusing conventions age appropriate spelling, capitalization, punctuation, grammar strong use of correct conventions; errors are few and minor most writing conventions correct; occasional high profile errors frequent errors; most do not interfere with readability frequent errors interfere with readability