Week 13 — The Argumentative Writing Task

MCAP ELA 10 practice · Argumentative writing · Download .docx

Objectives

State a precise, arguable claim that responds directly to the prompt and keep a formal, objective style throughout the essay.
Support the claim with relevant evidence from both sources and explain in my own words how each piece of evidence develops the argument.
Address a counterclaim fairly, link ideas with transitions, and end with a conclusion that follows from the argument while meeting the expectations of both rubric rows.

Key terms

Claim: A precise, arguable position on the question the prompt asks.
Reason: A supporting point that explains why the claim is true.
Evidence: Specific details from the sources, such as facts, statistics, or quotations.
Explanation: Your own words connecting a piece of evidence to the claim.
Counterclaim: A reasonable opposing view that a thoughtful reader might hold.
Rebuttal: Your answer to the counterclaim, showing why your claim still holds.
Formal style: Objective, credible language without slang, insults, or exaggeration.

The concept

What the task asks

On MCAP ELA 10, an argumentative prompt gives you one or more sources and asks you to take a position. The key words are usually "take a position," "argue," or "convince." If the prompt asks you to explain or describe without choosing a side, it is a different mode. Read the prompt twice and underline the question you must answer.

Building the claim

Your claim goes near the end of your introduction. It should answer the prompt's question directly and be arguable. "The county should move high school start times to 8:30 a.m." is precise. "Start times are an interesting topic" is not a claim at all. A strong claim can also acknowledge complexity: "Although a later start would cost more in busing, it is the change most likely to protect student health."

Reasons, evidence, and explanation

Each body paragraph needs one reason, one or more pieces of evidence, and your explanation. A useful pattern is: state the reason, introduce the evidence with the source name, then explain. For example: "According to Source 1, most teens cannot fall asleep before 11:00 p.m. If the bus comes at 6:15, those students are losing hours of the sleep their bodies need." The second sentence is the explanation, and it is what turns a list of facts into an argument. When a prompt says to use both sources, pull evidence from each one.

Counterclaim and rebuttal

Strong arguments face the other side. Introduce the strongest opposing view fairly, with phrases such as "Some board members argue that" or "Critics point out." Then answer it. A rebuttal might show that the concern is smaller than it seems, that it can be solved, or that your benefits outweigh it. Never insult people who disagree; that weakens your credibility with the reader.

Organization and style

Use transitions to connect paragraphs and to show contrast when you shift to the counterclaim. Keep the style formal: no slang, no "you guys," no exaggerations like "every student hates this." Your conclusion restates the claim in fresh words and leaves the reader with the stakes.

How it is scored

The response receives a Written Expression score from 0 to 4 and a Written Conventions score from 0 to 3. MSDE's guidance says a score reflects what is in the response, not what is missing, so every clear claim, well-explained piece of evidence, and correct sentence counts toward your score. Save time at the end to fix errors that could cost Conventions points.

Worked examples

Example 1: Passage: A prompt asks, "Should Maryland high schools require students to take a personal finance course to graduate? Use both sources." Source 1 reports that many young adults carry credit card debt they do not understand. Source 2 notes that schedules are already full with required courses. Model answer: Step 1, identify the mode: "take a position" signals argument. Step 2, write the claim: "Maryland should require a semester of personal finance for graduation, even if it means trimming an elective." Step 3, choose evidence: use Source 1's point about credit card debt for Reason 1. Step 4, explain it: "Students who learn how interest works before they sign up for a card are less likely to fall into that debt." Step 5, plan the counterclaim from Source 2: full schedules. Step 6, rebut: "A one-semester course can replace a study hall, so the cost in time is small compared with the lifelong benefit."

Example 2: Passage: A student's draft paragraph reads, "Phones should be allowed at lunch. Source 2 says 'students reported feeling less stressed when they could text family during the day.' Also, phones are fun." Model answer: Step 1, check the claim: it is clear and arguable, so keep it. Step 2, check the evidence: the quotation from Source 2 is relevant, but it is dropped in with no explanation. Step 3, add explanation: "A short check-in with family can calm a student before afternoon classes, which helps them focus." Step 4, cut the weak sentence: "phones are fun" is informal and adds no support. Step 5, add a transition into the next paragraph, such as "Beyond reducing stress, phones also," to link the reasons.

Common mistakes

Writing a summary instead of an argument. Students retell each source and never take a side. Fix it by writing your claim before you draft and checking that every body paragraph begins with a reason that supports that claim.
Dropping in quotations with no explanation. A quote followed immediately by a new topic earns little credit. Fix it by adding at least one sentence after each quotation that begins with words like "This shows" or "This matters because" and connects the evidence to the claim.
Ignoring or insulting the other side. Leaving out the counterclaim or calling opponents foolish weakens the argument. Fix it by naming the strongest opposing view respectfully and answering it with a reason or evidence before the conclusion.

Self-check

Try each one before you look. A miss here costs nothing and tells you exactly what to reread.

1. Which sentence is the strongest claim for an argumentative essay about school uniforms?

2. A student quotes a statistic from Source 1 and immediately starts a new paragraph. What is missing?

3. Which sentence introduces a counterclaim in a fair, formal way?

4. What does MSDE's scoring guidance mean when it says a score reflects what is in the response?

5. Which conclusion sentence best fits an essay arguing for a later school start?

Canvas is the official record. This companion enhances the PGCC curriculum; it does not replace it. Last name and class year only. Students with a 504 plan or IEP: your accommodations apply.

↑ Back to top

Student code