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Using your outline, paste your introduction.

Then, write two topic sentences that align with your thesis.

Lastly, answer the questions below:

1. Does your thesis directly respond to the prompt? How?

2. Do your topic sentences clearly align with your thesis statement? How?

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Provide feedback for improvement for at least one student.

1. Note one aspect they can improve

2. One aspect they did well

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Thesis: "While some people believe using AI in the classroom should be met with extreme caution it has been proven that using AI, in the classroom, can be beneficial."

Topic Sentences(for counterclaim): "Using AI in the classroom can cause a lack of relationships." and "Using AI in the classroom can cause a loss of creativity."

Topic Sentences(for claim): "One reason AI can be beneficial is due to its optimized learning potentials." and "Another reason AI can be beneficial in the classroom is due to the fact that it will shape our future."

1: Yes, my thesis responds to the prompt. The prompt asks "is the use of AI beneficial or detrimental to students?" I state, in my thesis, that the use of AI is beneficial.

2: Yes, my topic sentences align with my thesis. The topic sentences state how AI is beneficial in the classroom.

3: Yes, my evidence supports my topic sentences. The evidence shows why AI in the classroom in beneficial, while disproving the counterclaim.

4: I can't find a stronger piece of evidence. All of my evidence clearly helps my position on the argument.

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While some think learning foreign languages increases job opportunity or ability to learn, learning other skills like ability to use technology also increases job opportunity and that time could be used for these other skills.

There are other options to learn a foreign language rather than a required class.

Some people may not get the same benefits from doing foreign language classes.

1. Not exactly, I do think it should be reworded to better answer the prompt

2. Yes my topic sentences create the same point as my thesis statement by addressing the mentioned points.

3. Yes my evidence supports my topic sentences by explaining how the topic sentences relate to the prompt/question

4. I believe I picked the strongest evidence for my point already

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My thesis does respond directly to the prompt.

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Thesis: While some feel that volunteering takes away time for education, volunteering is not just beneficial, but it also helps students be more communicative. They can also hone other skills like leadership, and teamwork.

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Jo's is perfect and can't be improved.

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1. I don't know what they can improve on

2. Everything seems good for me.

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I think Ryan could improve his thesis, just by changing it up a little.

Though, I do think he did a good job choosing topic sentences, they clearly go along with the topic.

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Select one paragraph and provide constructive feedback on a classmate’s argumentative essay to help improve clarity, organization, and effectiveness. You will use the rubric and checklist to help guide your assessment.

Based on the Rubric and checklist, what grade would you give this student?

Grade:

Reviewers provide at least one compliment and one suggestion for improvement using a complete sentence.

Compliment:

Improvement:

Final Notes:

Be respectful and constructive—feedback should help your classmate improve.

Stay focused and specific—give suggestions, not just general praise.

Use complete sentences in your comments.

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Using your outline and first draft, you will provide a copy of one paragraph from your essay. You can choose your introduction or one of your body paragraphs.

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Does the introduction start with an engaging hook that grabs the reader’s attention?

Is the thesis statement clearly stated and focused?

Does the introduction clearly introduce the topic and its significance?

Does the introduction clearly state the writer’s position or claim on the issue?

Is the tone formal and appropriate for an argumentative essay?

Does the introduction make the reader want to continue reading?

Is the introduction well-organized and easy to follow?

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Does the paragraph have a clear topic sentence that introduces the main idea of the paragraph?

Does the paragraph include credible and relevant evidence (facts, statistics, quotes, etc.) that supports the claim?

Is the evidence explained or analyzed logically, showing how it supports the claim?

If applicable, does the paragraph address and refute counterclaims effectively?

Does the paragraph flow logically from one idea to the next? Are there effective transitions between sentences and ideas?

Does the paragraph have a clear concluding sentence that ties back to the main argument or transitions to the next idea?

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Your hook is strong because it grabs attention and relates well to the central issue. It’s a great way to draw readers in.

You include solid evidence and examples to back up your claims, which strengthens your argument and adds credibility.

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"This is bad."

"I don't like this."

"This doesn't make sense."

"It’s good."

"You did great."

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Introduction: According to Pew Research Center, around 75% of people who learn other languages use apps or online courses rather than in school classes. People are debating on whether learning a second language should be required. Although other skills are sought after, some people may think that learning a foreign language would greatly enhance available jobs and or enhance learning ability. While some think learning foreign languages increases job opportunity or ability to learn, learning other skills like the ability to use technology also increases job opportunities, so foreign language classes should be optional.

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I chose my body paragraph including my claims.

While the view of the opposition is valid, it has been proven that using AI in the classroom can be beneficial. This is due to optimized learning potential as well as the fact that AI will shape our future. One reason AI can be beneficial is due to its optimized learning potential. Dr. Samantha Collins-Smith states, “One of the primary advantages of AI in education is the ability to tailor instruction to individual needs. Powered by machine learning algorithms, AI systems can analyze large data sets, including students' learning preferences, strengths, and weaknesses. By using this information, educators can personalize content, pace, and delivery methods, ensuring students receive the most suitable learning experiences.” This supports the fact that AI can optimize learning experiences by focusing on strengths and weaknesses for teachers to fully accommodate their students’ needs. In addition, AI can be beneficial in the classroom is due to the fact that it will shape our future. Bronwyn Bright suggests, “Young people must grasp AI's possibilities, as it will shape their future and redefine how we live, work, and interact… Looking ahead, the future of AI holds endless possibilities. As AI continues to evolve, young people must keep up with the rapid advancements and understand its potential impact.” This explains how using AI in the classroom now will allow students to understand it better and learn how to use it for advancements in the future.

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A renowned expert in volunteer management, Dr. Michael Hughes shows how volunteering is beneficial by saying “Volunteering provides students with invaluable networking opportunities and access to mentors who can guide and support them in their career paths.” Volunteering has been around for a long time. Some say that volunteering should be required for graduation, while others feel that volunteering should not be required for graduation. While some feel that volunteering takes away time for education, volunteering is not just beneficial, but it also helps students be more communicative. They can also hone other skills like leadership, and teamwork.

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2: 39/40 Compliment: The body paragraph is well written and flows smoothly between the different points.

Improvement: the ellipsis in the last quote doesn't have a space in front of it.

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I chose paragraph 1.

I would grade this introduction a 46 out of 50.

The background information, which leads into the thesis, provides the necessary context for your thesis and smoothly leads into it.

However, both the thesis and hook could be more compelling, specifically the hook to grab the reader's attention.

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A duck walked up to a lemonade stand
And then he said to the man runnin' the stand
Hey (bam bam bam), got any grapes?
The man said, no, we just sell lemonade
But it's cold, and it's fresh, and it's all home-made!
Can I get you a glass?
The duck said, I'll pass
Then he waddled away (waddle waddle)
'Till the very next day (bom, bom, bom, bom, bom babom)
When the duck walked up to the lemonade stand
And then he said to the man runnin' the stand
Hey (bam bam bam), got any grapes?
The man said, no, like I said yesterday
We just sell lemonade, okay?
Why not give it a try?
The duck said, good bye
Then he waddled away (waddle waddle)
Then he waddled away (waddle waddle)
Then he waddled away (waddle waddle)
'Till the very next day (bom, bom, bom, bom, bom babom)
When the duck walked up to the lemonade stand
And then he said to the man runnin' the stand
Hey (bam bam bam), got any grapes?
The man said, look, this is gettin' old
I mean, lemonade's all we've ever sold
Why not give it a go?
The duck said, how about no
Then he waddled away (waddle waddle)
Then he waddled away (waddle waddle, waddle)
Then he waddled away (waddle waddle)
'Till the very next day (bom, bom, bom, bom, bom babom)
When the duck walked up to the lemonade stand
And then he said to the man runnin' the stand
Hey (bam bam bam), got any grapes?
The man said, that's it, if you don't stay away, duck
I'll glue you to a tree and leave you there all day stuck!
So don't get too close!
The duck said, adios!
Then he waddled away (waddle waddle)
Then he waddled away (waddle waddle, waddle)
Then he waddled away (waddle waddle)
'Till the very next day (bom, bom, bom, bom, bom babom)
When the duck walked up to the lemonade stand
And then he said to the man runnin' the stand
Hey (bam bam bam), got any glue?
What, got any glue, no, why would I, ooh
Then one more question for you
Got any grapes?
And the man just stopped
Then he started to smile
He started to laugh
He laughed for a while
He said, come on, duck
Let's walk to the store
I'll buy you some grapes
So you don't have to ask anymore
So they walked to the store
And the man bought some grapes
He gave one to the duck
And the duck said, hmm, no thanks
But you know what sounds good?
It would make my day
Do you think this store
Do you think this store
Do you think this store
Has any lemonade?
Then he waddled away (waddle waddle)
Then he waddled away (waddle waddle, wadddle)
Then he...

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Grade: 99.99%

Compliment: The intro is very well written, and it flows really well.

Improvement: I don't know about improvement. Everything seems perfect for me.