© Pearson Education, Inc., or its affiliates. All rights reserved.performance-based assessment
sources
• Whole-class selections• small-group selections• independent-learning
selectionAs you write and revise your
argument, use your Word
Network to help vary your
word choices. Word netWorK
Part 1
Writing to sources: argument
In this unit, you read a major dramatic work, a series of sonnets, and a
variety of other literature and criticism. All have something to say to readers
about the connections of human beings to their pasts and futures.Assignment
Write an argument in the form of a response to literature that answers this
question:
What is the relationship of human beings to time?
In this argument, you will use examples and evidence from the diverse texts
in the unit to justify a claim that you make. State your assertions with specific
evidence from several of the texts. End your argument with a clear conclusion
that restates or summarizes your claim.Reread the Assignment Review the assignment to be sure you fully
understand it. The assignment references some of the academic words
presented at the beginning of the unit. Be sure you understand each of the
words given below in order to complete the assignment correctly.Academic Vocabularyproficient justify diverse
catalyst assertionReview the Elements of Effective Argument Before you begin writing,
read the Argument Rubric. Once you have completed your first draft, check it
against the rubric. If one or more of the elements is missing or not as strong
as it could be, revise your argument to add or strengthen that component. standards
Writing
• Write arguments to support claims
in an analysis of substantive topics
or texts, using valid reasoning and
relevant and sufficient evidence.
• Draw evidence from literary or
informational texts to support
analysis, reflection, and research.
• Write routinely over extended
time frames and shorter time frames
for a range of tasks, purposes, and
audiences.408 UNIT 3 • FACING THE FUTURE, CONFRONTING THE PASTLIT17_SE12_U03_U_PAS.indd 408 3/21/16 9:12 PMASSESSING
Writing to Sources: Argument
Students should complete the Performance-Based
Assessment independently, with little to no input
or feedback during the process. Students should
use word processing software to take advantage
of editing tools and features.
Prior to beginning the Assessment, ask
students to think about the way in which human
awareness of time affects our actions.
Review the Elements of Effective Argument
Students can review the work they did earlier
in the unit as they complete the Performance-
Based Assessment. They may also consult other
resources such as:
• the elements of an effective argument,
including a precise claim, consideration of
counterclaims, logical organization, valid
reasoning, sufficient evidence, a logical
conclusion, and formal tone, available in
Whole-Class Learning
• their Evidence Log
• their Word Network
Although students will use evidence from unit
selections for their argument, they may need to
collect additional evidence, including anecdotes
and examples from their own experience, other
readings, and current events that support their
position.PERSONALIZE FOR LEARNING
English Language Support
Clarifying the Assignment To help English Learners understand
the writing assignment, have them meet in small groups. First, have
students make sure they understand the academic vocabulary words
used in the assignment: proficient, diverse, justify, catalyst, and
assertion. Then, have students ask and answer any questions they
may have about the assignment. Circulate among groups to assist in
answering student questions. EMERGING408 UNIT 3 • FACING THE FUTURE, CONFRONTING THE PAST
LIT17_TE12_U03_PAS.indd 408 16-03-25 4:37 AM