1. ARGUMENT WRITING

2. EXPOSITORY VS. ARGUMENT WRITING Expository Writing  Writing to Explain  Uses specific words and phrases that help the reader understand ideas.  Shows care about the topic with voice and language appropriate for the audience.  Is elaborated using reasons, well-chosen and specific details, examples, and/or anecdotes to support ideas. Argument Writing  Writing to Convince  Uses specific words, phrases, and persuasive strategies that urge or encourage to support a position.  Shows commitment to position with voice and language appropriate for the audience.  Is elaborated by using reasons, well-chosen and specific details, examples, anecdotes, facts, and/or statistics as evidence to support arguments. Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved. Modified 10/16/08

3. ACADEMIC VOCABULARY Argument – has 3 objectives: to explain, to persuade, and to mediate conflicts between positions, readers, or ideas. Writers make logical claims – supported with reasons, evidence, and different appeals – to advance their argument(s). Claim – must be able to be argued and must require defense through evidence. Alternate or opposing claims suggest other, sometimes contradictory claims, one should consider. Effective claims are precise, clear, properly qualified, and affirmative. A thesis statement is the writer’s main claim.

4. PERSUASION IS USED FOR MANY REASONS…  To Support a Cause  Urge People to Action  Make a Change  Prove Something Wrong  Stir Up Sympathy With your support and donations we can save our dance program. Take a few hours out of your time and support your candidate by waving signs on the local corner. The students at Nisqually should have a wider variety of lunch options. Despite what many people believe, giving students access to vending machines at lunch is not a bad thing. Without the support of people in our community, many kids will go without lunch during the break.

5. AND ALSO…  Create Interest  Get People to Agree with You If enough students participate in the fund raiser we will be able to sponsor the best Friday Activity Nights ever. My idea to stock better choices of food in the vending machines at lunch will help students become more healthy.

6. ACADEMIC VOCABULARY Reasons – writers must base their claims and ideas on more than personal preferences or opinions when constructing arguments; reasons demand evidence, information, and logic Evidence – Each discipline has its own standards for evidence, but most lists would include quotations, observations, interviews, examples, facts, data, results from surveys and experiments, and, when appropriate, personal experience.

7. ACADEMIC VOCABULARY Concluding statement/section – statement or section that connects all the claims and evidence, and then show how they support the argument presented in the paper or speech. Clarify relationship – X (the claim) is true because of Y (the reason). Relationship between claims and reasons should be based on evidence, not opinions or preferences.

8. 1.Highlight the CLAIM pink. 2.Highlight the REASONS blue. 3.Highlight the EVIDENCE green. 4.Highlight the CONCLUDING STATEMENT purple. 5.Highlight the words that are CLARIFYING RELATIONSHIPS yellow.

9. 1.Highlight the CLAIM pink. 2.Highlight the REASONS blue. 3.Highlight the EVIDENCE green. 4.Highlight the CONCLUDING STATEMENT purple. 5.Highlight the words that are CLARIFYING RELATIONSHIPS yellow.

10. 1.Highlight the CLAIM pink. 2.Highlight the REASONS blue. 3.Highlight the EVIDENCE green. 4.Highlight the CONCLUDING STATEMENT purple. 5.Highlight the words that are CLARIFYING RELATIONSHIPS yellow.

11. 1.Highlight the CLAIM pink. 2.Highlight the REASONS blue. 3.Highlight the EVIDENCE green. 4.Highlight the CONCLUDING STATEMENT purple. 5.Highlight the words that are CLARIFYING RELATIONSHIPS yellow.

12. STUDENT SAMPLE – GRADE 6 1.Highlight the CLAIM pink. 2.Highlight the REASONS blue. 3.Highlight the EVIDENCE green. 4.Highlight the CONCLUDING STATEMENT purple. 5.Highlight the words that are CLARIFYING RELATIONSHIPS yellow.

13. STUDENT SAMPLE – GRADE 6 1.Highlight the CLAIM pink. 2.Highlight the REASONS blue. 3.Highlight the EVIDENCE green. 4.Highlight the CONCLUDING STATEMENT purple. 5.Highlight the words that are CLARIFYING RELATIONSHIPS yellow. Student Sample: Grade 6 Argument (2) A Pet Story About My Cat... Gus People get pets so that they will never be lonely, and they will always have a friend to be there for them. Ask your heart, what makes the best pet??? Some people think a best pet is picky, energetic, and sneaky, but I think my pet is the best pet because he is a cuddle bug, he’s playful, and he loves me! Gus was about eight weeks old when we got him, now he is 4 ½ months old, and he is about as big as a size eight sneaker. He is a little gray and white kitten. If you look closely he has a gray tail, but there are darker gray rings around it. He has a little white on his face, and some on his tummy and paws. He has a little stripe on his leg but it is his back left leg only. He’s very cute, and he purrs a lot! He also has a cute little gray nose. One of the reasons why my cat Gus is the best pet is because he is a cuddle bug. When Gus was a baby, he had to be kept in a cage because he wasn’t allowed to interact with the other pets until he was older. He couldn’t interact with the other pets because when Twister was a baby, the ferrets bit her ear and dragged her under the bed, and bit her in the back of the neck and we didn’t want the same thing to happen to Gus. Also because Twister had to be kept in a cage when she was little, too. His cage was in my room so when he meowed, as if to say, “Get me out!” I would have to take him out and sleep with him. All he would do is thank me for doing that by snuggling against my chin! Another example to prove that Gus is a cuddle bug, is that when I’m feeding Gus, I put his and Twister’s bowl up on the counter when I do so, and Twister sits there patiently while Gus is snuggling against my legs to show affection toward me, and when I have nothing to do and I’m just sitting on my bed reading, Gus jumps up with me and then he pushes away the covers to get under them, and he sleeps on my chest to keep my company when I’m board. After he slept on my tummy many times, he finally got the nickname _________ Cuddle Buddy. Now I always snuggle with my favorite cuddle buddy... Gus!!! A second reason why Gus is the best pet is because he’s playful. Most of the time when Gus is lying on the couch minding his own business, I’ll reach out to pet him then he’ll start biting my hand and attacking it!!! He does this to be playful, not to hurt anyone but he just wants to have fun. It kind of tickles when he does it, actually. Gus also has a little toy mouse that is attached to a string that I drag around the house so that Gus will follow it. The mouse has a leopard skin pattern on it with balls of fur as hands and feet. The mouse is about the size of the pencil sharpeners in Mrs. __________ classroom. He goes after that mouse so fast that it’s hard to see him running by to catch it. When Gus was a baby, I would put him in my bed to sleep with, but before we went to sleep, I would move my feet around underneath the covers, while Gus was on top chasing them around. Eventually, he got tired and lied down near my feet, but before he was completely asleep, I would pick him up and put him near my pillow and we slept together. Gus loves doing that all the time. I love how Gus is so playful!!! The last reason why Gus is the best pet is because he loves me! He always misses me whenever I’m not there. When I come home from school and I open the door, Gus comes flying around the corner, and starts to climb my pants! When he gets high enough. I grab him in my arms and we start cuddling each other while Gus is happily purring. He does this a lot. Most of the time I’m in my room watching TV, while Gus and Twister are fighting and killing each other, they come dashing around the corner and into my room. I, of course, have to break up the fight. After that, I put them on my bed and hold them down, but they keep squirming. Soon, they get tired and sleep with me, silently, watching TV. Gus is with me as much as possible. Sometimes he’s busy playing with Twister, sleeping, or eating. Otherwise, he’s playing or sleeping with me. We do so many things together and I’m glad I got him, but technically, he chose me. It was a homeless cat shelter. They were able to catch the kittens, but not there mommy. His brothers and sisters were all playing, but he was sleeping under the table. Soon, he walked out from under the table and slept with me while we cuddled on the couch. That’s how I met Gus. People have feelings for their pets that show that they love them very much. When I had to decide what makes the best pet, I would say that Gus is the best pet because he is a cuddle bug, he’s playful, and he loves me. When you think about the examples that I gave you, like when I told you about how Gus snuggles against my chin, you saw that Gus IS the best pet and if you don’t believe me, you have a problem with deciding who the best pet is.

14. PERSUASIVE WORD CHOICE

15. PERSUASIVE LANGUAGE Using persuasive language means choosing just the right words and phrases to urge or compel the reader to support the position of the writer. –Precise words trigger strong feelings. Seizes vs. takes Snarls vs. says Bewildered vs. confused –Repeated words or phrases for emphasis I have a dream…(Martin Luther King, Jr.) –Different connotations Mean or strict Died or passed away Used or pre-owned Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved. Modified 10/08.

16. THE POWER OF WORDS  Look at the word following word groupings and discuss the differences in the feeling, or connotation, that comes from each word. Which words have positive, neutral, or negative connotations.  Group, crowd, mob  Insinuate, suggest, imply  Thin, skinny, scrawny  Gentle, benign, harmless  Finicky, selective, picky Word choice is very important when writing an argumentative piece. The stronger the word you choose, the more power you have to change someone’s opinions or ideas. Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved. Modified 10/08.

17. POWERFUL WORDS: approved authentic authority critical discover guarantee memorable must new Add these words to your writing journal prohibited proven quality qualified results significant truth unquestionable worthwhile What words would you add to this list?

18. INEFFECTIVE LANGUAGE Teachers should let students turn in late work at XYZ School. Students are busy and some may not have time to get work done every night. Students know that getting work finished is important, but everyone knows they need a break sometimes. Students who have sports and music practice really need extra time because they are gone a lot doing those things. Note the highlighted words in this section. How could you replace them and make each more powerful?

19. POWERFUL WORDS It is absolutely critical that teachers reconsider the “No Late Work” policy at XYZ School. Life can become very hectic and difficult for a significant number of middle school students, which can result in them not getting homework completed on time. Students understand that completing work is critical in order to learn new skills, yet studies have proven that allowing students flexibility in due dates is necessary. Students who are involved in sports and music simply must have more time in order to complete quality work after long practices.

20. CONCESSION/ REBUTTAL

21. WHAT IS THIS? “Concession and Rebuttal” sounds pretty fancy, but it refers to two things:  To concede in an argument means to acknowledge another person’s thoughts about something. I understand that you feel students should…  A rebuttal is a counterargument or a reply that you have for that person’s beliefs. However, I believe that if you just trust kids more you would realize that…

22. TELL ME MORE  A Concession is when you consider the opposing viewpoint, “conceding” something important  A reader of your essay is more likely to listen to your ideas if you show you can see his/her point of view before you counter that argument with your own.  The Rebuttal is when your own argument proves the ideas of the reader to be false, or shows that your argument is stronger than theirs. Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved. Modified 10/08.

23. TRANSITIONS: State Your Position: –Some could argue…; however, it is clear that… –While some argue…, research proves… Present the Counter Argument –Others try to argue… –Some claim… –Skeptics believe…

24. WHAT MIGHT IT LOOK LIKE? Some people say that we shouldn’t have assigned seats because Americans deserve their freedoms, including where they sit. But I disagree. Children should have freedoms, but sometimes the freedoms go a little overboard. You may think stress does not have anything to do with lunch time, but it does – big time. It is where the cliques are made, gangs are joined, and fights are not a rarity, but a common occurrence. I get that you are tired of the noise and rowdy behavior, but I strongly believe there are better alternatives than a seating chart at lunch. Students aren’t going to just behave because you move them around. Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved. Modified 11/08.

25. CONCESSION/REBUTTAL TRANSITIONAL PHRASES Here are some great transitions that you might use to help write effective Concession/Rebuttal arguments. Note that these transitions come in a series and should be used throughout the few sentences you write to build your full concession/rebuttal argument.  It is true that… however … therefore  Certainly… but … in short…  Admittedly … on the other hand … so …  Of course … nevertheless … as a result …  Obviously … on the contrary … finally …  Sure … however … in addition

26. CONCESSION/REBUTTAL IDENTIFICATION: CAN YOU FIND THE EXAMPLES? It is true that students should not have headphones on when their teachers are giving a lesson. Students should not be allowed to block out their teachers. However, when every member of the class is working individually after important information has been given, listening to music can be a helpful learning tool. It would create a more relaxing, calm environment for learning. Some students can concentrate more while listening to music. As a result grades could go up and it would definitely make school more enjoyable. Therefore, our school should allow headphones in the classroom. Where are those great transitions? Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved. Modified 11/08.

27. CONCESSION/REBUTTAL IDENTIFICATION: MORE EXAMPLES There is nothing more important to students than the ability to express their unique sense of self. Whether it’s grunge, goth, or glam, each student at our school is a person who likes to be themselves. Dress codes would turn us all into a bland, uniform mass of white and navy. Having a school dress code might improve discipline, which might be true in schools where students fight over shoes, but enforcing a dress code will cause student rebellion, causing even more discipline issues than we have now. Some say a dress code will reduce the number of cliques in school, but students will adapt and find new ways to express themselves. Hairstyles, piercings, accessories will become the new way of standing out and standing apart from each other. Do you really think that students will allow themselves to be forced into a specific mold? Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved. Modified 11/08. Group Exercise

28. CONCESSION REBUTTAL INDIVIDUAL IDENTIFICATION PRACTICE  Take out A Story About my Pet Cat… Gus yet again.  Underline and label with C/R any examples of a Concession/Rebuttal argument found in the essay.  Also, circle any of those great transition words that we discussed.  Compare what you underlined with a person sitting near you.  Are there any other places in the paper where you could effectively add other examples of Concession/Rebuttal?

29. LET’S TRY IT TOGETHER! Topic: The school board is suggesting that all middle and high schools in the district be required to offer Study Hall as an elective each quarter. Concession Rebuttal I realize that some people in the community may think that students will not use a Study Hall responsibly, and that it will just become a “play time”. Now you try. Don’t forget a transition!

30. ONE MORE TIME! Topic: Write a letter to your principal persuading her to set up a hot chocolate/latte stand in the cafeteria. Concession Rebuttal I understand that some parents in our community are against the school selling coffee because it encourages young people to buy drinks with caffeine in them. Your Turn. Remember to use a transition! Full Group

31. TRY IT WITH A PARTNER! Topic: The administration at your school is deciding whether or not to allow students to listen to personal music players in the classroom (not really – don’t get excited). (Write your own concession. What point might someone make about this topic?) (Now write your rebuttal to what you wrote in the previous box)

32. YOUR TURN! WRITE YOUR OWN “CONCESSION/REBUTTAL”!  Go back once again to the paper that you wrote convincing your parents.  Re-read the paper and find a place where you might be able to add a concession/ Rebuttal to the paper  Think carefully about an argument someone might make for your group not to go (concession), then how you might respond (rebuttal)  Write!  Share your changes with a partner. Discuss how you just strengthened your argument.

33. USING ELABORATION STRATEGIES ANECDOTES AND SCENARIOS

34. YOU HAVE THESE NOTES IN YOUR READING JOURNAL. YOU HAVE THESE NOTES ON YOUR HANDOUT. Anecdote= a short, relevant personal story that helps you prove a point TS: Timmy used an anecdote about his whale watching trip to prove why it is important to wear a life jacket. Scenario= a hypothetical situation used to prove a point TS: One of the scenarios in Marvin’s paper asked the reader to imagine a time when life was simple.

35. ANECDOTES: IT’S PERSONAL Personal stories help a reader connect to YOU YOU are the expert on your information Keep your anecdote short: 2-3 sentences Make it up if you need to —no one says you have to tell the truth

36. WHERE IS THE ANECDOTE IN THIS EXAMPLE? Supporting ideas are amply developed through the use of anecdotes and specific details: “For instance, I’m a safety patrol. As a safety patrol I have a giant job to enforce the rules. One time there was a child named [Joe]. He thought it was cool not to follow the rules. I was on duty. [Joe] came speeding as quick as a cheetah and zipped past me. I told him to walk but, he didn’t listen. Then he slipped and scrapped his knee. That is the first reason it is extremely important to follow the rules.”

38. SIGNAL WORDS FOR ANECDOTES: WRITE THESE DOWN One time Once I remember For example, I… Brainstorm more…

39. WHERE IS THE ANECDOTE? My last reason why it is important to have rules is because you need to listen. If a teacher is talking and you are not listening you will not know what you are supposed to be doing. Normally if the teacher thinks you are not listening they will ask you what they said. Most of the time you will say what. Not often do you know what they were saying but sometimes you get lucky. You also need to listen if it is an emergency because a tornado could be coming towards you.”

40. HA-HA. IT WAS A TRICK. There’s really NOT a working anecdote here. Why doesn’t this work?? Normally if the teacher thinks you are not listening they will ask you what they said. Most of the time you will say what. Not often do you know what they were saying but sometimes you get lucky.

41. CAN YOU DO IT BETTER? IN YOUR WRITING JOURNAL, COPY AND FINISH THE PARAGRAPH AND PROVIDE A STRONGER ANECDOTE THAT SUPPORTS THE CONCRETE DETAIL AND TOPIC SENTENCE. My last reason why it is important to have rules is because you need to listen. If a teacher is talking and you are not listening you will not know what you are supposed to be doing.

42. SCENARIOS: THE WHAT IF: Scenarios give the reader a hypothetical situation to connect to A good scenario SHOWS a scene Keep it short: 2-3 sentences

43. WHERE IS THE SCENARIO? “For instance, I’m a safety patrol. As a safety patrol I have a giant job to enforce the rules so that no one gets hurt. Imagine if on a cold winter morning, a kid ran through the courtyard and no safety patrol was there. He would gain speed on the dirt, then hit that slick part of the sidewalk and fall. He’d probably bleed all over everything and have to have emergency services. That is the first reason it is extremely important to follow the rules and listen to safety patrol.”

44. EASY ONE, RIGHT? “For instance, I’m a safety patrol. As a safety patrol I have a giant job to enforce the rules so that no one gets hurt. Imagine if on a cold winter morning, a kid ran through the courtyard and no safety patrol was there. He would gain speed on the dirt, then hit that slick part of the sidewalk and fall. He’d probably bleed all over everything and have to have emergency services. That is the first reason it is extremely important to follow the rules and listen to safety patrol.”

45. SIGNAL WORDS FOR SCENARIOS: WRITE THESE DOWN! Imagine If Consider YOU Brainstorm more!

46. CAN YOU DO IT BETTER? IN YOUR WRITING JOURNAL, REWRITE THE PARAGRAPH TO INCLUDE A SCENARIO. My last reason why it is important to have rules is because students need to listen. If a teacher is talking and a student isn’t listening, he will not know what he is supposed to be doing.

47. EXPERT TESTIMONY

48. Expert Testimony – is evidence in support of a fact or statement given by a person thought to have specialized skill or knowledge. According to recent reports from the Surgeon General… Football great Warren Moon suggested … As Mr. Tate explained last week in class, … Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved. Modified 10/08.

49.  Quote the “voice of authority” – who would be an expert on this topic?  a scientist or doctor?  a political figure?  your teacher?  another student? (you are an expert on student or teenage issues!)  In a regular classroom essay or paper, the person or study you use as an authority must be real, and you need to use citations!  For on-demand writes for which you don’t have time or the ability to research, you may make up a source (doctor, scientist, etc.) and your own fictional quote to support your ideas

50. TRANSITIONS TO ANALYZE QUOTES Therefore,…Certainly, … Even though, …On the other hand, … As a result, …At the same time, … In fact, …Nevertheless, … Furthermore, …And yet, … Consequently, …However, …

51. ADDING EVIDENCE Transition into the quote. (For example, … In the article…) Check for evidence that shows an example of the idea, or reason. Evaluate evidence; rank it strongest to weakest. –Reread quotes: Does this fit? Is there a stronger quote? Keep it concise! Use key portions of the text. –Trim it down by using ellipses … –Paraphrase by using you own words instead of a direct quote. –If you have a string of quotes, create variety through how you cite the source, by using ellipses, a paraphrase, and a direct quote.

52. EXPERT TESTIMONY EXAMPLES I would then threaten the rest of the disruptive students with the same punishment if they did not stay in line. As a great philosopher once said, “The threat of force often produces greater result than it’s application”. One of my teachers, Mr. Brown, says late work is “a problem that needs to be fixed”. The extra time given to kids is getting ridiculous. “The effort put in reflects the outcome,” says Professor Plum from the University of Washington. I must say that I have to agree with this powerful message. Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved. Modified 10/08.

53. YOUR TURN! EXPERT TESTIMONY APPLICATION  Look back at the paper you wrote to convince your parents to let you have/do something they wouldn’t normally permit.  Consider how an expert could support your position.  Who would that expert be and what might he/she say?  Decide where to add that expert testimony, then go back and do so.  Make sure that your “testimony” contains powerful word choice.  Share your changes with a partner. Discuss how these strengthened your argument.

54. CAUSAL CHAIN (THE HOUSE THAT JACK BUILT)

55. CAUSAL CHAIN This elaboration strategy is referred to both as “House that Jack Built” AND a “Causal Chain”. Whichever term you use, they both mean the same thing: a connected series of cause and effect events.  Event “A” leads to Event “B”, which then leads to Event “C”  Think of it like building a snowball or watching a set of dominoes fall  Causal Chains may be just a sentence or two long (a “Little Jack”) or may last throughout a paragraph Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved. Modified 10/08.

56. WHY DO WE CALL IT “HOUSE THAT JACK BUILT”? This is the house that Jack built. This is the malt That lay in the house that Jack built. This is the rat That ate the malt That lay in the house that Jack built. This is the cat That killed the rat That ate the malt That lay in the house that Jack built… Where do you see the chain of events in this section of the children’s rhyme?

57. ANOTHER EXAMPLE… If you give a mouse a cookie, He’s going to ask for a glass of milk. When you give him the milk, He’ll probably ask you for a straw. When he’s finished, he’ll ask for a napkin. Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved. Do you remember what comes next?

58. WHAT MIGHT IT LOOK LIKE? If you make students sit in assigned seats at lunch they will have to yell to talk with their friends sitting across the room, and the noise will just get louder. When school doesn’t get out until 4 o’clock, sports practices have to be held later, which means kids get home awfully late to start their homework. Sometimes I stay up too late chatting on my computer, so it’s hard to get up the next morning. Since I’m tired, I hit the snooze button too many times, and I miss my bus. These are “Little Jacks”. See how a chain of events is created in just a sentence or two?

59. CAUSAL CHAIN IDENTIFICATION: CAN YOU FIND EXAMPLES? (AND CONVENTIONS ERRORS?) If the teachers of “X School” do not allow the students to turn in their homework late then the students will learn to finish their work on time, correct? This may be, but the Sink or Swim philosophy often leaves many students failing…If a student does not see themselves as being able to finish the assignment on time, they may simply decide to not do the work. This would not only cause the student’s grades to fall, but also his or her teacher would likely spend unnecessary time trying to persuade the student to do work that the child has simply chosen not to do. More than one student would have this problem, though! Many students would also fall into this downward spiral of not doing their homework. This would result in many declining grades all across the school. In turn, this would result in the decline of the school’s reputation. Is that something we want to see happen? Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved. Modified 10/08.

60. CAUSAL CHAIN IDENTIFICATION: HOW’D YOU DO? If the teachers of “X School” do not allow the students to turn in their homework late, then the students will learn to finish their work on time, correct? This may be, but the Sink or Swim philosophy often leaves many students failing…If a student does not see him/herself as being able to finish the assignment on time, he/she may simply decide to not do the work. This would not only cause the student’s grades to fall, but also his or her teacher would likely spend unnecessary time trying to persuade the student to do work that the child has simply chosen not to do. More than one student would have this problem, though! Many students would also fall into this downward spiral of not doing their homework. This would result in many declining grades all across the school. In turn, this would result in the decline of the school’s reputation. Is that something we want to see happen? Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved. Modified 10/08.

61. CAUSAL CHAIN IDENTIFICATION: LET’S TRY IT AGAIN For me school starts at 7:30, which means I need to leave my house at 7:00 or 7:05. But for other students who ride the bus they must be ready far earlier than that. I see people half asleep standing outside waiting for that big yellow bus to take them to a long, tiring day at school. I think if school started later it would put many people at ease. Even if you get that extra half an hour of sleep, it can do wonders. You won’t be tired for that first period test, you won’t have to take that nap second period and miss your history notes, and you won’t miss breakfast and have to spend class time counting down the minutes to lunch. Many things would be so much better if school started later. Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved

62. CAUSAL CHAIN IDENTIFICATION: LET’S TRY IT AGAIN For me school starts at 7:30, which means I need to leave my house at 7:00 or 7:05. But for other students who ride the bus, they must be ready far earlier than that. I see people half asleep standing outside waiting for that big yellow bus to take them to a long, tiring day at school. I think if school started later, it would put many people at ease. Even if students get that extra half an hour of sleep, it can do wonders. They won’t be tired for that first period test; they won’t have to take that nap second period and miss taking history notes; breakfast won’t be missed; and class time will be spent learning instead of counting down the minutes to lunch. Many things would be so much better if school started later. Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved

63. CAUSAL CHAIN: GREAT TRANSITIONS Here are some great transitions that you could use to help write effective causal chains. Choose two or three that you can use well, and practice using them in your own writing!  After  Consequently  Since, because  Before  Meanwhile, while  At that time  Preceding  Although  Earlier  Finally  During  Every time  Soon  Simultaneously  As a result  This will lead to Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved. Modified 10/08.

64. CAUSAL CHAIN INDIVIDUAL IDENTIFICATION PRACTICE  Take out A Pet Story About My Cat…Gus once again.  Use a new colored highlighter pen to mark any examples of a Causal Chain found in the letter.  Also, circle any of those great transition words that we just discussed  Compare what you highlighted with a person sitting near you.  Are there any other places in the paper where you could effectively add other examples of a Causal Chain?

65. LET’S TRY IT TOGETHER! Topic: the NMS cafeteria should offer more choices for lunch. Students get tired of eating the same meals for lunch over and over again Some days the choices just aren’t appetizing and students simply opt to go without food. (Hmmm. What would be the result of no food?) (What might the end result be, due to the idea you put in the last box?) Don’t forget to use your good transition words!

66. TRY IT WITH A PARTNER! Topic: Students should not have access to media in the home until all homework is done each night. If students keep the T.V. and computer turned off until their homework is done, they will be less distracted. (What would happen? How would no distractions be positive?) ( so…what would be the outcome/ effect of this?)

67. WAYS TO CONCLUDE Rephrase the claim Discuss one or more of the follow: –Significance—End by explaining why this topic is so vitally important for you readers to know about. Why does it matter? –Alternatives—End by explaining what people should be doing differently and why. Why is the current way of thinking flawed? Offer a solution to a problem. –Connections—End by linking this issue to a related issue. Or, end by linking this issue to your own personal experience (anecdote).