Running head: ARGUMENT WRITING

Argument Writing Griselle Arrieta-Rose California State University Monterey Bay

IST511 Instructional Design Professor Strong Professor Lara December 20, 2013

ARGUMENT WRITING TABLE OF CONTENTS

EXECUTIVE SUMMARY .............................................................................................. 3 Background ................................................................................................................... 3 Objectives of Instruction .............................................................................................. 4 Ethical Considerations.................................................................................................. 4 Constraints..................................................................................................................... 5 Resources ....................................................................................................................... 5 Timeline, Costs, Implementation, Evaluation ............................................................ 6 ANALYSIS ........................................................................................................................ 6 Needs Analysis ............................................................................................................... 6 Learner Analysis ........................................................................................................... 8 Workplace/Environmental/Setting Analysis ............................................................ 10 Task/Work Analysis.................................................................................................... 11 Instructional Objectives: ............................................................................................ 12 DESIGN ........................................................................................................................... 20 Instructional Strategies .............................................................................................. 21 DEVELOPMENT ........................................................................................................... 22 IMPLEMENTATION .................................................................................................... 23 EVALUATION ............................................................................................................... 24 References: ........................................................................................................................ 26 APPENDICES ................................................................................................................. 28

ARGUMENT WRITING EXECUTIVE SUMMARY This instructional design plan is targeted to meet the needs of 10th grade sophomore students in argument writing as designated by the Common Core State Standards (CCSS). The plan includes a variety of instructional objectives, which will support students in completing the final product. This plan will consider ethical considerations as prescribed by the Association of Educational Communications and Technology (AECT) and possible constraints in its implementation. Background This instructional design plan will include argument writing targeted for 10th grade sophomore students and aligned with Common Core State Standards (CCSS). With our current transition to CCSS, there is an important need for instructing students on how to formulate an argument essay that includes a claim, relevant evidence to support this claim, and a counterclaim. According to Common Core State Standards, students must be able to write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence (Common

Core State Initiative, 2010). Therefore, this instructional design plan will support students in gaining the skills necessary for college and career readiness in a twenty-first-century, globally competitive society (Common Core State Initiative, 2010). Moreover, this instructional design plan will specifically support Common Core Writing Standards for Grades 9-10, which states that students must write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence, (Common Core State Initiative, 2010).

ARGUMENT WRITING Objectives of Instruction The goal of this instructional design plan is to help students develop mastery of

CCSSs 10th grade Writing Standards. To achieve this goal, given a prompt, learners will be able to write a 5-paragraph argument essay with a thesis, five transition words, and three MLA in-text citations to support a claim and counterclaim. The purpose of this instructional design plan is to help students evaluate the arguments of others, arguments they hear everydaya skill critical to participating in a democratic society (Hillocks, 2011). In order to meet this goal, students will meet a variety of learning objectives, which will provide them with the necessary steps towards mastering the overall goal. The objectives will encompass a variety of cognitive tasks, including the levels of knowledge, comprehension, application, and analysis. Ethical Considerations The instructional designer will follow the Code of Professional Ethics established by the Association of Educational Communications and Technology (AECT). The designer will complete this instructional design project by adhering to Section 1 Commitment to the Individual, Section 2Commitment to Society, and Section 3 Commitment to the Profession. Specifically, the instructional designer will remain committed to the individual learner by supporting independent action in an individuals pursuit of learning (AECT Board of Directors, 2007). By following this ethical consideration, the designer will also support CCSS, which state that students will demonstrate independence and construct effective arguments and convey intricate or multifaceted information (Common Core State Initiative, 2010).

ARGUMENT WRITING Constraints Constraints for this design plan may include students motivation and difficulty

providing one-on-one instruction to all learners. In consideration of these constraints, the instructional designer will implement the use of John Kellers ARCS model, which stands for Attention, Relevance, Confidence, and Satisfaction (Dick, Carey & Carey, 2009). This design plan will seek to capture the attention of learners by utilizing PowerPoint presentations, visuals, and essential questions. The plan also includes instructional objectives and materials, which will relate to 10th grade sophomore students backgrounds and interests. Additionally, the instructional designer will provide appropriate and consistent feedback, instructional support and positive reinforcement to provide learners with both confidence and satisfaction as they complete their learning tasks. In order to provide one-on-one support, the instructional designer will provide writing workshops to individual students during after-school tutoring. Resources Resources available include a variety of primary and secondary materials, which will provide instructional strategies, and classroom activities in support of the design plan goal. Primary and secondary materials include Teacher Edition instructional manuals, Common Core State Standards, and books and articles on argument writing. The classroom is another available resource, which will provide the physical space necessary along with appropriate technology, such as overhead projector, laptop computer, computer screen, and ten PC desktops for student use.

ARGUMENT WRITING Timeline, Costs, Implementation, Evaluation The instructional designer will teach the lessons over a 3-week period with students meeting every other day for 90-minute block instruction. There are no related costs associated with this projected. All supplies are readily available on the school site or classroom. The implementation of this design plan will include a focus on learning activities that engage students with various topics relating to argument writing. The implementation of the design plan will consider the needs of students with multiple intelligences, including kinesthetic, visual and auditory. Activities and support will be provided to accommodate students various learning needs. In addition, the

implementation of the design plan will entail a variety of sheltered instructional strategies based on the Sheltered Instruction Observation Protocol (SIOP) model in order to support English Language Learners during the learning tasks. The instructional designer will evaluate student learning with rubrics that provide students with criterion-based feedback as they progress through the learning tasks.

ANALYSIS Needs Analysis The instructional design goal is for students to be able to write a 5-paragraph argumentative essay with a precise claim, counterclaim, reasons and cited evidence using MLA format. The needs assessment includes a desired status of 5 paragraphs with 5 sentences each, use of thesis, five transition words, and three in-text citations. Learners will already have knowledge of the 5-paragraph essay format. They will have knowledge

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of simple sentence structure and the use of quotations to cite information from a text. They will have knowledge of a writing prompt and 1st person writing narrative. Students already have knowledge of the Cornell note-taking process including the use of the three columns: left-side questions, right side notes and bottom summary. The tryout learners are 10th grade sophomore students. They will have the entry skills listed above and some prior knowledge related to persuasive writing. Therefore, students will need to learn the difference between persuasive writing and argument writing in order to clear up misconceptions. George Hillocks states that the purpose of a persuasive essay is to be convincing using the most favorable evidence and an appeal to the audiences emotions. Argument, on the other hand, is mainly about logical appeals and involves claims, evidence, warrants, backing, and rebuttals. Argument is at the heart of critical thinking and academic discourse (Hillocks, 2011). Therefore, this instructional design plan seeks to explicitly instruct students on the difference between both a persuasive essay, which generally aims at convincing the audience to take a particular perspective, much like an advertisement, and an argument essay, which seeks to interpret evidence and data using to support a particular claim. The goal analysis includes the following for writing an argument essay: 1. Write a clear and precise thesis statement. 2. Use transition words such as then, after, finally, etc. 3. Write in the 3rd person. 4. Include in-text citations using MLA format. 5. Include a clear claim and counterclaim to the argument. 6. Write a minimum of 25 sentences.

ARGUMENT WRITING 7. Use complex sentences. 8. Follow and re-state the prompt. Subordinate skills for the design plan include the following: 1. Write an introduction: a. Restate the prompt in your own words. b. Write in the 3rd person. 2. Make a claim: a. Identify claim and counterclaim b. Use introductory transition words 3. Write the body of the essay:

a. Write and identify complex sentences and transition words such as then, after, finally. b. Identify and use MLA format for in-text citations. c. Use a minimum of 5 in-text citations using MLA format. 4. Write a counterclaim: a. Identify and write a counterclaim to the topic and thesis b. Use complex sentence structure to write about a counterclaim. 5. Write a conclusion: a. Restate the claim and evidence. b. Write a summary. Learner Analysis Learners will have entry skills related to the 5-paragraph essay format. They will have knowledge of simple sentence structure and the use of quotations to cite information

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from a text. They will have knowledge of a writing prompt and 1st person writing narrative. Students already have knowledge of the Cornel Note-taking process including the use of the three columns: left-side questions, right side notes and bottom summary. The Cornell note-taking system originated at Cornell University based on research done in the area of memory and learning theory (Cornell Notes, 2013). Cornell notes provide students with a cohesive and systematic system for taking notes. Moreover, the system allows students to reflect on the material and consequently summarize and synthesize the information. Through the process of Cornell notes, students actively work with information received and thus, utilize writing as a powerful tool for learning (Cornell Notes, 2013). Therefore, students can greatly benefit from this note taking system and the reflection required. It is not intended to change how teachers deliver information, but rather how students record and interact with that information. Research on students note-taking abilities found that students experience significant difficulty in retaining information after a lecture. A research study by Heritage College found that about 46% of new information was lost. The percentage increased as times went on with 79% lost after 14 days and 81% lost after 28 days (Zorn, 2007). After students were trained to take and study from Cornell Notes, student test scores improved by 20.4% on Language Arts assessments (Zorn, 2007). A structured training of the three components of the Cornell Note-taking process would provide students with a systematic format to record and recall factual information, reflect on the information, and synthesize the information through summary writing. The tryout learners will have the entry skills listed above and some prior knowledge related to posing an argument. The learners attitudes toward the content will

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likely be lacking interest and therefore the use of ARCS will be instrumental in creating interest and motivation for the completion of the goal. The learning styles of the students include multiple intelligences with a range of heterogeneous abilities. Their learning preferences include the use of kinesthetic activities including foldables, cooperative learning grouping, PowerPoint presentations and writing prompts that engage with their prior knowledge. Workplace/Environmental/Setting Analysis The physical aspects of the site include the classroom, composition notebooks, textbooks, and foldables created from colored copy paper along with sticky notes, highlighters, pens and pencils. The social aspects of the site will include cooperative learning groups, independent writing workshops and teacher feedback. The relevance of the skills will be the applicability of the writing skills to other courses including Social Science, Science and Math. The classroom supports a variety of instructional strategies, including individual, partner and group tasks. The equipment and resources available in the classroom will support the instructional goal. The classroom has a projector screen, computer projector, a computer and document camera available to support the technology needs of the strategies to be utilized. The classroom has the availability of word walls and whiteboards to present examples, directions, and word banks. The classroom has sufficient storage space for the all materials necessary to support the instructional tasks. The classroom also has a teacher workspace to provide students with small group instruction and one-on-one support during writing instruction. The workplace setting will provide a structured and focused learning environment for learners where they will be able to reach the desired

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status through independent work, partner and group work and one-on-one support from the instructor. Task/Work Analysis The task analysis for this instructional design plan will include the following: Write name, date, teachers name and class number on the left column Write title of paper in the middle of the page Indent the first line of the introductory paragraph Read a prompt and identify question in the prompt Write a thesis statement about the prompt Write introduction of essay Write simple sentences Write complex sentences with an independent clause and dependent clause and appropriate comma Write a compound sentence with two independent clauses, a conjunction and appropriate comma Write 4 more paragraphs using simple, complex and compound sentences Write in-text citations using MLA format Write a Works Cited page using MLA Format Identify the correct parts of an MLA formatted paper by correctly assembling an MLA paper with all its components in the correct order Identify the correct parts of an MLA Works Cited page by correctly assembling its components in the correct order

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Identify and write an MLA Works Cited page using MLA basic format for a book with one author

Identify and write an MLA Works Cited page using the basic format for an article from a scholarly journal

Identify and write a claim and its components Identify and write a counter-claim to an argument

Instructional Objectives: 1. Given a mnemonic device and seven sentence frames, tenth grade students will write seven compound sentences with two independent clauses and a coordinating conjunction. Domain and level: Cognitive: Knowledge Audience: 10th grade students Behavior: write ten compound sentences Condition: while using pre-given sentence frames and the mnemonic device FANBOYS Degree: 100% correct use of two separate independent clauses joined by a coordinating conjunction. Assessment: Using the mnemonic device FANBOYS, write one compound sentence using each of the coordinating conjunctions (for, and, nor, but, or, yet, so). Type of Assessment: Written sentences: Short answer

2. Given a mnemonic device and ten sentence frames, tenth grade students will write ten

ARGUMENT WRITING complex sentences with an independent clause and a dependent clause. Domain and level: Cognitive: Knowledge Audience: 10th grade students Behavior: write ten complex sentences Condition: while using pre-given sentence frames and the mnemonic device AAAWWUBBIS which stands for After, Although, As, When, While, Until, Before, Because, If, Since

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Degree: 100% correct use of a dependent clause joined to an independent clause with a comma. Assessment: Using the mnemonic device AAAWWUBBIS, write one complex sentence for each of the corresponding words (After, Although, As, When, While, Until, Before, Because, If, Since) using the pattern: Opener, sentence. Type of Assessment: Written sentences: Short answer

3. Given an example of an MLA in-text citation, tenth grade students will write three intext citations from a print source with a known author using MLA format and a gradeappropriate text. Domain and level: Cognitive: Knowledge Audience: 10th grade students

ARGUMENT WRITING Behavior: write ten citations Condition: while using an MLA in-text citation example Degree: 100% correct use of parenthesis, authors name and page number.

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Assessment: Complete the short reading provided and write three in-text citations using MLA format. Type of Assessment: Short answer

4. Given the parts of an MLA style paper in random order, tenth grade students will correctly format the first page of an MLA style paper by assembling the correct parts in their appropriate order. Domain and level: Cognitive: Psychomotor: Coordination Audience: 10th grade students Behavior: organize/assemble and paste parts in corresponding order Condition: while given the parts of an MLA style paper in random order Degree: 100% correct organization of MLA style paper parts corresponding order Assessment: Organize and place the corresponding parts of an MLA style paper in the correct order, including name, date, class number, Professors name, title, introduction and body.

ARGUMENT WRITING Type of Assessment- matching/sorting activity

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5. Given a writing prompt, tenth grade students will write a corresponding thesis statement. Domain and level: Cognitive: Comprehension Audience: 10th grade students Behavior: write a thesis statement Condition: while given a prompt Degree: 100% correct use of grammatical sentence structure and a clear thesis that restates the prompt Assessment: Write a thesis statement for the following prompt: Cell phones go off during a movie. Cell phones interrupt a class or dinner conversation. Write an essay where you support, dispute, or qualify the claim that cell phone use should be restricted to private areas. Type of Assessment: Written response: Short answer

6. Given a writing prompt, tenth grade students will write a claim and a counter-claim to an argument.

ARGUMENT WRITING Domain and level: Cognitive: Comprehension Audience: 10th grade students Behavior: write at least two complex or compound sentences Condition: while using a writing prompt Degree: 100% correct use of claim and counter-claim that match the given prompt

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Assessment: Students are less distracted and get better grades when they wear uniforms to school. Write a claim where you support, qualify, or dispute the claim that students should wear uniforms to school. Also include a counter-claim to the argument. Type of Assessment: Written sentences: Short answer

7. Given a grade-appropriate text, tenth grade students will write two in-text citations using MLA format as evidence to support their claim. Domain and level- Cognitive Comprehension Audience: 10th grade students Behavior: write two in-text citations using MLA format Condition: while using a grade-appropriate text Degree: 100% correct use of MLA-format to support claim

ARGUMENT WRITING Assessment: Using the following short text, find two citations that support your claim. Provide the citation using MLA format. Type of Assessment: Written sentences: Short answer

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8. Given the parts of an MLA style Works Cited page in random order, tenth grade students will correctly assemble a Works Cited page with each part in the appropriate order. Domain and level- Cognitive Psychomotor- Coordination Audience: 10th grade students Behavior: organize/assemble and paste parts in corresponding order Condition: while given the parts of an MLA style Works Cited page in random order Degree: 100% correct organization of MLA style Works Cited page Assessment: Organize and place the corresponding parts of an MLA style Works Cited page in the correct order, including title, authors name, book title, date, publisher, and page numbers. Type of Assessment: matching/sorting activity

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9. Given three books, students will write an MLA style Works Cited page using the basic format for a book with one author. Domain and level- Cognitive Knowledge Audience: 10th grade students Behavior: write three citations on an MLA style Works Cited page Condition: while given three books Degree: 100% correct organization of MLA style Works Cited page Assessment: Using three books, write an MLA style Works Cited page using the basic format for a book with one author. Type of Assessment: Short answer

10. Given three articles, students will write an MLA style Works Cited page using the basic format for an article from a scholarly journal. Domain and level- Cognitive Knowledge Audience: 10th grade students Behavior: write three citations on an MLA style Works Cited page Condition: while given three articles

ARGUMENT WRITING Degree: 100% correct organization of MLA style Works Cited page Assessment: Using the following three articles, write an MLA style Works Cited page using the basic format for an article from a scholarly journal. Type of Assessment: Short answer

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11. Given a writing prompt and grade-level appropriate text, tenth grade students will write a 5-paragraph argumentative essay by using complex and compound sentences, intext citations using MLA format, a claim and a counter-claim. Domain and level- Cognitive Application Audience: 10th grade students Behavior: write 5-paragraphs using MLA style format Condition: while given a writing prompt and grade-level appropriate text Degree: 100% correct use of MLA format, precise thesis, claim and counterclaim, and complex sentence structure Assessment: Write a 5-paragraph argumentative essay using the following prompt: Millions of immigrants come to the U.S. to work and send money home to their families. Write an argumentative essay using MLA format where you support, qualify, or dispute the claim that immigration laws should be made easier.

ARGUMENT WRITING Type of Assessment: Essay

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DESIGN Testing instruments will include formative and summative assessments along with rubrics. Formative assessments will include teacher feedback throughout the writing process along with quizzes and short answer responses. Summative assessments will include feedback on students argument essay. The delivery of the instructional plan will include whole-group presentations with PowerPoint visuals as well as partner and group peer review of writing. The plan will also include the use the Interactive Notebook to complete the correctly assemble the various components of the both the MLA paper and MLA Works Cited page. Finally, students will utilize graphic organizers throughout the writing process to accomplish the 5 steps of the process. In order to take into account a high percentage of English Language Learners, the instructional design plan incorporates note taking since it will help students summarize ideas presented throughout the lesson sequence. Summarizing techniques work best when the teacher uses comprehensible input, such as visuals or kinesthetic clues. Combining linguistic and nonlinguistic learning increases the likelihood that knowledge will be stored and retained (Hill & Flynn, 2006). Moreover, the instructional plan includes behaviorism and cognitive theory components. For example, the instructor will utilize positive reinforcement through positive praise, stamps, and participation points. The instructor will also build upon prior knowledge by building on students schema regarding Cornel Notes, essay structure and simple sentence structure. The instruction

ARGUMENT WRITING will also provide students with meaningful effects by engaging them with writing prompts that relate with their everyday lives and background knowledge. Instructional Strategies

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Whole Group presentations with PowerPoint visuals: These presentations will include direct instruction of objectives and student accountability through Cornel note-taking, equity cards used for random selection of students to check for understanding.

Partner and group peer review of writing: Students will use sentence frames, graphic organizers, and rubrics to revise their own work and the work of their peers. They will use academic sentence frames to express strengths and areas for improvement to their peers after revision of their work.

Students will use the Interactive Notebook to complete the correctly assemble the various components of the both the MLA paper and MLA Works Cited page.

Students will work in small cooperative groups to complete kinesthetic activities in which they correctly assemble the parts of an MLA citation for a book with one author and a scholarly journal article.

Students will use graphic organizers throughout the writing process to accomplish the 5 steps of the process, including brainstorming, pre-writing, writing, revision, and final draft.

The teacher will provide one-on-one teacher-student writing conferences as necessary throughout the project.

ARGUMENT WRITING DEVELOPMENT List of Materials to be utilized: o Annotated Bibliography with article and book references o Graphic organizers for 5 stages of writing process o PowerPoint presentations to support writing prompt topics o Composition notebooks for students o Pencils, highlighters o Cornel Note graphic organizers

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According to Hill and Flynn, advance organizers provide a space for students to organize the content knowledge, new information gained and their personal experience into a visual format. Thus, students are able to incorporate their prior knowledge while working with new information in a content area (Hill & Flynn, 2006). Timeline for Completion o The instructional designer will teach the lessons over a 3-week period with students meeting every other day for 90-minute block instruction. Approximate Costs o No costs are projected since supplies are provided by school site Steps to accomplishing this level: o Compile list of graphic organizers to be used during lesson sequence o Create PowerPoint presentations for the 5 steps of the writing process o Create rubrics for partner work, independent work and argumentative essay

ARGUMENT WRITING IMPLEMENTATION The instructional design plan will be implemented at Seaside High School, an MPUSD school, during the Spring 2014 semester. The instructional design plan will

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instruct 10th grade sophomore students and it will be implemented during these students English Language Arts block. The implementation of the plan will also include a variety of sheltered instruction strategies, which will support English Language Learners. The Sheltered Instruction Observation Protocol (SIOP), developed by Echevarria, Vogt, and Short (2000), is a research-based model that many mainstream teachers use to better instructor ELLs. The SIOP model makes academic content comprehensible and encourages language learning by highlighting key features of the English Language (Hill & Flynn, 2006). The plan will take approximately three weeks to implement in its entirety. Students will meet with the instructor for 90-minute blocks of instructors every other day, Monday through Friday. Formative assessment throughout the lesson sequence will include a combination of short answer, matching/sorting activities and essay writing. Short answer formative assessments will provide the instructor with the necessary data to make adjustments as needed by learners. The instructional designer and an instructional coach will conduct formative evaluations of the instructional plan throughout the lesson sequence. Students will also be a part of the formative evaluations by completing questionnaires relating to the instruction. In order to select learners for this small-group formative evaluation, students will be selected from different categories. They will include a heterogeneous mix of students ranging from low-achieving/struggling, average and high performing. Students will be selected from different backgrounds and languages including English-only, Spanish-

ARGUMENT WRITING speakers, and Tagalog speakers. Students will also answer questions related to the instruction presented in an attitude questionnaire. The quantitative data gathered would also include test scores gathered during the instruction. Descriptive information will

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include the attitude questionnaires, verbal feedback attained from the students and teacher notes gathered throughout the process.

EVALUATION The summative evaluation will include a five-paragraph argument essay in which students will demonstrate their knowledge of all the instructional objectives mastered throughout the lesson sequence. An argument essay will provide evidence of learning in relation to complex sentence writing, compound sentence writing, MLA in-text citation, MLA format, and thesis writing. This summative evaluation will provide the instructional designer with data on the rate of mastery demonstrated by students and will allow for reflection on the effectiveness of strategies, development and formative evaluation tools utilized throughout the lesson sequence. The instructional designer will assess students by using an argument-writing rubric that includes nine different criteria pertaining to argument writing. The rubric will score students from 1-4, ranging from insufficient, developing, sufficient to exemplary. The rubric will assess whether students included an introduction, strong reasons and evidence, a counterclaim and response, precise vocabulary, citation information, strong verbs, precise adjectives, transitions and complex sentences to present their ideas. This rubric will provide effective and clear feedback for students. Hill and Flynn state, The practice of using rubrics, a method of providing criterion-referenced feedback, is

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especially helpful for ELLs. When rubrics are tied to a students work, the student better understands expectations (Hill & Flynn, 2006).

ARGUMENT WRITING References: AECT Board of Directors. (2007). Code of Professional Ethics. Bloomington: Indiana. Anderson, J. (2005). Mechanically inclined: Building grammar, usage, and style into writers workshop. Portland, ME: Stenhouse Publishers. Common Core State Standards Initiative (2010). Common Core state standards for

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English language arts & literacy in history/social sciences, science, and technical subjects. Retrieved from http://www.corestandards.org/the-standards Compound Sentence Mnemonic [Online Image]. Retrieved December 20, 2013, from http://www.scholastic.com/teachers/classroom_solutions/2011/02/compound-sentences Cornell Notes. (2013). Cornell notes. Retrieved from http://www.sandi.net/cms/lib/ca01001235/centricity/moduleinstance/21300/5_cor nell_notes.pdf Dunlap, K., (2013). Both sides of the coin: The challenge of teaching argument. Adolescent Literacy in Perspective, May 2013, 8-9. Retrieved from http://www.ohiorc.org/adlit/InPerspective/Issue/2013-05.aspx Hill, J. D., & Flynn, K. M. (2006). Classroom instruction that works with English language learners. Alexandria, VA: ASCD. Hillocks, G., (2010). Teaching argument for critical thinking and writing: An introduction. English Journal, 99.6, 24-32. Retrieved from http://www.ncte.org/library/nctefiles/ej0996focus.pdf Hillocks, G., (2011). Teaching argument writing, grades 6-12: Supporting claims with relevant evidence and clear reasoning. Portsmouth, NH: Heinemann.

ARGUMENT WRITING Retrieved from:

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http://www.heinemann.com/shared/onlineresources/e01396/introandchapter1.pdf Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to college. San Francisco, CA: Jossey Bass. Zorn, D. (2007). Increasing achievement scores with the use of the Cornell note taking style. (Unpublished Masters Thesis). Heritage College Library. Retrieved from http://www.heritage.edu/library/mastersprojects/Zorn_Donald_2007.pdf

ARGUMENT WRITING APPENDICES The following summative assessment will be used to gather data and analyze students mastery of the instructional objectives performed during the instructional design plan.

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ARGUMENT WRITING The following graphic organizers will be used to support the instructional strategies of this design plan.

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AAAWWUBBIS stands for: Although _____, _________. As __________, _________. After _______, __________. While _______, __________. When _______, __________. Until ________, __________. Because ______, __________. Before _______, __________. If ___________, _________. Since _________, _________. Opener, sentence.

ARGUMENT WRITING The following argument-writing rubric and scoring guide will be utilized to assess students performance on assessments.

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