Economics - Unit 5 - International

Transcription

1 The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for the Economics Social Studies Course. Economics - Unit 5 - International Elaborated Unit Focus Connection to Connecting Theme/Enduing Understandings GSE for Social Studies (standards and elements) In this unit, students will demonstrate their knowledge of international economic concepts. Incorporating the theme of Incentives, students will analyze how various trade policies, barriers, and agreements cause individuals, firms, and nations to respond in predictable ways. Applying the theme of Interdependency, students will discuss how decisions made by one trading partner causes intended and unintended consequences for others and how international exchange rates effect the balance of trade between nations. Using the themes of Gains from Trade and Scarcity, the students apply the law of comparative advantage to their nation s production and specialization decisions. They will also evaluate the costs and benefits of their trading relationships, and explain why and how various productive resources must often be redirected to other industries when new trading relationships develop. Scarcity Exchange Rates Limited Resources Gains from Trade Comparative and Absolute Advantage Reasons for Trade Incentives Free Trade and Protectionist Policies Exchange Rates Interdependency Balance of Payments and Balance of Trade Trade Barriers Trading Blocs Exchange Rates Comparative Advantage SSEIN1 Explain why individuals, businesses, and governments trade goods and services. a. Define and distinguish between absolute advantage and comparative advantage. b. Explain that most trade takes place because of comparative advantage in the production of a good or service. c. Define balance of trade, trade surplus, and trade deficit. SSEIN2 Explain why countries sometimes erect trade barriers and sometimes advocate free trade. a. Define trade barriers such as tariffs, quotas, embargoes, standards, and subsidies. b. Identify costs and benefits of trade barriers to consumers and producers over time. c. Describe the purpose of trading blocs such as the EU, NAFTA, and ASEAN. d. Evaluate arguments for and against free trade. SSEIN3 Explain how changes in exchange rates can have an impact on the purchasing power of groups in the United States and in other countries. a. Define exchange rate as the price of one nation s currency in terms of another nation s currency. b. Interpret changes in exchange rates, in regards to appreciation and depreciation of currency. c. Explain why some groups benefit and others lose when exchange rates change Page 1 of 35

2 Connection to Literacy Standards for Social Studies Connection to Social Studies Matrices (information processing and/or map and globe skills) L9-10 RHSS7, RHSS9 WHST1, WHST 7, WHST8, WHST9 L11-12 RHSS7, RHSS9 WHST1, WHST7, WHST8, WHST9 Information Processing 1, 3, 5, 9, 11, 14, 15, 16, 17 Map and Globe 6, 8, Page 2 of 35

3 Essential Questions and Related Supporting/Guiding Questions Enduring Understanding 1 Enduring Understanding 2 Enduring Understanding 3 Why do countries enter trade agreements? What are the costs and benefits of these agreements? Why do specialization and trade lead to more efficiency, production, and consumption when countries exploit their comparative advantage? Why do countries erect trade barriers that inhibit imports and exports? How does an appreciating and depreciating dollar effect different groups? How does an appreciating and depreciating dollar effect Gross Domestic Product, GDP? How does this change in GDP and Consumption in turn effect exchange rates? How are domestic consumers and domestic producers affected by the appreciating and depreciating dollar? How has increased globalization affected consumer choice? What might happen to consumer choice if the United States completely stopped trading goods and services with other nations? Why does the Middle East produce oil and nations located in the tropics produce coffee? Why do countries choose to produce one good over another? Page 3 of 35

4 Sample Instructional Activities/Assessments Should the Doctor Hire the Secretary? Have students work in pairs to answer the questions that follows the scenario. Discuss their answers and follow up with an explanation of the difference between Absolute Advantage and Comparative Advantage. GSE Standards and Elements Literacy Standards Social Studies Matrices Enduring Understanding(s) SSEIN1 Explain why individuals, businesses, and governments trade goods and services. a. Define and distinguish between absolute advantage and comparative advantage. b. Explain that most trade takes place because of comparative advantage in the production of a good or service. L9-10 RHSS7, RHSS9 L11-12 RHSS7, RHSS9 Information Processing 1, 3, 5, 9, 11, 14, 15, 16 Gains From Trade Should the Doctor Hire the Secretary? Scenario: Dr. Jane has graduated from medical school and will be starting her practice as a Pediatrician soon. While in medical school, Dr. Jane worked as a secretary in the administrative offices. During that time, Dr. Jane was praised for her hard work and her efficiency. In fact, she became the best secretary on her floor. Sam, a friend of Dr. Jane s, referred Secretary Bob to her because Sam knew Dr. Jane would be opening her office soon. Now Secretary Bob had been a secretary for years and was better than your average secretary, but he was not quite as efficient as Dr. Jane (see the statistics below). Dr. Jane Secretary Bob Average Secretary Typing Electronic/Physical Filing Returned Phone Calls 90 Words Per 40 files every Minute 5 minutes 25 every hours 70 Words Per 30 files every Minute 5 minutes 20 every hour 65 Words Per 30 files every Minute 5 minutes 15 very hour Should Dr. Jane hire Secretary Bob or perform all the secretarial services herself? Justify your answer and prepare to share with the class Page 4 of 35

5 International Trade: Making Sense of the Trade Deficit Students will read and annotate the article International Trade: Making Sense of the Trade Deficit followed by answering the accompanying guided reading questions. GSE Standards and Elements Literacy Standards Social Studies Matrices Enduring Understanding(s) SSEIN1 Explain why individuals, businesses, and governments trade goods and services. a. Define and distinguish between absolute advantage and comparative advantage. b. Explain that most trade takes place because of comparative advantage in the production of a good or service. c. Define balance of trade, trade surplus, and trade deficit. L9-10 RHSS7, RHSS9 L11-12 RHSS7, RHSS9 Information Processing 1, 3, 5, 9, 11, 14, 15, 16 Gains From Trade Interdependency Students will read and annotate the article International Trade: Making Sense of the Trade Deficit followed by answering the accompanying guided reading questions. Resource Links: Page One International Trade: Making Sense of the Trade Deficit article and guided questions Scott A. Wolla, "International Trade," Page One Economics, November 2016 Harvard Library: PDF of Interrogating Texts o Page 5 of 35

6 Task 1 Writing to Learn Strategy GIST- Generating Interactions between Schemata and Texts GIST (Cunningham 1982) is a strategy designed to help students learn to write organized and concise summaries. Summaries restate only the author s main ideas, omitting all examples and evidence used in supporting and illustrating points. For students who are at a loss as how to put a reading into their own words, GIST can be used as a step by step method. The teacher should begin with modeling the technique by coaching the class through a paragraph. After modeling assign a reading for students to do independently. 1) Read the first sentence and summarize its contents in fifteen words or less. 2) Read the second sentence and summarize the two sentences in fifteen words or less. 3) Read the third sentence and summarize the three sentences in fifteen words or less. 4) Continue until the paragraph is read. 5) Then summarize the entire paragraph in fifteen words or less. Task 2 How to annotate: While reading, students mark the pages for important information, text meaning or key details, ideas and questions. Avoid using a highlighter! Use a pencil or pen to notate. Suggested annotation strategies: o In the margins, summarize in your own words key concepts. o Bracket [important] passages. o Connect related ideas with lines or arrows. o Underline important ideas/details o Place asterisks * or exclamation points next to unusual or surprising details!! o Circle words or information you don t understand. o Rank your annotations based on their importance to the passage, 1, 2, 3, 4, Page 6 of 35

7 Coffee and Cars: An Absolute Advantage Students will fill in the resource tables for coffee growing and automobile production using the websites and/or prior knowledge. Students will come to understand the efficiencies related to the production of each good leads to an Absolute Advantage for each nation. GSE Standards and Elements Literacy Standards Social Studies Matrices Enduring Understanding(s) SSEIN1 Explain why individuals, businesses, and governments trade goods and services. a. Define and distinguish between absolute advantage and comparative advantage. L9-10 RHSS7, RHSS9 L11-12 RHSS7, RHSS9 Information Processing 1, 3, 5, 9, 11, 14, 15, 16 Map and Globe 6, 8, 11 Gains From Trade Interdependency Coffee and Cars: An Absolute Advantage The United States produces more cars (about 3 million per year) than the country of Colombia (over 100,000 per year), but Colombia produces more coffee (about 700,000 tons per year) than the United States (about 3,000 tons per year). Why might this be? 1. Use the following website to complete the resource table related to Coffee Growing: Coffee Growing Land/Climate/Soil Labor Physical Capital: Machinery & Tools Human Capital: Education & Training Page 7 of 35

8 Map of the Bean Belt Page 8 of 35

9 2. Use the following website to complete the resource table related to Automobile Production: Automobile Production Land/Climate/Soil Labor Physical Capital: Machinery & Tools Human Capital: Education & Training 3. Explain the Absolute Advantage that both the Unites States and Columbia possess. How does efficiency contribute to this? Page 9 of 35

10 Wheat and Sugar: A Comparative Advantage The United States and Mexico both participate in the production of Wheat and Sugar (feel free to show data showing as such). Using the data provided, students will determine who has an Absolute Advantage and who has the Comparative Advantage in the production of Wheat and Sugar. From these outcomes students, should be able to explain how this results in specialization and exporting of one good and the importing of the other. GSE Standards and Elements Literacy Standards Social Studies Matrices Enduring Understanding(s) SSEIN1 Explain why individuals, businesses, and governments trade goods and services. a. Define and distinguish between absolute advantage and comparative advantage. b. Explain that most trade takes place because of comparative advantage in the production of a good or service. c. Define balance of trade, trade surplus, and trade deficit. SSEIN2 Explain why countries sometimes erect trade barriers and sometimes advocate free trade. a. Define trade barriers such as tariffs, quotas, embargoes, standards, and subsidies. b. Identify costs and benefits of trade barriers to consumers and producers over time. c. Describe the purpose of trading blocs such as the EU, NAFTA, and ASEAN. d. Evaluate arguments for and against free trade. SSEIN3 Explain how changes in exchange rates can have an impact on the purchasing power of groups in the United States and in other countries. a. Define exchange rate as the price of one nation s currency in terms of another nation s currency. b. Interpret changes in exchange rates, in regards to appreciation and depreciation of currency. c. Explain why some groups benefit and others lose when exchange rates change. L9-10 RHSS7, RHSS9 L11-12 RHSS7, RHSS9 Information Processing 1, 3, 5, 9, 11, 14, 15, 16 Scarcity Gains From Trade Incentives Interdependence Page 10 of 35

11 Wheat and Sugar: A Comparative Advantage The United States and Mexico both participate in the production of Wheat and Sugar. Should one country produce Wheat and one country produce Sugar? Production in Millions of Metric Tons Mexico United States Wheat (thousands of bushels) Sugar (tons) Mexico can use their available resources to produce 5 million tons of Wheat OR 5 million tons of Sugar 5 Wheat = 5 Sugar OR Wheat = 1 Sugar The United States can use their available resources produce 50 million tons of Wheat OR 10 million tons of Sugar 50 Wheat = 10 Sugar OR Wheat = 1 Sugar Absolute Advantage 1. Who has the Absolute Advantage in Wheat production? 2. Who has the Absolute Advantage in Sugar production? Comparative Advantage 1. What is the opportunity cost for the United States of producing Wheat in terms of producing Sugar? 2. What is the opportunity cost for the United States of producing Sugar in terms of producing Wheat? 3. What is the opportunity cost for the Mexico of producing Wheat in terms of producing Sugar? 4. What is the opportunity cost for the Mexico of producing Sugar in terms of producing Wheat? 5. Who has the Comparative Advantage in Wheat production? 6. Who has the Comparative Advantage in Sugar production? From your results The United States should specialize in the production of and therefore, import from Mexico. Mexico should specialize in the production of and therefore, import from the United States Page 11 of 35

12 Part 2 Listen to the following Podcast and watch the following Video: Lollipop Wars- Podcast Why Is There Corn in Your Coke? 1. What method does the US government use to protect domestic sugar producers? 2. What are the main economic arguments for continued protection of the US sugar industry? 3. What are the main arguments for the removal of protection of US sugar producers? 4. Which groups are benefiting from the protectionism and which groups are hurt by the protectionism? 5. What are the intended and unintended consequences of these trade barriers? Page 12 of 35

13 Trade Barriers and Pencil Production Part 1- Students will keep track of the resources used to produce a pencil and the countries responsible for providing the pencil s resources. A map of the world will be projected on the Active Board. As students find resources and countries, they will write down the information on the sticky notes provided, find the country and post on the board. Review the concepts of the invisible hand and selfinterest, market forces, as well as the gains from voluntary trade. Link to a printed copy of the story of I, Pencil provided as well for students to reference after watching the video (Story was written in the 50 s, so some of the countries no longer exist or have changed names). Part-2 Students will research and explain the five Trade Barriers listed. After completing, students will reflect upon and answer the following question: How might these trade barriers affect the world s production of pencils? Address each of the trade barriers specifically. GSE Standards and Elements Literacy Standards Social Studies Matrices Enduring Understanding(s) SSEIN1 Explain why individuals, businesses, and governments trade goods and services. a. Define and distinguish between absolute advantage and comparative advantage. b. Explain that most trade takes place because of comparative advantage in the production of a good or service. SSEIN2 Explain why countries sometimes erect trade barriers and sometimes advocate free trade. a. Define trade barriers such as tariffs, quotas, embargoes, standards, and subsidies. b. Identify costs and benefits of trade barriers to consumers and producers over time. d. Evaluate arguments for and against free trade. L9-10 RHSS7, RHSS9 L11-12 RHSS7, RHSS9 Information Processing 1, 3, 5, 9, 11, 14, 15, 16 Map and Globe 6, 8, 11 Scarcity Gains From Trade Incentives Interdependence Trade Barriers and Pencil Production Part 1 While watching the Ted-Ed video I, Pencil, keep track of the resources and countries throughout the world needed to produce a pencil. Video Link to Ed TED: Print Version of I, Pencil Page 13 of 35

14 Enter your information below. Pencil Resources Countries of Origin Graphite Cedar Wood Ferule-Metal Eraser-Rubber Other Resources After completing the table above, write the resource and country name on the sticky notes provided and place on the projected map. Blank Map of the World Page 14 of 35

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16 Part 2 Research and explain the Trade Barriers listed: Tariffs Quotas Standards Subsidies Embargoes How might these trade barriers affect the world s production of pencils? Tariffs Quotas Standards Subsidies Embargoes Page 16 of 35

17 Why Are Trade Blocs Created? Part 1- List the countries that are members of the EU, ASEAN, and NAFTA. Find and color them on a map. Part 2- Students will then use the map of the Top 15 Trade Partners to discuss the influence of NAFTA. Part 3- Research and describe the costs and benefits associated with free trade agreements. Answer the debrief questions and discuss their answers. GSE Standards and Elements Literacy Standards Social Studies Matrices Enduring Understanding(s) SSEIN1 Explain why individuals, businesses, and governments trade goods and services. a. Define and distinguish between absolute advantage and comparative advantage. b. Explain that most trade takes place because of comparative advantage in the production of a good or service. SSEIN2 Explain why countries sometimes erect trade barriers and sometimes advocate free trade. a. Define trade barriers such as tariffs, quotas, embargoes, standards, and subsidies. b. Identify costs and benefits of trade barriers to consumers and producers over time. c. Define balance of trade, trade surplus, and trade deficit. d. Evaluate arguments for and against free trade. L9-10 RHSS7, RHSS9 L11-12 RHSS7, RHSS9 Information Processing 1, 3, 5, 9, 11, 14, 15, 16 Map and Globe 6, 8, 11 Scarcity Gains from Trade Incentives Interdependence Page 17 of 35

18 Why Are Trade Blocs Created? Part 1 Look up and list the countries included in each of the following Trade Blocs: European Union (EU) Go to the following website for the list of Countries: Association of Southeast Asian Nations (ASEAN): Go to the following website for the list of Countries: North American Free Trade Agreement (NAFTA): Go to the following website for the list of Countries: After completing the above tables, find the countries of each Trade Bloc on the map provided. Color the countries of the EU blue, NAFTA red, and ASEAN green Page 18 of 35

19 Blank Map of the World Page 19 of 35

20 Part 2 How has NAFTA affected trade for the Unites States? Page 20 of 35

21 Part 3 Research and describe in your own words the costs and benefits of Trade Blocs/Free Trade Agreements. Use the Debrief Questions as a guide. Costs/Benefits Links: Benefits Costs Page 21 of 35

22 Debrief Questions: 1. Explain how geography and culture might influence the creation of Free Trade Agreements. 2. How do Free Trade Agreements affect net exports (exports minus imports) and the GDP of trade bloc member nations? What about other countries not included in the trade agreement? 3. Explain how trade between Mexico and the United States will result in a trade deficit for one and a trade surplus for the other. 4. Explain the effect of Free Trade Agreements on domestic producers and consumers. 5. Are there any possible positive or negative externalities associated with these Free Trade Agreements? Page 22 of 35

23 Exchange Rates: Strong Dollar or Weak Dollar? Students will read the article Is a Strong Dollar Better than a Weak Dollar? and answer the accompanying guided reading questions. GSE Standards and Elements Literacy Standards Social Studies Matrices Enduring Understanding(s) SSEIN3 Explain how changes in exchange rates can have an impact on the purchasing power of groups in the United States and in other countries. a. Define exchange rate as the price of one nation s currency in terms of another nation s currency. b. Interpret changes in exchange rates, in regards to appreciation and depreciation of currency. c. Explain why some groups benefit and others lose when exchange rates change. L9-10 RHSS7, RHSS9 L11-12 RHSS7, RHSS9 Information Processing 1, 3, 5, 9, 11, 14, 15, 16 Incentives Interdependency Scarcity Students will read and annotate the article International Trade: Making Sense of the Trade Deficit followed by answering the guided reading questions below. Resource Links: Page One Is a Strong Dollar Better than a Weak Dollar? article and guided questions Scott A. Wolla, "Is a Strong Dollar Better than a Weak Dollar?," Page One Economics, March 2015 Harvard Library: PDF of Interrogating Texts o How to annotate: While reading, students mark the pages for important information, text meaning or key details, ideas and questions. Avoid using a highlighter! Use a pencil or pen to notate. Suggested annotation strategies: o o o o In the margins, summarize in your own words key concepts. Bracket [important] passages. Connect related ideas with lines or arrows. Underline important ideas/details o Place asterisks * or exclamation points next to unusual or surprising details!! o Circle words or information you don t understand. o Rank your annotations based on their importance to the passage, 1, 2, 3, 4, 5. Guided Reading questions: 1. What does it mean if the U.S. Dollar appreciates? 2. What does it mean if the U.S. Dollar depreciates? Page 23 of 35

24 3. Which benefit and which groups are hurt by an appreciating and depreciating dollar? Appreciating Dollar (Stronger) Depreciating Dollar (Weaker) Benefits Loses/Hurt Page 24 of 35

25 Exchange Rates: Conversions and Analysis Students will follow the link to historical/current exchange rate for the Unites States and determine which economic actors benefit and which will lose from the exchange rate changes over time. GSE Standards and Elements Literacy Standards Social Studies Matrices Enduring Understanding(s) SSEIN3 Explain how changes in exchange rates can have an impact on the purchasing power of groups in the United States and in other countries. a. Define exchange rate as the price of one nation s currency in terms of another nation s currency. b. Interpret changes in exchange rates, in regards to appreciation and depreciation of currency. c. Explain why some groups benefit and others lose when exchange rates change. Information Processing 1, 3, 5, 9, 11, 14, 15, 16 Gains from Trade Incentives Interdependency Scarcity Exchange Rates: Conversions and Analysis Part 1 Use the link to determine the exchange rate for one U.S. Dollar for various time periods. Exchange Rates Historical-Unites States Treasury Date Exchange Rate Most Current Release 1 U.S. Dollar Equals Mexican Pesos March 31, U.S. Dollar Equals Mexican Pesos March 31, U.S. Dollar Equals Mexican Pesos Between 2001 and 2005, which currency appreciated and which currency depreciated? 2005 to the most current release? Page 25 of 35

26 Part 2 1. Using the data from Part 1 of the activity, which year would the exchange rate benefit the following groups the most? Justify your answer. Economic Actors Year in Which the Economic Actor Would Benefit the Most Justification Mexican Tourist Visiting the United States United States Consumers of Mexican Made Goods United States Producers of Goods Exported to Mexico United States Producers Buying Imported Resources for Production Mexican Producers of Goods Exported to the United States Page 26 of 35

27 6-Free Trade & Protectionism Political Cartoon Students will work in pairs to answer the guided questions related to the political cartoon. GSE Standards and Elements Literacy Standards Social Studies Matrices Enduring Understanding(s) SSEIN2 Explain why countries sometimes erect trade barriers and sometimes advocate free trade. a. Define trade barriers such as tariffs, quotas, embargoes, standards, and subsidies. b. Identify costs and benefits of trade barriers to consumers and producers over time. d. Evaluate arguments for and against free trade. Information Processing 1, 3, 5, 9, 11, 14, 15, 16, 17 Gains from Trade Incentives Interdependency Page 27 of 35

28 Free Trade & Protectionism Political Cartoon 1. Quickly scan the cartoon. What do you notice first? What is the title or caption? 2. Are there labels, descriptions, thoughts, or dialogue? 3. List the people, objects, and places in the cartoon. 4. List the actions or activities. 5. Compare and contrast the two pictures. Look at the prices for Eggs, Jam, Cheese and Sugar. Define Free Trade and Protectionism. 6. What is the message? List evidence from the cartoon that led you to your conclusion Page 28 of 35

29 World Headlines Students will look up current international economic headlines from a reputable news source that would affect United States Net Exports (Exports minus Imports) and Exchange Rates. Students present their headlines and results to the class for a thumbs up or thumbs down. GSE Standards and Elements Literacy Standards Social Studies Matrices Enduring Understanding(s) SSEIN3 Explain how changes in exchange rates can have an impact on the purchasing power of groups in the United States and in other countries. a. Define exchange rate as the price of one nation s currency in terms of another nation s currency. b. Interpret changes in exchange rates, in regards to appreciation and depreciation of currency. c. Explain why some groups benefit and others lose when exchange rates change. Information Processing 1, 3, 5, 9, 11, 14, 15, 16 Gains from Trade Incentives Interdependency Page 29 of 35

30 Headline Imports Increase? Decrease? Exports Increase? Decrease? Net Exports Increase? Decrease? U.S. Dollar Appreciate? Depreciate? Page 30 of 35

31 Culminating Unit Performance Task Argumentative Essay: Free Trade or Protectionism Utilizing sources and work completed in previous activities, students will write an argumentative essay in favor of Free Trade or in favor of Protectionist Policies. GSE Standards and Elements Literacy Standards Social Studies Matrices Enduring Understanding(s) SSEIN1, SSEIN2 L9-10 RHSS7, RHSS9 WHST1, WHST 7, WHST8, WHST9 L11-12 RHSS7, RHSS9 WHST1, WHST7, WHST8, WHST9 Information Processing 1, 3, 5, 9, 11, 14, 15, 16 Gains from Trade Incentives Interdependency Scarcity Page 31 of 35

32 Writing Task: Write an argumentative essay in favor of free trade or protectionism. Utilize the activities and resources in this unit for your research. General guidelines for essay writing: 1. Develop a limited topic which is well defined and debatable and that has more than one side. 2. The writer must understand other sides of the position so that the strongest information to counter the other side can be presented. 3. Develop the statement of position. The topic sentence cannot be a fact as facts cannot be debated. The statement should direct readers to follow the writer s logic towards a specifically stated conclusion. 4. In preplanning the essay, generate and then use at least three reasons that support the position. Introduce these in the same introductory paragraph. 5. Reasons introduced in the opening introductory paragraph should be the topics of paragraphs in the body of the paper. They should be supported with additional separate facts. 6. The body of the essay uses specific evidence, examples and statistics rather than generalizations or personal opinions. Each topic sentence has been introduced in the introduction. Additional sentences closely relate to the topic and the sentence before it. 7. Use adequate transitions between paragraphs so that the reader follows the writer s logic. 8. Clearly redefine the topic and restate the most compelling evidence, remembering that this is the last chance to be convincing. Do not introduce new material in the conclusion. A good argumentative essay 1. Explains the controversy or problem clearly. 2. Presents and explains both sides of the debate. 3. Expresses your side of the debate. 4. Convinces the reader you are right! 5. Negates any arguments from the other side. 6. Properly cites all research Page 32 of 35

33 The following are some suggested graphic organizers to plan your arguments: Arguments for Arguments against Source: Source: Quote: Quote: Summary: Summary: Source: Source: Quote: Quote: Summary: Summary: Source: Source: Quote: Quote: Summary: Summary: Source: Source: Quote: Quote: Summary: Summary: Page 33 of 35

34 Persuasive Writing Graphic Organizer Reason 1 Fact One Fact Two Thesis Statement Reason 2 Fact One Fact Two Counterargument With Rebuttal Reason 3 Fact One Fact Two Page 34 of 35

35 Essay Does Not Meet (1) Meets (2) Exceeds (3) Content Are main idea and supporting details clear? Controlling idea is focused and fully developed Logical supporting ideas are appropriate Supporting ideas include examples and details Writing contains complete information Writing addresses arguments and counterarguments Organization Is the paragraph or essay well-organized? Essay remains focused throughout Ideas are appropriate and logical Related ideas are grouped together in paragraphs Writing is organized so that ideas are easily understood Transitions link ideas and parts of the paper Style Is the paragraph or essay clear and convincing? Writing uses appropriate, precise, and engaging language Writer uses a variety of strategies to reach the reader (questions, emotional appeals, relevant examples, etc.) Writer s voice is constant throughout (sounds like one writer) Sentence lengths and styles are varied (not too choppy or too wordy) Conventions Is the paragraph or essay written with standard English grammar and usage? Sentences are correctly formed; end punctuation is correct Grammar/usage is standard (subject/verb agreement, verb forms, word endings, etc.) Correct punctuation, spelling, capitalization, and paragraph indention are evident Work is cited when necessary Total number of points = Total score = (Grade conversion: 4 = 60 5 = 65 6 = 70 7 = 80 8 = 85 9 = = = = 100) Page 35 of 35