Happy Wednesday! Please take a highlighter from the table. Please get out your bias test from yesterday. You will need a clean sheet of paper. You should also get out your choice novel. One-pagers are due Friday.

Today’s Outcomes Review the rubric and teacher model and compare these to your practice test Reflect and revise ONE section of your bias test

Writing Standards Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing Evaluate a speaker’s point of view, reasoning, intended audience, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

4: Exceptional Quality: The analysis meets all the requirements for Consistent Quality in addition to Analysis of bias is especially detailed, thorough, insightful or interesting. Includes thorough and interesting explanation of why identifying bias is important and what consequences bias could have on society. 3: Consistent Quality: The analysis meets all of the following criteria at a detailed and consistent level of understanding. Accurately identifies and explains in the warrant the article’s intentional message and main purpose Accurately identifies the bias of the article (claim) Uses three to four pieces of specific evidence from the article to support the claim (evidence) Thoroughly explains how each individual piece of evidence supports the claim (warrant) All answers are in complete sentences and are easy to understand. Writing flows smoothly and uses standard grammar and conventions. 2: Basic Quality:The analysis meets the standards at a less detailed level or with inconsistent accuracy. 1: Limited Quality:The analysis displays limited quality or limited accuracy. 0: Unacceptable:The analysis does not meet the expectations for the standards.

Claim In the article “Nike’s Track Record,” the author’s bias is against Nike and is clearly trying to convince the readers that it is an unethical corporation. Look at your claim. Does it look my example? On your separate sheet of paper, rewrite your claim so it looks my example. If you are happy with your version, highlight it for me to read. Notice the article’s title is included. If you know the author, include him/her as well. Notice the claim clearly says where the bias is leaning (for or against) and what it is doing to the reader (what it’s trying to convince the reader of.

ICE I=Introduce the evidence (For example, the author writes that … OR For example, one way the author shows this is when he writes, “….”) C=Cite (For right now, it is enough to mention the author’s last name. More on more formal documentation later). E=Explain (Every piece of evidence has an explanation or warrant). Go back and look at your evidence. Did you ICE it? If not, how will you revise it?

Evidence---straight from the article For example, one way the author’s argument is against Nike is through faulty ethos, leaving out her sources. In the second paragraph, the author gives many statistics about what many workers in countries such as Pakistan, China, and Vietnam make. For example s/he writes, “In Vietnam the average worker is paid about $0.20/hour, or $1.60/day. The cost of eating is reportedly $2.10/day….Many Vietnamese workers do not make the minimum wage of $45/month.” Does yours look my example? Pick one piece of evidence and rewrite it on your extra paper to look like my example. If you are happy with it, highlight it so I can read it. Topic Sentence makes use of the chart language. I identify paragraph number in a transition sentence. Notice my evidence is introduced and grammatically correct.

Warrant: What is evidence doing to the reader and how? What is the author trying to accomplish? Why? This omission of sources makes the author’s argument weak and makes her article sound slanted against Nike. While this might be valid information, the reader does not know where these statistics are coming from. The author seems to want to create sympathy for these workers by creating a unflattering picture of Nike for the reader, but she does this at the cost of not providing the reader with credible information and letting them come to those conclusions about Nike on their own. Look at the warrant for the evidence you chose. Does your warrant meet this criteria? If it doesn’t rewrite it on the paper you have. If you are happy with it, highlight it so I can read it. Make use of the chart language & from the evidence we used. Several sentences long. One sentence = BAD. Explains why this evidence shows the bias.

Putting it all together. Claim Evidence Warrant In the article “Nike’s Track Record,” the author’s bias is against Nike and is clearly trying to convince the readers that it is an unethical corporation. For example, one way the author’s argument is against Nike is through faulty ethos, leaving out her sources. In the second paragraph, the author gives many statistics about what many workers in countries such as Pakistan, China, and Vietnam make. For example s/he writes, “In Vietnam the average worker is paid about $0.20/hour, or $1.60/day. The cost of eating is reportedly $2.10/day….Many Vietnamese workers do not make the minimum wage of $45/month.” This omission of sources makes the author’s argument weak and makes her article sound slanted against Nike. While this might be valid information, the reader does not know where these statistics are coming from. The author seems to want to create sympathy for these workers by creating a unflattering picture of Nike for the reader, but she does this at the cost of not providing the reader with credible information and letting them come to those conclusions about Nike on their own. Repeat EW, EW, EW

Final stuff Turn in revised CEW with your practice test— Staple together Turn in NIKE article with chart for summative grade---Staple together Tomorrow you will read, annotate and complete chart of your final bias article Friday you will take your bias test and your one-pager is due. NO LATE WORK. NO RETAKES.