Step 4: Philosophical Writing: Writing to Argue, Writing To Reflect
“Writing needs to inspire, encourage new ideas, analysis, and perspectives in a way that is relevant to student’s lives” (National Commission on Writing 13).
Students deserve the opportunity to write about what has purpose and meaning in their lives (Sipe and Rosewarne 15). These formative and summative assessments and materials help students understand writing arguments and integrating textual evidence. These materials are designed to get students writing to argue and reflect about philosophical issues raised by their texts and their world, and present the culmination of the learning cycle explored in Steps 1 through 3.
I. In-Class Constructed Responses: Descriptive, Persuasive, and Analytic Writing
These constructed responses have point-by-point rubrics that encourage students to think and compose a structured paragraph that uses sentence variety and active voice. The first prompt asks students to describe their chosen character from their choice book (or whatever literature the class is studying together). The second prompt asks students to write persuasively whether or not their character is a "good person." The third constructed response asks students to write a paragraph that analyzes how the chosen character relates to a literary theme or author's purpose in the novel.
Students deserve the opportunity to write about what has purpose and meaning in their lives (Sipe and Rosewarne 15). These formative and summative assessments and materials help students understand writing arguments and integrating textual evidence. These materials are designed to get students writing to argue and reflect about philosophical issues raised by their texts and their world, and present the culmination of the learning cycle explored in Steps 1 through 3.
I. In-Class Constructed Responses: Descriptive, Persuasive, and Analytic Writing
These constructed responses have point-by-point rubrics that encourage students to think and compose a structured paragraph that uses sentence variety and active voice. The first prompt asks students to describe their chosen character from their choice book (or whatever literature the class is studying together). The second prompt asks students to write persuasively whether or not their character is a "good person." The third constructed response asks students to write a paragraph that analyzes how the chosen character relates to a literary theme or author's purpose in the novel.
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
introducing_philosophy_constructed_responses_1-3.docx | |
File Size: | 1563 kb |
File Type: | docx |
II. Argument Essay Cumulative Assessment of Writing
Building from the series of constructed responses, you may have students write a final argumentative, text-based essay on character and author's purpose. This method of literary analysis also provides students with the opportunity to consider the role their character's beliefs and values contribute to the author's purpose on a particular literary theme. The rubric below was designed to specifically match the Colorado Common Core State Standards for writing mechanics for tenth grade English. Points are assigned to students based on their ability to create a thesis statement, integrate and "sandwich" quotes in their essay to provide reasons and evidence, and write in active voice with sentence variety.
Building from the series of constructed responses, you may have students write a final argumentative, text-based essay on character and author's purpose. This method of literary analysis also provides students with the opportunity to consider the role their character's beliefs and values contribute to the author's purpose on a particular literary theme. The rubric below was designed to specifically match the Colorado Common Core State Standards for writing mechanics for tenth grade English. Points are assigned to students based on their ability to create a thesis statement, integrate and "sandwich" quotes in their essay to provide reasons and evidence, and write in active voice with sentence variety.
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
Introducing Philosophy Summative Argument Essay Rubric.docx | |
File Size: | 311 kb |
File Type: | docx |
III. Five-Minute Character Philosophy Presentation Cumulative Assessment
This writing and presentation assessment requires students to create and deliver a multimedia presentation on their chosen character's philosophy. Using Prezi or Microsoft PowerPoint, each student is responsible for choosing five images and five properly cited and explained quotes that together reveal a character's belief(s), value(s), and purpose(s). As an optional extension of this assignment, students may be asked to bridge their world with the text by writing a personal philosophy that identifies their own belief(s), value(s), and purpose(s). The handout below helps students properly cite and sandwich their quotes from the text to explain how the chosen quotes reveal their character's philosophy.
This writing and presentation assessment requires students to create and deliver a multimedia presentation on their chosen character's philosophy. Using Prezi or Microsoft PowerPoint, each student is responsible for choosing five images and five properly cited and explained quotes that together reveal a character's belief(s), value(s), and purpose(s). As an optional extension of this assignment, students may be asked to bridge their world with the text by writing a personal philosophy that identifies their own belief(s), value(s), and purpose(s). The handout below helps students properly cite and sandwich their quotes from the text to explain how the chosen quotes reveal their character's philosophy.
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
Introducing Philosophy Character Philosophy Presentation Assignment.docx | |
File Size: | 27 kb |
File Type: | docx |
IV. Argument Essay and Group Presentations WebQuest Cumulative Assessment
This two-part assessment first asks students to write an individual position paper supporting an original argument on the good life. Designed for the M.T. Anderson Feed Unit, these specific questions deal with the intersection of new technology, social inequality, language, and "happiness," and are an integral part of the Happiness in the 21st Century Cumulative Assessment WebQuest.
Does Facebook make people happier?
Do drugs and alcohol make people happier?
Is happiness the same for all people at all times?
How does history and social movements change our understanding of happiness?
Are there parts of happiness (e.g. Friendship) that will never change no matter what?
Is protecting the environment important to happiness?
Is buying cool stuff important to happiness?
Is the way we use language and communicate important to our happiness?
Is happiness an individual or collective phenomenon?
Can whole societies be happy? Is this ever dangerous?
What does M.T. Anderson’s novel Feed teach us about happiness in the 21st century?
Second, students create a five minute Ignite show presentation in groups that argue for their positions on a specific question of their choice. The motto of the Ignite show is "Enlighten us, but make it quick!" Keeping their audience in mind, students present their research on Happiness in the 21st century with a group with assigned roles: philosopher, artist, social scientist, futurist, social media specialist. Students must relate their findings to Feed and use at least 3 specific references to the text. You can find the assessment and rubric for this original WebQuest HERE.
This two-part assessment first asks students to write an individual position paper supporting an original argument on the good life. Designed for the M.T. Anderson Feed Unit, these specific questions deal with the intersection of new technology, social inequality, language, and "happiness," and are an integral part of the Happiness in the 21st Century Cumulative Assessment WebQuest.
Does Facebook make people happier?
Do drugs and alcohol make people happier?
Is happiness the same for all people at all times?
How does history and social movements change our understanding of happiness?
Are there parts of happiness (e.g. Friendship) that will never change no matter what?
Is protecting the environment important to happiness?
Is buying cool stuff important to happiness?
Is the way we use language and communicate important to our happiness?
Is happiness an individual or collective phenomenon?
Can whole societies be happy? Is this ever dangerous?
What does M.T. Anderson’s novel Feed teach us about happiness in the 21st century?
Second, students create a five minute Ignite show presentation in groups that argue for their positions on a specific question of their choice. The motto of the Ignite show is "Enlighten us, but make it quick!" Keeping their audience in mind, students present their research on Happiness in the 21st century with a group with assigned roles: philosopher, artist, social scientist, futurist, social media specialist. Students must relate their findings to Feed and use at least 3 specific references to the text. You can find the assessment and rubric for this original WebQuest HERE.
V. Understanding Argument with an Argument T.R.E.E. Handout:
Here is a nice visual representation of the connection between the Thesis (T), Reasons (R), Evidence (E) and Explanation (E). The handout includes a sample, low-stakes argument-making activity (with a sample argument that "donuts are the best breakfast").
Here is a nice visual representation of the connection between the Thesis (T), Reasons (R), Evidence (E) and Explanation (E). The handout includes a sample, low-stakes argument-making activity (with a sample argument that "donuts are the best breakfast").
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
Introducing Philosophy T.R.E.E. Argument Introduction.docx | |
File Size: | 54 kb |
File Type: | docx |
VI. Quote Sandwich Instructions Overhead
To help students integrate textual support into their written arguments in a professional way, here is an overhead to copy for the three 'C's of integrating quotes: Context, Content, Connection.
To help students integrate textual support into their written arguments in a professional way, here is an overhead to copy for the three 'C's of integrating quotes: Context, Content, Connection.
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
Introducing Philosophy Quote Sandwich.docx | |
File Size: | 1303 kb |
File Type: | docx |
The Next Step in Doing Philosophy with Young Adults:
While writing to argue and reflect offers a chance for summative assessment, these tasks can recursively lead to further reading, inquiry, and discussion. This four step method, therefore, can be adapted to explore various essential questions in a way that builds critical thinking skills while fulfilling Common Core State Standards.