College in High School Composition II

PA Core Standards- ELA

• CC.1.4.11–12.G: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
• CC.1.4.11–12.H: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
• CC.1.4.11–12.I: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.
• CC.1.4.11–12.J: Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
• CC.1.4.11–12.K: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
• CC.1.4.11–12.L: Provide a concluding statement or section that follows from or supports the argument presented.
• CC.1.2.11–12.A: Determine and analyze the relationship between two or more central ideas of a text, including the development and interaction of the central ideas; provide an objective summary of the text.
• CC.1.2.11–12.G: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to address a question or solve a problem.
• CC.1.2.11–12.H: Evaluate an author’s argument, reasoning, and evidence, identifying any fallacious reasoning or exaggerated or distorted evidence.
• CC.1.5.11–12.A: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
• CC.1.5.11–12.F: Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

• Effective arguments are built on clear claims, supported by logical reasoning and credible evidence.
• Rhetorical appeals (ethos, pathos, logos) are tools writers use to persuade different audiences.
• Rhetorical situation—audience, purpose, and context—shapes how arguments are constructed and received.
• Analyzing how arguments are built helps them become more critical readers and thinkers.
• Tone, word choice, and structure influence the persuasiveness and credibility of an argument.
• Recognizing bias and logical fallacies is essential to evaluating arguments fairly and accurately.

• Effective arguments rely on clear claims, logical reasoning, and credible evidence, while rhetorical appeals like ethos, pathos, and logos help persuade specific audiences.
• The rhetorical situation — including audience, purpose, and context — shapes how arguments are constructed, delivered, and interpreted.
• By analyzing the structure, tone, and techniques of arguments, readers become more critical thinkers, better able to recognize bias, identify logical fallacies, and evaluate credibility.

• Identify the key components of an argument, including the claim, evidence, and reasoning.
• Analyze how authors use rhetorical appeals (ethos, pathos, logos) to persuade an audience.
• Evaluate the effectiveness of an argument based on its logic, organization, and use of evidence.
• Recognize bias and detect common logical fallacies in written or spoken arguments.
• Determine how audience, purpose, and context shape rhetorical choices.
• Distinguish between persuasive writing and academic argumentation.
• Annotate texts to track rhetorical strategies and structural features.
• Write a rhetorical analysis that explains how an author constructs and supports an argument.

• What makes an argument effective?
• How do writers use rhetorical strategies to influence their audience?
• In what ways do audience, purpose, and context shape how arguments are constructed?
• How can analyzing arguments improve our own writing and thinking?
• What is the relationship between emotion, credibility, and logic in persuasive communication?
• Why is it important to recognize bias and flawed reasoning in arguments?
   

• What is the difference between a claim and a thesis, and how do writers construct them effectively?
• How do writers choose and organize evidence to support their arguments?
• How do ethos, pathos, and logos function in real-world texts and speeches?
• What role does tone play in shaping how an argument is received by different audiences?
• How can analyzing rhetorical strategies help us become more persuasive writers?
• How do logical fallacies weaken an argument, and how can we avoid them?
• In what ways does understanding the rhetorical situation improve our ability to analyze and create arguments?
• How do effective writers tailor their arguments for specific audiences and purposes?
• What strategies can we use to evaluate the credibility of a writer’s argument?
• How do professional writers structure their arguments to build clarity and momentum?
   

• Course text: Everything’s an Argument by Andrea A. Lunsford, John J. Ruszkiewicz, and Keith Walters
   

• Argument
• Claim
• Thesis Statement
• Evidence
• Reasoning
• Rhetoric
• Ethos
• Pathos
• Logos
• Rhetorical Situation
• Audience
• Purpose
• Context
• Tone
• Bias
• Counterclaim
• Rebuttal
• Concession
• Logical Fallacy
• Persuasion
• Credibility
• Diction

• Rhetorical Analysis Essay
   

PA Core Standards- ELA

• CC.1.4.11–12.G: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
• CC.1.4.11–12.H: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
• CC.1.4.11–12.I: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.
• CC.1.4.11–12.J: Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
• CC.1.4.11–12.K: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
• CC.1.4.11–12.L: Provide a concluding statement or section that follows from or supports the argument presented.
• CC.1.2.11–12.A: Determine and analyze the relationship between two or more central ideas of a text, including the development and interaction of the central ideas; provide an objective summary of the text.
• CC.1.2.11–12.G: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to address a question or solve a problem.
• CC.1.2.11–12.H: Evaluate an author’s argument, reasoning, and evidence, identifying any fallacious reasoning or exaggerated or distorted evidence.
• CC.1.5.11–12.A: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
• CC.1.5.11–12.F: Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
   

• Strong claims clearly state their position and anticipate potential counterarguments..
• The strength of an argument depends on the relevance, credibility, and sufficiency of supporting evidence such as facts, examples, statistics, and expert opinions.
• Logical organization of claims and evidence helps readers follow and be persuaded by the argument.
• Avoiding logical fallacies is essential because fallacies weaken the argument and damage the writer’s credibility.
• Research must be integrated thoughtfully and cited properly to enhance the argument and avoid plagiarism.
• How to utilize MLA or APA formatting in a piece of writing.
• How to develop a works cited using MLA or APA formatting.
• Claims, reasons, and evidence each serve distinct but interconnected roles i
   

• A persuasive argument is built on clear, well-developed claims supported by relevant, credible, and sufficient evidence, while anticipating and addressing counterarguments to strengthen its position.
• Logical organization, avoidance of fallacies, and proper integration and citation of research are essential for maintaining an argument’s clarity, persuasiveness, and credibility.
• Understanding how to format and document sources using MLA or APA styles ensures academic integrity and helps readers locate and verify supporting evidence.

• Craft clear, specific, and arguable thesis statements that express a strong position.
• Organize claims and supporting evidence logically to build a coherent argument.
• Select and integrate relevant and credible evidence from research and texts.
• Identify and avoid common logical fallacies in writing and analysis.
• Anticipate and address counterarguments effectively to strengthen the claim.
• Use proper citation formats to document sources and avoid plagiarism.
• Revise and edit drafts to improve clarity, coherence, and persuasiveness.
   

• How do writers develop and communicate a clear and compelling position?
• What makes evidence strong, relevant, and persuasive in supporting a claim?
• How does the organization of an argument affect its clarity and impact?
• Why is it important to recognize and avoid logical fallacies?
• How do writers effectively use research to support their ideas and maintain credibility?
• In what ways can anticipating counterarguments strengthen an argument?
   

• What makes a thesis statement clear, specific, and arguable?
• How can a strong thesis guide the rest of the essay?
• What kinds of evidence can writers use to support claims?
• How do writers decide which evidence is most effective for their argument?
• How can claims and evidence be logically arranged to persuade readers?
• What are common organizational patterns in argumentative writing?
• What are some common logical fallacies, and how do they weaken arguments?
• How can writers identify and avoid fallacies in their own writing?
• How can writers integrate research effectively without losing their own voice?
• Why is proper citation important in academic writing?
• How does acknowledging opposing viewpoints strengthen an argument?
• What strategies can writers use to refute counterarguments respectfully and persuasively?
   

• Course text: Everything’s an Argument by Andrea A. Lunsford, John J. Ruszkiewicz, and Keith Walters
   

• Argument
• Claim
• Thesis Statement
• Evidence
• Reasoning
• Counterclaim
• Rebuttal
• Concession
• Logical Fallacy
• Validity
• Credibility
• Research
• Citation
• Source
• Plagiarism
• Audience
• Purpose
• Tone
• Transition
• Analysis

• Argumentative Essay w/ Research
   

PA Core Standards- ELA

• CC.1.4.11–12.G: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
• CC.1.4.11–12.H: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
• CC.1.4.11–12.I: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.
• CC.1.4.11–12.J: Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
• CC.1.4.11–12.K: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
• CC.1.4.11–12.L: Provide a concluding statement or section that follows from or supports the argument presented.
• CC.1.2.11–12.A: Determine and analyze the relationship between two or more central ideas of a text, including the development and interaction of the central ideas; provide an objective summary of the text.
• CC.1.2.11–12.G: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to address a question or solve a problem.
• CC.1.2.11–12.H: Evaluate an author’s argument, reasoning, and evidence, identifying any fallacious reasoning or exaggerated or distorted evidence.
• CC.1.5.11–12.A: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
• CC.1.5.11–12.F: Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

• Addressing opposing viewpoints demonstrates fairness, strengthens a writer’s credibility, and makes arguments more persuasive.
• A well-crafted rebuttal effectively challenges counterclaims and reinforces the original argument.
• Integrating counterclaims and rebuttals thoughtfully shows nuanced reasoning and critical thinking.
• Awareness of the audience and tone is essential for presenting opposing views respectfully and persuasively.
• Engaging opposing views requires balancing emotional appeal with logical reasoning to maintain credibility.
• Bias is a preference or prejudice for or against a particular idea, person, or group that can influence how information is presented and interpreted.
• Common rhetorical devices such as metaphor, repetition, rhetorical question, parallelism, and irony are techniques writers use to persuade, emphasize ideas, and evoke emotions in an audience.

• Addressing opposing viewpoints through counterclaims and rebuttals demonstrates fairness, strengthens credibility, and makes arguments more persuasive by showing balanced, critical thinking.
• Effective arguments thoughtfully integrate counterclaims, rebuttals, and rhetorical devices, using both emotional and logical appeals to connect with audiences while maintaining clarity and credibility.
• Awareness of audience, tone, and potential bias is essential for presenting arguments and opposing views respectfully and persuasively, ensuring information is communicated in an ethical and impactful way.

• Identify relevant counterclaims that challenge their own arguments.
• Write clear, respectful, and logical rebuttals to counterclaims.
• Incorporate counterclaims and rebuttals smoothly within their argumentative essays.
• Adjust tone and language based on the audience to engage opposing views effectively.
• Evaluate opposing arguments critically without dismissing them unfairly or emotionally.
• Revise essays to improve clarity, coherence, and persuasiveness when addressing opposing views.
   

• Why is it important to consider opposing viewpoints when making an argument?
• How can acknowledging counterclaims enhance the strength of an argument?
• In what ways does engaging with opposing views demonstrate critical thinking?
• How does tone influence the effectiveness of addressing counterarguments?
• What strategies help writers respond to opposing views respectfully and persuasively?
• How can anticipating objections improve the overall quality of an argument?
   

• What is a counterclaim, and why is it important in argumentative writing?
• How can recognizing counterclaims help us better understand different perspectives?
• What makes a rebuttal clear and persuasive?
• How can we respectfully challenge opposing arguments?
• How can counterclaims and rebuttals be smoothly incorporated into an essay?
• What role do transitions play in connecting opposing views with the main argument?
• How does the intended audience affect how we present counterarguments?
• What tone is most effective when engaging with opposing viewpoints?
• How can we critically assess the strength and weaknesses of opposing claims?
• What strategies help avoid logical fallacies when responding to counterarguments?
   

• Course texts: Everything’s an Argument by Andrea A. Lunsford, John J. Ruszkiewicz, and Keith Walters
   

• Argument
• Claim
• Counterclaim
• Rebuttal
• Concession
• Tone
• Audience
• Logical Fallacy
• Bias
• Persuasion
• Evidence
• Credibility
• Nuance
• Transition
• Respectful language
• Objectivity
• Refutation
• Engagement

• Argumentative Essay with Counterclaim and Rebuttal
   

PA Core Standards- ELA

• CC.1.4.11–12.G: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
• CC.1.4.11–12.H: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
• CC.1.4.11–12.J: Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
• CC.1.4.11–12.K: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
• CC.1.2.11–12.G: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to address a question or solve a problem.
• CC.1.2.11–12.H: Evaluate an author’s argument, reasoning, and evidence, identifying any fallacious reasoning or exaggerated or distorted evidence.
• CC.1.5.11–12.A: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
• CC.1.5.11–12.F: Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
• CC.1.5.11-12.A: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
• CC.1.5.11-12.B: Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
• CC.1.5.11-12.C: Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions.
• CC.1.5.11-12.D: Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
• CC.1.5.11-12.E: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and task.
• CC.1.5.11-12.F: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
• CC.1.5.11-12.G: Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

• Synthesizing multiple sources strengthens and deepens an argument by showing connections and contrasts.
• Proper citation is essential to give credit, avoid plagiarism, and build trust with the audience.
• Research questions guide focused and meaningful inquiry.
• Synthesizing involves combining ideas from multiple sources to create a new, coherent argument.
• A clear structure enhances readability and persuasiveness of research-based arguments in writing and oral presentations.
• Effective delivery enhances the impact and credibility of an argument.
• Different organizational structures help writers organize ideas clearly and logically to support their argument.
• Tone is the writer’s attitude toward the subject and audience, conveyed through word choice, sentence structure, and stylistic elements.
• Pacing is the speed at which a story or argument unfolds, influenced by sentence length, detail, and transitions.
• Visual aids — such as charts, graphs, images, and diagrams — support and clarify written information by appealing to the audience’s visual understanding.

• Strong arguments are built by synthesizing multiple credible sources, using clear organizational structures, and properly citing evidence to deepen reasoning, build trust, and avoid plagiarism.
• The effectiveness of both written and oral arguments depends on thoughtful choices in tone, pacing, structure, and the strategic use of visual aids to engage the audience and enhance clarity.
• Focused research guided by clear questions, combined with effective delivery and integration of various perspectives, leads to meaningful, persuasive arguments that demonstrate critical thinking and communication skills.
   

• Evaluate sources for credibility, relevance, and bias.
• Use MLA or APA citation style correctly both in-text and in works cited/references.
• Develop clear, focused research questions to guide the investigation.
• Synthesize information from multiple sources to support claims in writing and speech.
• Organize research-based essays and speeches logically, with clear introductions, supporting points, and conclusions.
• Prepare and deliver a persuasive speech based on research, using appropriate verbal and nonverbal techniques.
• Create and integrate visual aids to support oral presentations.

• How can multiple credible sources be synthesized to build a persuasive argument?
• Why is proper citation important in research and argumentation?
• How does a clear research question guide effective inquiry and argument development?
• What role does structure play in strengthening both written and oral arguments?
• How do delivery techniques influence the impact of a persuasive speech?
• In what ways can visual aids enhance the clarity and persuasiveness of a speech?
   

• How do I determine if a source is credible and relevant?
• What criteria help me evaluate the quality of information?
• What makes a research question focused and meaningful?
• How can a strong research question guide my argument?
• How can I combine ideas from multiple sources to support my thesis?
• What strategies help me avoid plagiarism while integrating sources?
• How do MLA/APA citation styles differ, and when should I use each?
• Why is proper citation crucial to academic integrity and credibility?
• What organizational structures are most effective for research essays?
• How do introductions, body paragraphs, and conclusions function in a research argument?
• What techniques can I use to engage my audience during a speech?
• How does tone, pacing, and body language affect my message?
• What types of visual aids effectively support a research-based speech?
• How can I design visuals that enhance understanding without distracting?
   

• Course text: Everything’s an Argument by Andrea A. Lunsford, John J. Ruszkiewicz, and Keith Walters
   

• Research question
• Source credibility
• Synthesis
• Citation
• Plagiarism
• MLA format
• APA format
• Paraphrasing
• Quoting
• Summary
• Works cited / References
• Thesis statement
• Introduction
• Body paragraph
• Conclusion
• Audience
• Tone
• Pacing
• Body language
• Visual aids

• Argumentative Essay with Persuasive Speech