1. ACT Writing Tricks of the Trade

2. Format / Persuasive—Argue your point / 4-6 Paragraphs / Introduction / Main Body Paragraphs / Supporting Points / Address counterpoint(s) / Conclusion / Persuasive—Argue your point / 4-6 Paragraphs / Introduction / Main Body Paragraphs / Supporting Points / Address counterpoint(s) / Conclusion

3. Take a Position / Thesis = Position on the issue and reasoning

4. Many successful adults recall a time in their life when they were considered a failure at one pursuit or another. Some of these people feel strongly that their previous failures taught them valuable lessons and led to their later successes. Others maintain that they went on to achieve success for entirely different reasons. In your opinion, can failure lead to success? Or is failure simply its own experience? Assignment: In your essay, take a position on this question. You may write about either one of the two points of view given, or you may present a different point of view on this question. Use specific reasons and examples to support your position. Many successful adults recall a time in their life when they were considered a failure at one pursuit or another. Some of these people feel strongly that their previous failures taught them valuable lessons and led to their later successes. Others maintain that they went on to achieve success for entirely different reasons. In your opinion, can failure lead to success? Or is failure simply its own experience? Assignment: In your essay, take a position on this question. You may write about either one of the two points of view given, or you may present a different point of view on this question. Use specific reasons and examples to support your position.

5. Introduction / Attention Getter / Put the issue in context—WHY DOES IT MATTER? / Mention main counter argument / Thesis (Position Statement) and the main supporting points / Attention Getter / Put the issue in context—WHY DOES IT MATTER? / Mention main counter argument / Thesis (Position Statement) and the main supporting points

6. Body Paragraphs DOES NOT NECESSARILY NEED TO BE IN THIS ORDER! Claim/Support Specific Details/Examples Prove counterpoint incorrect/unimportant Why it is important/how does it support your position (clincher) DOES NOT NECESSARILY NEED TO BE IN THIS ORDER! Claim/Support Specific Details/Examples Prove counterpoint incorrect/unimportant Why it is important/how does it support your position (clincher)

7. Possible Body Paragraph Format / Use transitions as a way to consider the opposition and strengthen your point by refuting it.

8. Thesis: Schools should not have fast food restaurants. Many people will argue that students should have the power to choose what they eat for lunch because they should have control over their own bodies. However, children and teens are still developing mentally and physically, and it is important that they learn proper and healthy habits when they are young. For example, many teens may eat a McDonalds meal every day for lunch, and with youthful metabolism, he will not seen any excess weight or other detrimental effects. However, when he begins to get older he will likely experience weight gain, high blood pressure and triglycerides, and will be lacking in necessary vitamins and nutrients needed to help him perform at his physical and mental best. By learning proper eating habits at home and having these healthy options at school, and not being seduced by the smells of french fries everyday, children and teens are more likely to develop lifelong, healthy eating habits.

9. Conclusion Address the greater importance Predict what would happen if your position is correct OR what would happen if the opposite position won Be specific, strong, and interesting— DO NOT REPEAT Address the greater importance Predict what would happen if your position is correct OR what would happen if the opposite position won Be specific, strong, and interesting— DO NOT REPEAT

10. Grading Rubric / 6 = effective / 5 = competent / 4 = adequate / 3 = developing / 2 = weak / 1 = off topic, illegible, or blank / 6 = effective / 5 = competent / 4 = adequate / 3 = developing / 2 = weak / 1 = off topic, illegible, or blank

11. Understanding of the Task: / Realize what the question is asking / Take a position / Address the prompt / Realize what the question is asking / Take a position / Address the prompt

12. Context of Discussion: / Consider the complexity of the issue by examining different perspectives / Addressing the counterarguments / Consider the complexity of the issue by examining different perspectives / Addressing the counterarguments

13. Full and Specific Development / Full—range of examples / Example: history, politics, literature, etc. / All supporting your position / Specific—very detailed examples / Using proper names, dates, nitty-gritty / Explain WHY supports your argument / Full—range of examples / Example: history, politics, literature, etc. / All supporting your position / Specific—very detailed examples / Using proper names, dates, nitty-gritty / Explain WHY supports your argument

14. Focus / Every main point is relevant to your position / Every specific detail is relevant to your main point / Explain why they all support your position / Every main point is relevant to your position / Every specific detail is relevant to your main point / Explain why they all support your position

15. Organization / Intro, Body, Conclusion / Correct sequence of ideas / Includes natural transitions / Introduction and Conclusion are effective, clear, and well developed / Intro, Body, Conclusion / Correct sequence of ideas / Includes natural transitions / Introduction and Conclusion are effective, clear, and well developed

16. Good Command of Language / Sentences are varied / Word choice varied and precise / Spelling and grammatical errors are limited and do not distract reader / Sentences are varied / Word choice varied and precise / Spelling and grammatical errors are limited and do not distract reader

17. And Above All… / Be: / Convincing / Specific / Interesting / If your reader is bored = No good! / Be: / Convincing / Specific / Interesting / If your reader is bored = No good!