Prewriting

Sometimes BHIs for essays come quickly to writers. When that does
not happen, writers must use various strategies to find ideas. If you
are struggling for an idea, try re-reading your story. As you read,
create a BHQ each time you come across something you want to know more
about, or something that peaks your interest. You should have anywhere
from 10-20 good BHQ’s, and among them you should find one that will fit.
It’s important to remember that in an Argumentative Essay, your BHI must
be a topic that is arguable. That means someone else will be able to argue
against you. For example, if your topic is Racism, your BHI might be Racism
Destroys Nations. This topic is fairly easy to develop, as you will have
Qualification (opponents) who actually LIKE racism, and many who oppose
it. If your POSITION is AGAINST Racism, then you would do research to
find people who were racist and spoke in favor of it, such as Hitler and
Stalin. Do your research. Get quotes, their background, and find out WHY
they believe and fell about racism the way they do, so you can effectively
REBUT them.
You need to find people who also support your position and your argument
points. Get plenty of research into them as well, at least one per argument
point.
Gathering Details about your Qualifications and Support
Qualifications are your opponents in an argumentative essay. They
have demonstrated in writing or in action their position on your BHI.
Before you begin drafting, get to know the qualifications and
support you will develop. Do your research. What is their
background, childhood, studies in school and work. Know WHY
they believe the way they do in regards to your BHI and position.
As for your Qualifications, find the weakness in their thinking and
prepare your REBUTTAL.
Use the chart below to create two Qualifications and to learn who
he, she, or it is. Find out about your qualifications likes and dislikes,
dreams and fears, and what others think of them.

2|P a g e
Qualification #1: Name
Birthdate- Period
Family
School
Influencers
Likes
Dislikes
Dreams
Fears
What Other People of the
period think about him/her
What caused this person to
have their position on the BHI?
What is the weakness in their
position or argument

Qualification #2: Name

Birthdate- Period
Family
School
Influencers
Likes
Dislikes
Dreams
Fears
What Other People of the
period think about him/her
What caused this person to
have their position on the BHI?
What is the weakness in their
position or argument

3|P a g e
 Prewriting Rubric

3 2 1 0
Successfully Acquired most of Acquired some of Did not acquire the
Qualification and acquired enough the details needed the details needed details needed to
Support details to create to create to create create
Development effective qualifications and qualifications and qualifications and
qualifications and support support support
support
Successfully creates Creates a Creates a Few if any of
an effective 2-3 fragmented TS, has fragmented TS, has the 5-part
sentence TS fully clear qualifications ambiguous process has
Thesis Statement developed. All 5 but lacks cohesion qualifications and been followed
parts of TS have and transition lacks cohesion and to create a
been clearly transition successful TS
developed.
Introduction Introduction Introduction Introduction does
Introduction contains a brief Intro misses on several misses on most not align at all
(Brief intro about to the story, a clear points: unclear points: unclear with proper
story, illustration from illustration from the opening of story, opening of story, framework.
a scene in the story for story that supports misaligned misaligned
the BHI and Thesis the BHI, and a full illustration, and/or illustration,
Statement) Thesis statement incomplete or and/or incomplete
missing TS. or missing TS.
BPI Contains one BPI Contains one BPI Contains one BPI Contains one
Body Paragraph I BLOCK for each BLOCK for each BLOCK for each BLOCK for each
(Each block contains a qualification. Each qualification. Each qualification. Each qualification, but
summary of 1 block has a complete block has a some block has little fails to provide
qualification and a and detailed background and a researched effective
rebuttal) background and a rebuttal with background and background or
1 Block per rebuttal with analysis (HOTS) an ineffective rebuttal.
Qualification analysis (HOTS) rebuttal

Body Paragraph II BPII Begins with a BPII Begins with a BPII Some of the BPII None of
1. A transition smooth transition, transition, contains components aren’t the components
statement contains one one block for each clear. Argument are clear.
2. (Each block block for each Argument point, points aren’t well Argument
contains an argument Argument point although points developed, and points aren’t
point, detailed CLEARLY aren’t clear. There may lack support. well developed,
explanation and a STATED and an is some argument and lack
support source) effective with support for support.
1 Block per argument argument with each argument
point support. point..
The Thesis statement The Thesis The Thesis The Thesis
is clearly and statement is statement is statement is
Conclusion effectively revisited revisited and revisited not revisited not
1. Revisit Thesis and slightly slightly reworded. reworded reworded
Statement reworded. Conclusion Conclusion is Conclusion is not
2. Conclusion
Conclusion statement is evident but lacks complete.
Statement
statement is evident but lacks power and fails to
effective. power. summarize paper.

4|P a g e
 REVISION
Now that you have written your rough draft, you will
participate in a peer editing activity. For this activity you are
to:
♦ Exchange papers (copies) with all members of your team;
read through your team mates’ essays carefully
♦ Correct any grammatical errors as you read each essay
♦ When you are done, fill out the Rubric for Assessment
♦ Once the rubric has been completed pass it back to
your partner and discuss the ratings you have given
♦ REMEMBER to provide constructive comments to
your partner
Rubric for Peer Assessment

Criteria Very Weak Very Strong

Does the paper contain all

1 2 3 4 5
the components of the AE?

Rate the Introduction &

1 2 3 4 5
TS
Rate the BPI 1 2 3 4 5

Rate the BPII 1 2 3 4 5

Rate the Conclusion 1 2 3 4 5

Rate the MLA Formatting 1 2 3 4 5

Rate the Grammar 1 2 3 4 5

Rate the use of English 1 2 3 4 5

5|P a g e
 ARGUMENTATIVE ESSAY RUBRIC
Name: ____________________________________ Team:_________________________ Date:_____________
Grade: 7 / 8 / 9 / 10 / 11 / 12 Core ( ) Extended ( ) Fiction ( ) Non-Fiction ( )
Title of Story:________________________________________________________________________________

Exemplary Proficient Emerging Attempting Not Yet

5 Marks (A) 4 Marks (B) 3 Marks (C) 2 Marks (D) Demonstrated
0-1 Marks
1.HIGHER Demonstrates a very Demonstrates a high Demonstrates a Demonstrates some (E) little or
Demonstrates
ORDER high degree of critical degree of critical sound degree of degree of critical no knowledge and
THINKING analysis: analysis: critical analysis analysis: understanding of the
Demonstrates Demonstrates Demonstrates a Demonstrates limited relationships between
Critical detailed knowledge considerable degree of knowledge knowledge and texts and their social
analysis, and understanding of knowledge and and understanding of understanding of the and cultural contexts
Understanding the relationships understanding of the the relationships relationships Responds critically to
of context, between texts and relationships between between texts and between texts and texts with minimal
Insight and their social and texts and their social their social and their social and insight and creativity
creativity cultural contexts; and cultural contexts; cultural contexts; cultural contexts;
Responds critically to Responds critically to Responds critically to Responds critically to
texts with a high texts with insight and texts with some texts with limited
degree of insight and creativity insight and creativity insight and creativity
creativity
2.TECHNICAL Employs Sometimes employs Employs vocabulary Employs limited Employs basic
SKILLS sophisticated advanced and syntax vocabulary and vocabulary and
vocabulary and vocabulary and competently; syntax; Limited oral syntax;
Knowledge of syntax Excellent oral syntax Satisfactory oral skills; Displays some Minimal oral skills;
the language skills; Displays a Highly competent oral skills; Displays a use of different forms Displays minimal use
Control of sophisticated use of a skills; Displays a satisfactory use of a and structures; of forms and
structure Use highly competent use Some Missing structures; Locates
wide variety of forms variety of forms and and records
of research of a variety of forms features
and reference and structures; structures; Fair MLA appropriate
Clean/complete MLA and structures; formatting, minimal in MLA formatting; information with
skills
formatting; Clean/complete MLA misses. Intro (BG & Thesis assistance;
Essay Components: formatting; Intro (BG & Thesis St) B1- Summary Incomplete/Incorrect
Intro (BG & Thesis Essay Components: St) B1- Summary Oppon Arg and MLA formatting;
St) B1- Summ Oppon Intro (BG & Thesis St) Oppon Arg and Rebuttals Intro (BG & Thesis St)
B1- Summary Oppon B2- Transition Stmt B1- Summary Oppon
Arg and Rebuttals Rebuttals Arg and Rebuttals
B2- Transition Stmt Arg and Rebuttals and
B2- Transition Stmt B2- Transition Stmt
and Main Arg/Support B2- Transition Stmt Main Arg/Support
and Main Arg/Support and Main Arg/Support
C- Revisit Thesis, and Main Arg/Support C- Revisit Thesis,
C- Revisit Thesis, C- Revisit Thesis,
Summary Argument C- Revisit Thesis, Summary Summary Argument
Summary Argument
and Final Source Summary Argument Argument and and Final Source
and Final Source
and Final Source Final Source
3.APPROPRIATE Selects relevant and Selects relevant and Selects relevant Selects simple ideas Selects ideas
NESS sophisticated ideas detailed ideas and ideas and information and information and information
and information information Appropriately applies (and/or with assistance
Appropriate Appropriately applies Appropriately applies the language learned with assistance): Applies the
selection of the language learned the language learned in familiar and Applies the language language learned
in a wide range of in a range of contexts predictable contexts- learned with limited with minimal
material understanding of
Appropriate contexts and and purposes limited range of understanding of
selection of purposes purposes contexts and contexts and
style purposes purposes
COMMENTS:________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________ _________/15
___________________________________________________________________________________
__________%
___________________________________________________________________________________
___________________________________________________________________________________

6|P a g e