Evidence, Thesis, and Stylistic Choices · ⁨עדות, טוענה ובחירות סגנוניות⁩

Enduring Understanding (CLE-1): Writers make claims about subjects, rely on evidence that supports the reasoning that justifies the claim, and often acknowledge or respond to other, possibly opposing, arguments.

Learning Objective 3.A: Reading – Identify and explain claims and evidence within an argument.

• CLE-1.P When synthesizing, writers draw upon arguments from multiple sources, strategically select the most relevant information, and combine apt and specific source material as part of their own argument.
• CLE-1.Q A source provides information for an argument, and some sources are more reliable or credible than others.
• CLE-1.R A position and a perspective are different. Sources may have the same position on a subject, yet each comes from a different perspective based on their background, interests, and expertise.
• CLE-1.S When incorporating evidence or sources into an argument, the strongest arguments recognize and acknowledge the biases and limitations of the material and account for those limitations in their reasoning.
• CLE-1.T The degree to which a source does or does not consider other positions reflects the degree to which that source is biased.

Enduring Understanding (CLE-1): Writers make claims about subjects, rely on evidence that supports the reasoning that justifies the claim, and often acknowledge or respond to other, possibly opposing, arguments.

Learning Objective 4.A: Writing – Develop a paragraph that includes a claim and evidence supporting the claim.

• CLE-1.P When synthesizing, writers draw upon arguments from multiple sources, strategically select the most relevant information, and combine apt and specific source material as part of their own argument.
• CLE-1.Q A source provides information for an argument, and some sources are more reliable or credible than others.
• CLE-1.R A position and a perspective are different. Sources may have the same position on a subject, yet each comes from a different perspective based on their background, interests, and expertise.
• CLE-1.S When incorporating evidence or sources into an argument, the strongest arguments recognize and acknowledge the biases and limitations of the material and account for those limitations in their reasoning.
• CLE-1.T The degree to which a source does or does not consider other positions reflects the degree to which that source is biased.

Enduring Understanding (CLE-1): Writers make claims about subjects, rely on evidence that supports the reasoning that justifies the claim, and often acknowledge or respond to other, possibly opposing, arguments.

Learning Objective 3.B: Reading – Identify and describe the overarching thesis of an argument, and any indication it provides of the argument’s structure.

• CLE-1.U Consideration and use of new evidence may require revision of the thesis statement and/or changes to the line of reasoning.

Enduring Understanding (CLE-1): Writers make claims about subjects, rely on evidence that supports the reasoning that justifies the claim, and often acknowledge or respond to other, possibly opposing, arguments.

Learning Objective 4.B: Writing – Write a thesis statement that requires proof or defense and that may preview the structure of the argument.

• CLE-1.U Consideration and use of new evidence may require revision of the thesis statement and/or changes to the line of reasoning.

Enduring Understanding (STL-1): The rhetorical situation informs the strategic stylistic choices that writers make.

Learning Objective 7.A: Reading – Explain how word choice, comparisons, and syntax contribute to the specific tone or style of a text.

• STL-1.D A writer’s tone is the writer’s attitude or feeling about a subject, conveyed through word choice and writing style.
• STL-1.E Readers infer a writer’s tone from the writer’s word choice, and especially the positive, negative, or other connotations of those words.
• STL-1.F A writer’s shifts in tone from one part of a text to another may suggest the writer’s qualification, refinement, or reconsideration of their perspective on a subject.

Enduring Understanding (STL-1): The rhetorical situation informs the strategic stylistic choices that writers make.

Learning Objective 8.A: Writing – Strategically use words, comparisons, and syntax to convey a specific tone or style in an argument.

• STL-1.D A writer’s tone is the writer’s attitude or feeling about a subject, conveyed through word choice and writing style.
• STL-1.E Readers infer a writer’s tone from the writer’s word choice, and especially the positive, negative, or other connotations of those words.
• STL-1.F A writer’s shifts in tone from one part of a text to another may suggest the writer’s qualification, refinement, or reconsideration of their perspective on a subject.