© Pearson Education, Inc., or its affiliates. All rights reserved.Performance Task: WriTing focus
Drafting
Present Your Reasoning The presentation of evidence in an argument
often follows a particular pattern. Here are a few commonly used patterns.
• weakest to strongest, in which the critical piece of evidence comes last
• strongest to weakest, in which you lead with the critical piece of
evidence
• point/counterpoint, in which you present a series of counterclaims and
undermine them in turn
The example provided shows the pattern used by the Launch Text writer. Notice
that the flow of the argument is clear, and the argument proceeds from weakest
to strongest evidence. No matter which pattern you choose, make sure that you
link your ideas with clear transitions and connect each point to your claim.Model: “Better Never to Have Met at All”
Outline
INTRODUCTION
Paragraph 1 states the claim: The romance between
Romeo and Juliet hurts so many that one wonders
whether it would have been better for everyone
involved if time wound backward and the two leads
never met at all.BODY
Weak evidence: Mercutio dies in a duel. (Mercutio is a
secondary character.)Stronger evidence: Romeo kills Tybalt and is banished.
(Romeo is a main character.)Strongest evidence: Romeo and Juliet kill themselves. (Both
main characters are affected, which affects everyone else.)Counterclaim: Shakespeare claims that “with their death,”
the tragic couple “bury their parents’ strife.”CONCLUSION
The tragic events are not worth it; the two should never
have met.ConCluSionBodyArgument OutlineinTRoduCTionLauncH TeXTWrite a First Draft Use your outline to write your first draft. Make sure to
include a precise claim and to address possible counterclaims. Choose the
pattern that works best to present your evidence. Consider your audience as
you write—will they be able to follow the logic in your argument? Have you
supplied the best, most relevant evidence to support your claim? Conclude
with a strong statement that ties your ideas together. STandaRdS
Writing
• Develop claim(s) and counterclaims
fairly and thoroughly, supplying the
most relevant evidence for each
while pointing out the strengths and
limitations of both in a manner that
anticipates the audience’s knowledge
level, concerns, values, and possible
biases.
• Provide a concluding statement
or section that follows from and
supports the argument presented.362 UNIT 3 • FACING THE FUTURE, CONFRONTING THE PASTLIT17_SE12_U03_A_WC_PT.indd 362 3/15/16 5:28 AMTEACHING
PERSONALIZE FOR LEARNING
English Language Support
Using Transitions English learners with limited proficiency may be
unfamiliar with the definitions and appropriate use of transitional
words and phrases. Have them select transitions for their writing,
looking up meanings where they are unsure. (The chart on the
student page in this section can help.) Then, have students meet
in small groups to review and discuss their use of transitions and
suggest alternatives. Circulate among groups, providing support and
answering questions. ALL LEVELSDrafting
Present Your Reasoning Tell students to take
a close look at the evidence they have gathered
in order to figure out how to best present their
reasoning.
First, students should consider whether there
are counterclaims for each point they are making.
If so, the point/counterpoint structure can be
considered. If not, students may eliminate that
choice.
Next, have students rank each of their
arguments by strongest, next strongest, etc.
Then, they can decide whether to start with their
weakest or strongest point.
Write a First Draft Reassure students that they
do not have to keep the structure they pick for
their first drafts. If it is not working for some
reason, they will have an opportunity to change
the order in which they present their evidence
while they are revising their writing.362 UNIT 3 • FacIN g The FUTU re, coNF ro NTIN g The pasT
LIT17_TE12_U03_A_WC_PT.indd 362 11/04/16 8:30 AM