Persuasive Essay Writing Webquest

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Arizona State Standards

Arizona State Standards

Strand 3:  Writing Applications
Writing skills particular to the applications listed here may be taught 
across the curriculum, although some applications may lend themselves more 
readily to specific content areas.  It is imperative that students write in 
all content areas in order to increase their communication skills, and 
ultimately to improve their understanding of content area concepts.  When 
appropriate, other content standards are referenced to show 
interdisciplinary connections.
Concept 4:  Persuasive
Persuasive writing is used for the purpose of influencing the reader.  The 
author presents an issue and expresses an opinion in order to convince an 
audience to agree with the opinion or to take a particular action.
��	PO 1.  Write persuasive text (e.g., essay, paragraph, written 
communications) that:
��	Establishes and develops a controlling idea
��	Supports arguments with detailed evidence
��	Includes persuasive techniques
��	Excludes irrelevant information
��	Attributes sources of information when appropriate (See R07-S3C3)

Strand 2:  Writing Components
This strand focuses on the elements of effective writing.  Good writing 
instruction incorporates multiple performance objectives into an integrated 
experience of learning for the student.  Throughout the process, students 
should reflect on their own writing skills, set goals, and evaluate their 
own progress.  The order of the concepts and performance objectives is not 
intended to indicate a progression or hierarchy for writing instruction.  
Instructional activities may focus on just one concept or many.
Concept 2:  Organization
Organization addresses the structure of the writing and integrates the 
central meaning and patterns that hold the piece together.
��	PO 1.  Use a structure that fits that type of writing (e.g., letter 
format, narrative, play, essay).  (See Strand 3)
��	PO 2.  Develop a strong beginning or introduction that draws in the 
��	PO 3.  Place details appropriately to support the main idea.
��	PO 4.  Include effective transitions among all elements (sentences, 
paragraphs, ideas).
��	PO 5.  Construct paragraphs by arranging sentences with an 
organizing principle (e.g., to develop a topic, to indicate a chronology).
��	PO 6.  Create an ending that provides a sense of resolution or 

Concept 6:  Conventions
Conventions address the mechanics of writing, including capitalization, 
punctuation, spelling, grammar and usage, and paragraph breaks.
□	PO 1.  Use capital letters correctly for:
□	Proper nouns
□	Holidays
□	Product names
□	Languages
□	Historical events
□	Organizations
□	Academic courses (e.g., Algebra/Algebra I)
□	Place 
□	Regional names (e.g., West Coast)
□	Words used as names (e.g., Grandpa, Aunt Lyn)
□	Literary titles (book, story, poem, play, song)
□	Titles
□	Abbreviations
o	Proper adjectives
□	PO 2.  Use commas to correctly punctuation:
□	Items in a series
□	Greetings and closing of letters
□	Introductory words and clauses
□	Direct address
□	Interrupters
o	Compound sentences
o	Appositives
□	PO 3.  Use quotation marks to punctuate:
□	Dialogue
□	Titles of short works (e.g., chapter, story, article, song, poem)
□	Exact words form sources.
□	PO 4.  Use italics (in typed copy) and underlining (in handwriting) 
to indicate titles of longer works (e.g., books, plays, magazines, movies, 
TV series).
□	PO 5.  Use colons to punctuate business letter salutations.
□	PO 6.  Use apostrophes to punctuate:
□	Contractions
□	Singular possessives 
□	Plural possessives
□	PO 7.  Spell high frequency words correctly.
□	PO 8.  Use common spelling patterns/generalizations to spell words 
□	PO 9.  Use homonyms correctly in context.
□	PO 10.  Use resources to spell correctly.
□	PO 11.  Use paragraph breaks to indicate an organizational structure.
□	PO 12.  Use the following parts of speech correctly in simple 
□	Nouns
□	Action/linking verbs
□	Personal pronouns
□	Adjectives
□	Adverbs
□	Conjunctions
□	Prepositions
□	Interjections
□	PO 13.  Use subject/verb agreement in simple, compound, and complex 

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Last Modified: Wednesday, December 31, 2008
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