Edmund's+Argument+Writing

edmund

Draft Argument
Should students be given homework tasks to complete outside school? Or as such tasks pointless? Homework is a task set by teachers for students to do outside normal lessons-usually at home in the evening. Most children never liked homework and I am no different. My argument is going to cover resins why it should be banned.

Homework has little educational worth and adds nothing to the time spent in school. Some schools and some countries don’t bother with homework at all, and their results do not seem to suffer from it. Studies show that homework adds nothing to standardised test scores for primary pupils.

Homework is almost always done when a child is already tired from a long day of school. As a result few students are at their best when they sit down in the evening to yet more work. Homework ends up being done in a hurry, by students fighting fatigue, and poor quality work is produced. Worse still students who have been up trying to finish homework, then come tired the next day, and so are less ready to learn. Really what is the point?

Setting homework does little to develop good study skills. Some students have always copied of others or got their parents to help them.

In conclusion, so should homework be banned? Homework does never actually help us kids.

**ARGUMENT CRITERIA** Learning Intention: To write an argument, clearly expressing and explaining points of view for and against the topic. || Reasons against the argument are discussed and supported by factual evidence / examples. || || Writing is aimless and disorganised OR writing is organised but it is not set in the correct format. || Writing is logically sequenced. || The order and structure of the information is compelling and moves the reader through the text. || || Routine word choices are made but includes some words which are consistent with exposition writing || Used a wide range of words /phrases (transitions) which are consistent with argument writing. || || Sentences are usually constructed correctly. Some variety is attempted with sentence beginnings. || Sentences are well constructed. Sentences vary in length and structure and purposeful and varied sentence beginnings have been used. || Self / Peer Comment:
 * || ** 1 ** || ** 2 **  || ** 3 **  ||
 * ** Introduction ** || Introduction doesn’t state what the argument is OR introduction is confused and / or unclear. || Topic is introduced but is not detailed enough to give the reader an in depth understanding of the argument. || Topic is introduced with relevant background information explaining why it is controversial. ||
 * ** Reasons in support of the claim ** || Reasons in support of the argument are not convincing, don't support it or are irrelevant. || Reasons are given in support of the argument but lack evidence / examples. || Clear and accurate reasons and evidence given in support of the argument ||
 * ** Reasons against the claim ** || Reasons against the argument are not mentioned OR they are mentioned but are not convincing / irrelevant ... || Reasons against the argument are discussed but lack evidence or examples.
 * ** Conclusion ** || No conclusion. || Conclusion given but it is too brief to summarise the argument or give the writer’s point of view. || Well constructed conclusion. ||
 * ** Organisation **
 * ** Voice and Tone ** || Writing is too formal or too informal. It sounds like the writer doesn’t like the topic or doesn't know anything about it (research not used). || Writer seems sincere but is not fully involved - it could have been written by anyone. Some attempt is made to influence / persuade the reader. || Writer speaks directly to the reader. The piece gives a strong sense of the reasons for & against the argument – a persuasive piece of writing. ||
 * ** Word Choice ** || Words used are often dull or uninspired. No attempt is made to use vocabulary consistent with expositions.
 * ** Sentence Fluency ** || Sentences are incomplete, awkward or don’t make sense; they need work. Many sentences begin the same way.
 * ** Paragraphs ** || No paragraphing OR some attempt has been made to use paragraphs || Paragraphing is mostly correct. || Correct use of paragraphs ||
 * ** Mechanics ** || Frequent mistakes interfere with the message of the piece of writing. || There are more than a couple of minor errors. || Mainly error free work. ||
 * ** Effort (Editing, Time Management) ** || Work has been rushed / left until the last minute and is obviously not a ‘best effort’. || Effort is evident but more times need to be spent carefully editing / correcting the work. || Time has obviously been spent developing ideas into a quality piece of writing. ||

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