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1.  Possessives

2.  Commas

a. use one to set off an introductory phrase

b. use two to set off parenthetical expressions (put a common on both sides of the expression)

c. don't use a comma to separate a long subject from the verb

4.  Homophones

a . affect/effect

b. there/their/they're

c. its/it's

d. have/of
(as in *She would of finished in time."
Instead of the correct
"She would have finished in time.")

And one additional editing move for using sources. . .

5.  Attribution

When using evidence from the sources in the text set, be sure to distinguish between your own ideas and ideas from the sources with the use of

a. Clearly indicated paraphrasing

b. Quotation marks

c. Signal phrases

Once the letters have been edited and are finalized, have students publish them to their chosen publication venue.

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In a January 12, 2016, Education Week blog post entitled &quot;Argument Writing Helps Students

Become Participants in the Real World,” Casey Olsen points out that &quot;We frequently talk in

education about real-world learning, and I would go further and say that our classrooms are

the real world and should reflect its complexity.

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Copy of Multiple Perspectives Notecatcher & Claim Development Tool

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Now that you all have identified that perspective you disagree with the most, I would like you to "come to terms" with this perspective through your writing. I want you to rewrite this source's argument in your own words without manipulating their views. That's important. Make sense of what they are saying and write it in a way they would agree with it.
Who is this person whose perspective you disagree with? What's their credibility? Where do they stand on this issue? What's their position? Quote from them as needed.
Write 1-2 paragraphs about their argument in a way that they would agree with how you wrote it. This isn't your perspective, so don't write it as though it is. Instead, write it in a way that the opposing side would say, "Yes. That's how I feel." Don't manipulate their argument. Don't distort it. Imagine them sitting across the table from you as you write it.

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Finish yesterday's writing assignment; then, Extend your argument-
Using any type of format (letter, editorial, argumentative article, poster, brochure, or script for a newscast), compose and publish your argument on "Check the Box?" to be presented to the class and graded.
-Spend time composing and editing/revising to be sure that you have included the following:

Claim

Counterclaim

Commentary

Authorizing

Extending

Illustrating

Countering

Call to action

If you finish early, see the sub for your next piece of work.

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Writing into the Day:
Read the OpEd piece from the Clarion Ledger "Ban the Box: We All Deserve Second Chances".
In your writer's notebook, draw a graphic that shows the relationship of all the articles, or as many as possible, and then write a short description about what you drew and why.
-Now, share out!
-Let's annotate the article together to make better sense of the perspectives we've seen.
-Inside/Outside Circle:

Take a few moments right now to reflect on what you’ve learned and the perspectives involved. Where do you stand on this issue at this point? Where are you leaning? What source are you agreeing with most at this point? Why?
-Complete Inside/Outside Circle-

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Writing into the Day:
Read the article by The Clarion Ledger "Ban the Box: We All Deserve Second Chances". Write down the main claim in your writer's notebook and write down a Golden Line from this article.
-Finish jigsaw activity from yesterday

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Writing into the Day:
Read the 1st text from the Hattiesburg American, which establishes a local context for the debate over whether or not job applications should include a “box” for people to check if they have a criminal history. Some argue that employers have a right to know up front if a job applicant has
a criminal history. Others argue that checking this box prevents people with a criminal history from obtaining employment, thus preventing them from getting a chance to re-enter society. Write down the main claim in your writer's notebook, and highlight the evidence that supports the claim.
-We will then annotate the text together, and students will write for 10 minutes discussing their viewpoint on the topic.
-Jigsaw articles from Gates, Duggan, Stoll, and Sondik and complete the back of the note-catcher sheet. Then, in your original groups, share out what you read and complete the front of the note-catcher sheet.
Closure- In your writer's notebook, write down the author's name and claim of the text you agree with most.