MYPNA_TE_G12_U3_web.pdf

© Pearson Education, Inc., or its affiliates. All rights reserved.

Performance Task: WriTing focus

^ WorD neTWork

Include interesting words

from your Word Network in

your argument.

FOCUS AND ORGANIZATION EVIDENCE AND ELABORATION CONVENTIONS

Provides an introduction that

establishes a precise claim.

Distinguishes the claim from

opposing claims.

Provides a conclusion that follows

from the argument.

Establishes a logical organization

and develops a progression

throughout the argument.

Uses words, phrases, and clauses to

clarify the relationships between and

among ideas.

Develops the claim using

text evidence.

Provides adequate

support for each claim and

counterclaim.

Uses vocabulary and word

choices that are appropriate

for the audience and

purpose.

Attends to the norms

and conventions of the

discipline.

Establishes and

maintains a formal style

and objective tone.

revising

Evaluating Your Draft

Use this checklist to evaluate the effectiveness of your first draft. Then, use

your evaluation and the instruction on this page to guide your revision.

Revising for Focus and Organization

Organization Review your draft to be sure that its organization helps you

achieve your purpose. Add transitions where needed to ensure readers can

follow your argument.

Revising for Evidence and Elaboration

Evidence Make sure that your examples provide evidence that directly

supports your claim, and that you have drawn examples from a variety of

places in the text. Eliminate any examples that are interesting but irrelevant

to the point you are trying to make.

Adequate Support If you provide a great deal of evidence for a claim and

next to none for a counterclaim, that is not a fair argument. Try to balance

the amount of support that you offer. Then carefully tell why the support for

your claim is stronger, more plausible, or more believable than the support

for the counterclaim is.

Vocabulary Because you are writing a response to literature, use words

that are specific to the study of literature. Instead of referring to the story,

for example, you might use the word plot. Instead of writing about parts of

the play, write about acts or scenes. Are there other terms from your study

of literature that might make your argument and evidence more specific

and clear for your audience? Using specific, technical vocabulary adds to the

formal tone of your writing.

 STANDARDS

Writing

•   Produce clear and coherent

writing in which the development,

organization, and style are

appropriate to task, purpose, and

audience.

•   Develop and strengthen writing as

needed by planning, revising, editing,

rewriting, or trying a new approach,

focusing on addressing what is most

significant for a specific purpose and

audience.

Language

Acquire and use accurately general

academic and domain-specific words

and phrases, sufficient for reading,

writing, speaking, and listening at

the college and career readiness

level; demonstrate independence

in gathering vocabulary knowledge

when considering a word or phrase

important to comprehension.

366 UNIT 3 • FACING THE FUTURE, CONFRONTING THE PAST

LIT17_SE12_U03_A_WC_PT.indd 366 20/03/16 2:54 AM

TEACHING

Revising

Evaluating Your Draft

Before students begin revising their writing, they

should first evaluate their draft to make sure it

contains all of the required elements, is organized

in a logical manner, and adheres to the norms

and conventions of argumentative writing.

Revising for Focus and Organization

Organization Encourage students to trace their

argument through their draft. Students may want

to highlight the main idea in each paragraph to

be sure the ideas flow smoothly. This strategy

may help students identify places that require

more transitional language.

HOW LANGUAGE WORKS

Formal Style As students revise their

arguments, remind them to keep the formal style

consistent throughout the text. Explain that if

the formal voice lapses even occasionally, the

reader may start to doubt the authority of the

argument. Tell students that one way to catch

slips in formal voice is to read their own writing

aloud several times. With each reading, they will

focus on one of the following: 1. Have I used

slang? 2. Have I exaggerated? 3. Have I used

the pronoun I in a place where I can avoid it? 4.

Have I used contractions? Numbers 3 and 4 can

also be completed using the search function on

a computer. After this review, students should

consider specific changes they could make in

their writing to move toward a more formal style.

366 UNIT 3 • FacIN g The FUTU re, coNF ro NTIN g The pasT

LIT17_TE12_U03_A_WC_PT.indd 366 16-04-11 9:16 AM