Qualifying Arguments, Syntax, and Conventions · ⁨הקשחת טענות, סינטקס ומסורות כתיבה⁩

Enduring Understanding (RHS-1): Individuals write within a particular situation and make strategic writing choices based on that situation.

Learning Objective 1.A: Reading – Identify and describe components of the rhetorical situation: the exigence, audience, writer, purpose, context, and message.

• RHS-1.I The introduction of an argument introduces the subject and/ or writer of the argument to the audience. An introduction may present the argument’s thesis. An introduction may orient, engage, and/or focus the audience by presenting quotations, intriguing statements, anecdotes, questions, statistics, data, contextualized information, or a scenario.
• RHS-1.J The conclusion of an argument brings the argument to a unified end. A conclusion may present the argument’s thesis. It may engage and/or focus the audience by explaining the significance of the argument within a broader context, making connections, calling the audience to act, suggesting a change in behavior or attitude, proposing a solution, leaving the audience with a compelling image, explaining implications, summarizing the argument, or connecting to the introduction.

Enduring Understanding (RHS-1): Individuals write within a particular situation and make strategic writing choices based on that situation.

Learning Objective 2.A: Writing – Write introductions and conclusions appropriate to the purpose and context of the rhetorical situation.

• RHS-1.I The introduction of an argument introduces the subject and/ or writer of the argument to the audience. An introduction may present the argument’s thesis. An introduction may orient, engage, and/or focus the audience by presenting quotations, intriguing statements, anecdotes, questions, statistics, data, contextualized information, or a scenario.
• RHS-1.J The conclusion of an argument brings the argument to a unified end. A conclusion may present the argument’s thesis. It may engage and/or focus the audience by explaining the significance of the argument within a broader context, making connections, calling the audience to act, suggesting a change in behavior or attitude, proposing a solution, leaving the audience with a compelling image, explaining implications, summarizing the argument, or connecting to the introduction.

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.C: Reading – Explain ways claims are qualified through modifiers, counterarguments, and alternative perspectives.

• CLE-1.V A lack of understanding of the complexities of a subject or an issue can lead to oversimplification or generalizations.
• CLE-1.W Because arguments are usually part of ongoing discourse, effective arguments often avoid expressing claims, reasoning, and evidence in absolute terms.
• CLE-1.X Writers may strategically use words, phrases, and clauses as modifiers to qualify or limit the scope of an argument.

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.C: Writing – Qualify a claim using modifiers, counterarguments, or alternative perspectives.

• CLE-1.V A lack of understanding of the complexities of a subject or an issue can lead to oversimplification or generalizations.
• CLE-1.W Because arguments are usually part of ongoing discourse, effective arguments often avoid expressing claims, reasoning, and evidence in absolute terms.
• CLE-1.X Writers may strategically use words, phrases, and clauses as modifiers to qualify or limit the scope of an argument.

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

Learning Objective 7.B: Reading – Explain how writers create, combine, and place independent and dependent clauses to show relationships between and among ideas. (Note: Students should be able to read and analyze these complexities but are not expected to write with them on timed essays.)

• STL-1.G Writers express ideas in sentences. Sentences are made up of clauses, at least one of which must be independent.
• STL-1.H The arrangement of sentences in a text can emphasize particular ideas.
• STL-1.I Subordination and coordination are used to express the intended relationship between ideas in a sentence.
• STL-1.J Writers frequently use coordination to illustrate a balance or equality between ideas.
• STL-1.K Writers frequently use subordination to illustrate an imbalance or inequality between ideas.
• STL-1.L The arrangement of clauses, phrases, and words in a sentence can emphasize ideas.

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

Learning Objective 8.B: Writing – Write sentences that clearly convey ideas and arguments.

• STL-1.G Writers express ideas in sentences. Sentences are made up of clauses, at least one of which must be independent.
• STL-1.H The arrangement of sentences in a text can emphasize particular ideas.
• STL-1.I Subordination and coordination are used to express the intended relationship between ideas in a sentence.
• STL-1.J Writers frequently use coordination to illustrate a balance or equality between ideas.
• STL-1.K Writers frequently use subordination to illustrate an imbalance or inequality between ideas.
• STL-1.L The arrangement of clauses, phrases, and words in a sentence can emphasize ideas.

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

Learning Objective 7.C: Reading – Explain how grammar and mechanics contribute to the clarity and effectiveness of an argument.

• STL-1.M Grammar and mechanics that follow established conventions of language enable clear communication.
• STL-1.N Writers use punctuation strategically to demonstrate the relationships among ideas in a sentence.
• STL-1.O Punctuation (commas, colons, semicolons, dashes, hyphens, parentheses, quotation marks, or end marks) advances a writer’s purpose by clarifying, organizing, emphasizing, indicating purpose, supplementing information, or contributing to tone.
• STL-1.P Some design features, such as italics or boldface, create emphasis.

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

Learning Objective 8.C: Use established conventions of grammar and mechanics to communicate clearly and effectively.

• STL-1.M Grammar and mechanics that follow established conventions of language enable clear communication.
• STL-1.N Writers use punctuation strategically to demonstrate the relationships among ideas in a sentence.
• STL-1.O Punctuation (commas, colons, semicolons, dashes, hyphens, parentheses, quotation marks, or end marks) advances a writer’s purpose by clarifying, organizing, emphasizing, indicating purpose, supplementing information, or contributing to tone.
• STL-1.P Some design features, such as italics or boldface, create emphasis.