Common Core English Regents Argument Essay Examples

Part 2 of the Common Core English Regents

Steps for Reading the Texts:

Step 1:         Look at the titles of the four texts that have been given to you to read.

Step 2:         Identify the common topic in all four texts: ___________________

Step 3:         Close read and annotate all four texts for pros and cons of the argument on the common topic. Use one color pen/highlighter to identify the pros and another color to identify the cons. Or, you can use a straight line to identify the pros and a squiggly line to identify the cons.

Step 4:         Complete the T-Chart outlining pros and cons of the topic.

Topic:         ________________________________________________________

Pros

Cons

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Step 5: Establish a claim. In other words, decide which side of the argument you have chosen to defend. Write your established claim in the space below.

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Steps for Writing about the Texts:

A.   Introductory Paragraph:

Step 1:         Develop a hook. In other words begin with a sentence that engages the reader in the topic.

Step 2:         Identify the argument.

                   For example: There is an argument as to whether or not ______________

Step 3:         Establish your specific claim/argument on the topic. (Don't using phrasing such as "In my opinion,")

 

B.    First Supporting Paragraph: Evidence supporting your claim.

Step 1:         Write a topic sentence mentioning your claim.

Step 2:         Use 3 text-based examples (quotations, statistics, etc.) to support your claim (cite them).

Step 3:         Provide an explanation/analysis of your text-based examples.

Step 4:         Provide a concluding sentence.

 

C.  Second Supporting Paragraph: Alternate or Opposing Claim

Step 1:         Write a topic sentence using transitional language (such as “however,” on the other hand,” etc.) that established an alternative or opposing claim.

Step 2:         Use 3 text-based examples (quotations, statistics, etc.) to support the alternative or opposing claim (cite them).

Step 3:         Provide a rebuttal to the alternative or opposing claim(s) that helps strengthen your claim.

Step 4:         Provide a concluding sentence.

D.    Concluding Paragraph:

Step 1:         Restate your claim.

Step 2:         Summarize the main reasons for your claim.

Step 3:         Call to Action: A statement or a question for the reader to consider in support of your claim. (insight)

 

 

Product Description

Help your students succeed on the Common Core English Regents by purchasing this Omega English product that contains a 5 page outline. The outline provides a format for students to use when responding to the Argumentative Task in the Common Core English Regents. Since the Argumentative task is weighted 6 TIMES, it is crucial that students have a clear understanding of what should be included in their essay and how to organize this information.

Don’t forget to follow my store, Omega English , for more great lessons, bundles, and free monthly downloads!

You Might Also Like: Counterclaim Package

You Might Also Like: Text Based Analysis Response Outline

You Might Also Like: Breaking Down The Text Based Analysis Common Core Rubric

You Might Also Like: Free Common Core ELA Regents Item Analysis

You Might Also Like: Common Core Regents Text Based Analysis Worksheet

Keywords: Common Core English Regents, argumentative writing, task 1, Outline, printable, handout, argumentative writing, Test Preparation

Report this Resource

Comments

Leave a Reply

Your email address will not be published. Required fields are marked *