AASA Argumentative Writing Preparation Course

 8-Week AASA Argumentative Writing Preparation Course

Using Ethical AI Assistance and IEW Structure & Style Framework\

Course Overview

This comprehensive 8-week course prepares Arizona 6th grade students for the AASA argumentative writing assessment while teaching ethical AI use for writing improvement. Students will master argumentative essay structure, rhetorical devices (ethos, pathos, logos), and learn to use Claude.ai as a writing coach and assessment tool.

Arizona Standards Alignment

• W.6.1: Write arguments to support claims with clear reasons and relevant evidence
• W.6.4: Produce clear and coherent writing appropriate to task, purpose, and audience
• W.6.5: Develop and strengthen writing through planning, revising, editing, and rewriting
• W.6.9: Draw evidence from literary or informational texts to support analysis and reflection

IEW Structure & Style Framework Integration

Structure Units: Key Word Outlines, Retelling Narrative Stories, Writing from Pictures, Summarizing References, Writing from Notes Style Elements: Sentence Openers, Dress-Ups, Decorations, and Advanced Techniques

---

Week 1: Foundation and Ethical AI Introduction

Learning Objectives

• Understand the AASA argumentative writing assessment format
• Learn ethical AI usage principles
• Master key word outlining (IEW Structure Unit 1)
• Identify argument vs. opinion

Lesson 1.1: AASA Assessment Overview

Duration: 45 minutes

Opening Hook: "What makes an argument powerful enough to change minds?"

Direct Instruction:

• Review AASA 6th grade argumentative rubric (4-point scale)
• Analyze sample prompts requiring students to read 2-3 articles
• Identify scoring criteria: Purpose/Organization, Evidence/Elaboration, Conventions

Guided Practice:

• Examine exemplar essays scored at levels 1-4
• Discuss differences between argument and opinion
• Practice identifying claims, evidence, and reasoning

IEW Element: Introduction to Key Word Outlines

• Demonstrate extracting 3-5 key words per sentence
• Practice with a sample article paragraph

Lesson 1.2: Ethical AI Partnership

Duration: 45 minutes

Learning Target: Students will understand how to use AI as a writing partner, not a replacement

Direct Instruction:

• Establish AI ethics guidelines:
  • AI assists, humans create
  • Always cite AI assistance
  • Use AI for feedback, not content generation
  • Verify AI suggestions against rubrics

Hands-On Practice:

• Create Claude.ai accounts with teacher supervision
• Practice basic prompting: "Please review my thesis statement for clarity"
• Learn to ask for specific feedback types

Assessment: Exit ticket with AI ethics pledge

Lesson 1.3: Argument Structure Foundation

Duration: 45 minutes

IEW Structure Focus: Basic argument outline structure

Teaching Sequence:

1. Hook/Attention Grabber (IEW Decoration)
2. Background Information
3. Thesis Statement with Preview
4. Body Paragraph 1: Strongest argument
5. Body Paragraph 2: Supporting argument
6. Body Paragraph 3: Counterargument and rebuttal
7. Conclusion: Restate and call to action

Guided Practice:

• Create key word outline for sample argumentative essay
• Practice thesis statement formulas
• Identify argument hierarchy (strongest to weakest)

Independent Practice:

• Students create key word outline for assigned topic
• Use Claude.ai to check outline structure with prompt: "Does this outline follow proper argumentative essay structure?"

---

Week 2: Rhetorical Appeals and Evidence

Learning Objectives

• Master ethos, pathos, and logos identification and application
• Learn to evaluate source credibility
• Practice IEW Dress-Up #1: -ly adverbs

Lesson 2.1: Ethos - Credibility and Authority

Duration: 45 minutes

Opening: Analyze two speakers discussing climate change - one scientist, one social media influencer

Direct Instruction:

• Define ethos: credibility, expertise, trustworthiness
• Identify ethos indicators: credentials, experience, reputation
• Practice building personal ethos in writing

IEW Integration: -ly Adverbs (Dress-Up #1)

• Demonstrate how adverbs can strengthen credibility
• "The scientist carefully analyzed..." vs. "The scientist analyzed..."

Guided Practice:

• Evaluate article sources for ethos
• Revise sample sentences adding -ly adverbs
• Use Claude.ai prompt: "Help me identify the ethos appeals in this paragraph"

Lesson 2.2: Pathos - Emotional Appeals

Duration: 45 minutes

Opening: Compare two advertisements - one statistical, one emotional

Direct Instruction:

• Define pathos: emotional connection, values, fears, hopes
• Identify ethical vs. manipulative emotional appeals
• Practice creating appropriate emotional connections

IEW Integration: Strong Verbs (Dress-Up #2)

• Show how strong verbs create emotional impact
• "The pollution hurts animals" vs. "The pollution devastates wildlife"

Activities:

• Analyze article excerpts for pathos
• Rewrite bland sentences with emotional appeal
• Create word banks of strong verbs by category

AI Integration:

• Claude.ai prompt: "What emotional appeals does this paragraph use? Are they appropriate?"

Lesson 2.3: Logos - Logical Appeals

Duration: 45 minutes

Opening: Present two arguments - one with statistics, one without

Direct Instruction:

• Define logos: facts, statistics, logical reasoning
• Identify types of evidence: data, examples, expert testimony
• Practice logical sequencing and cause-effect relationships

IEW Integration: Quality Adjectives (Dress-Up #3)

• Use precise adjectives to strengthen logical appeals
• "Some students struggle" vs. "Thirty-seven percent of students struggle"

Guided Practice:

• Fact-check article claims
• Organize evidence by strength and relevance
• Practice transitions between logical points

Assessment: Create rhetorical appeals identification chart

---

Week 3: Source Analysis and Evidence Integration

Learning Objectives

• Evaluate source credibility and bias
• Master quote integration and citation
• Practice IEW Sentence Openers 1-3

Lesson 3.1: Source Credibility Evaluation

Duration: 45 minutes

Opening: Present three sources on same topic - credible, biased, questionable

Direct Instruction:

• Teach CRAAP test: Currency, Relevance, Authority, Accuracy, Purpose
• Identify bias indicators and propaganda techniques
• Practice source comparison strategies

IEW Integration: Sentence Opener #1 (Subject)

• Vary sentence beginnings to maintain reader interest
• "The author argues..." vs. "Furthermore, the author argues..."

Guided Practice:

• Evaluate provided articles using CRAAP test
• Rank sources by credibility
• Use Claude.ai: "Help me evaluate this source's credibility using the CRAAP test"

Lesson 3.2: Quote Integration Mastery

Duration: 45 minutes

Teaching Sequence:

1. Signal Phrase: According to Dr. Smith...
2. Quote: "Climate change affects..."
3. Citation: (Smith 45)
4. Explanation: This demonstrates that...

IEW Integration: Sentence Opener #2 (Prepositional)

• "According to the research..." (prepositional opener)
• "In the study conducted by..." (prepositional opener)

Practice Activities:

• Quote sandwich technique
• Avoid quote dumps
• Practice paraphrasing vs. direct quotes

AI Integration:

• Claude.ai prompt: "Is this quote properly integrated? Suggest improvements."

Lesson 3.3: Evidence Evaluation and Selection

Duration: 45 minutes

Direct Instruction:

• Rank evidence by relevance and strength
• Practice evidence diversity (statistics, examples, expert opinion)
• Learn to connect evidence to thesis

IEW Integration: Sentence Opener #3 (-ly adverb)

• "Significantly, the data shows..." (-ly opener)
• "Surprisingly, the survey revealed..." (-ly opener)

Guided Practice:

• Sort evidence cards by strength
• Practice evidence-to-reasoning connections
• Create evidence hierarchy outlines

Independent Practice:

• Students select best evidence from provided articles
• Use Claude.ai to evaluate evidence selection

---

Week 4: Counterargument and Rebuttal

Learning Objectives

• Identify and address counterarguments
• Master rebuttal techniques
• Practice IEW Decorations (alliteration, simile)

Lesson 4.1: Counterargument Identification

Duration: 45 minutes

Opening: "Why do smart people disagree?"

Direct Instruction:

• Define counterargument vs. opposing viewpoint
• Teach "steelmanning" vs. "strawmanning"
• Practice finding strongest opposing arguments

IEW Integration: Alliteration (Decoration)

• Use alliteration to make counterarguments memorable
• "Critics consistently claim..."

Guided Practice:

• Brainstorm counterarguments for sample thesis
• Evaluate counterargument strength
• Practice fair representation of opposing views

AI Integration:

• Claude.ai prompt: "What are the strongest counterarguments to this position?"

Lesson 4.2: Rebuttal Strategies

Duration: 45 minutes

Teaching Sequence:

1. Acknowledge: "While critics argue..."
2. Concede (if appropriate): "This concern has merit, however..."
3. Refute: "Evidence shows..." or "This overlooks..."
4. Redirect: "More importantly..."

IEW Integration: Simile (Decoration)

• Use similes to clarify complex rebuttals
• "This argument is like..." comparisons

Practice Activities:

• Rebuttal formula practice
• Avoid dismissive language
• Practice concession without weakening position

Lesson 4.3: Advanced Rebuttal Techniques

Duration: 45 minutes

Advanced Strategies:

• Questioning assumptions: "This assumes that..."
• Alternative explanations: "Another explanation could be..."
• Consequences: "If this were true, then..."

IEW Integration: Review all Dress-Ups and Decorations

• Combine techniques for sophisticated rebuttals
• Practice sentence variety within rebuttals

Assessment: Write complete counterargument/rebuttal paragraph

---

Week 5: Organization and Transitions

Learning Objectives

• Master argumentative essay organization patterns
• Practice advanced transition techniques
• Integrate IEW Sentence Openers 4-6

Lesson 5.1: Organizational Patterns

Duration: 45 minutes

Teaching Sequence:

1. Chronological: Historical arguments
2. Spatial: Geographic/location arguments
3. Importance: Strongest to weakest (or reverse)
4. Problem-Solution: Issue-based arguments
5. Compare-Contrast: Alternative solutions

IEW Integration: Sentence Opener #4 (Because clause)

• "Because environmental concerns are growing..." (because opener)

Guided Practice:

• Match organizational patterns to argument types
• Practice outlining with different patterns
• Analyze model essays for organization

AI Integration:

• Claude.ai prompt: "Which organizational pattern would work best for this argument?"

Lesson 5.2: Transition Mastery

Duration: 45 minutes

Transition Categories:

• Addition: furthermore, moreover, additionally
• Contrast: however, nevertheless, on the other hand
• Cause-Effect: therefore, consequently, as a result
• Example: for instance, specifically, particularly
• Emphasis: indeed, in fact, most importantly

IEW Integration: Sentence Opener #5 (Clausal)

• "When opponents argue..." (clausal opener)
• "While this seems logical..." (clausal opener)

Practice Activities:

• Transition replacement exercises
• Paragraph connection practice
• Create personal transition word banks

Lesson 5.3: Cohesion and Flow

Duration: 45 minutes

Teaching Focus:

• Topic sentence connections to thesis
• Paragraph-to-paragraph bridges
• Repetitive key terms and concepts

IEW Integration: Sentence Opener #6 (VSS - Very Short Sentence)

• Use for emphasis: "This matters." "Change is needed."

Guided Practice:

• Analyze essay flow and cohesion
• Practice paragraph linking exercises
• Identify and fix choppy transitions

Assessment: Peer review using cohesion checklist

---

Week 6: Introduction and Conclusion Mastery

Learning Objectives

• Craft compelling introductions with hooks
• Write powerful conclusions with calls to action
• Master IEW Advanced Techniques

Lesson 6.1: Hook Techniques

Duration: 45 minutes

Hook Types:

1. Startling Statistic: "Every three seconds..."
2. Thought-Provoking Question: "What if..."
3. Scenario/Anecdote: Brief relevant story
4. Quote: From expert or famous person
5. Contradiction: "While most people believe..."

IEW Integration: Advanced Dress-Ups

• Combine multiple dress-ups in opening sentences
• Practice sophisticated sentence construction

Guided Practice:

• Write 5 different hooks for same topic
• Evaluate hook effectiveness
• Match hooks to audience and purpose

AI Integration:

• Claude.ai prompt: "Rate these hook options and suggest improvements"

Lesson 6.2: Thesis Statement Perfection

Duration: 45 minutes

Thesis Formula: Position + Reasons + So What = Strong Thesis

Examples:

• Weak: "School uniforms are bad."
• Strong: "School uniforms should be eliminated because they suppress creativity, create financial burdens, and fail to improve academic performance, ultimately hindering students' educational experience."

IEW Integration: Sentence Openers Review

• Vary thesis statement structures
• Practice complex sentence construction

Practice Activities:

• Thesis statement revision workshop
• Peer evaluation using rubric criteria
• Create thesis statement templates

Lesson 6.3: Conclusion Strategies

Duration: 45 minutes

Conclusion Elements:

1. Restate thesis (not word-for-word)
2. Summarize main points
3. Broader implications
4. Call to action
5. Memorable closing

IEW Integration: Decorations in Conclusions

• Use metaphors, alliteration, or rhetorical questions
• Create memorable final impressions

Guided Practice:

• Write multiple conclusion versions
• Practice call-to-action techniques
• Avoid introducing new arguments

Assessment: Complete introduction-conclusion pairs

---

Week 7: Revision and AI-Assisted Editing

Learning Objectives

• Master self-revision techniques
• Use AI for targeted feedback
• Apply AASA rubric for self-assessment

Lesson 7.1: Revision Hierarchy

Duration: 45 minutes

Revision Levels:

1. Global: Argument strength, organization, evidence
2. Paragraph: Topic sentences, support, transitions
3. Sentence: Clarity, variety, style
4. Word: Precision, tone, formality

IEW Integration: Style Checklist Application

• Use dress-up and decoration checklists
• Balance style with clarity

Guided Practice:

• Apply revision hierarchy to sample essays
• Practice global revision first
• Use revision symbols and codes

AI Integration:

• Claude.ai prompts for each revision level:
  • "Evaluate the argument strength in this essay"
  • "Suggest improvements for paragraph organization"
  • "Help me vary sentence structure in this paragraph"
  • "Recommend more precise vocabulary"

Lesson 7.2: AI-Powered Feedback

Duration: 45 minutes

Effective AI Prompts:

• "Score this essay using the AASA 6th grade argumentative rubric"
• "Identify the ethos, pathos, and logos appeals in this essay"
• "Suggest specific improvements for evidence integration"
• "Check this essay for logical fallacies"

Teaching Sequence:

1. Students write complete draft
2. Request specific AI feedback
3. Analyze AI suggestions
4. Implement appropriate revisions
5. Request follow-up AI evaluation

Guided Practice:

• Model AI feedback sessions
• Practice interpreting AI suggestions
• Learn to ask follow-up questions

Lesson 7.3: Peer Review and Collaboration

Duration: 45 minutes

Peer Review Protocol:

1. Compliment: One specific strength
2. Question: One area for clarification
3. Suggest: One concrete improvement
4. Connect: How does this relate to rubric?

IEW Integration: Style Peer Review

• Check for IEW elements in peer work
• Suggest specific dress-ups and decorations

Activities:

• Structured peer review sessions
• Compare peer feedback with AI feedback
• Collaborative revision planning

Assessment: Reflection on feedback received and implemented

---

Week 8: Final Assessment and Presentation

Learning Objectives

• Complete timed argumentative essay
• Present arguments orally
• Reflect on learning process

Lesson 8.1: Mock AASA Assessment

Duration: 90 minutes (double period)

Assessment Conditions:

• Timed writing (90 minutes)
• Three provided articles
• AASA-style prompt
• Access to AI for final review only

Prompt Example: "After reading the provided articles about social media's impact on teenagers, write an argumentative essay taking a position on whether schools should restrict student social media access during school hours. Use evidence from the articles to support your argument."

IEW Integration: Apply all learned techniques

• Use complete structure and style checklist
• Demonstrate mastery of all elements

AI Integration:

• Final 10 minutes: AI review for basic errors only
• Practice authentic assessment conditions

Lesson 8.2: Argument Presentations

Duration: 45 minutes

Presentation Requirements:

• 3-minute oral argument
• Visual aid (optional)
• Address one counterargument
• Use rhetorical appeals effectively

IEW Integration: Oral presentation techniques

• Apply written style elements to speech
• Use sentence variety and sophisticated vocabulary

Assessment:

• Peer evaluation forms
• Self-reflection rubrics
• Teacher feedback on presentation skills

Lesson 8.3: Course Reflection and Goal Setting

Duration: 45 minutes

Reflection Activities:

• Before/after writing samples comparison
• AI assistance reflection essay
• Goal setting for continued improvement

Portfolio Components:

• Week 1 baseline writing
• Revision examples showing growth
• AI feedback documentation
• Final assessment essay

Celebration:

• Share writing growth stories
• Recognize improvement achievements
• Set goals for high school writing

---

Assessment Rubrics

AASA-Aligned Argumentative Writing Rubric (4-Point Scale)

Purpose/Organization (25%)

Level 4 (Advanced):

• Clear, compelling thesis with sophisticated preview
• Logical, effective organizational structure
• Smooth, varied transitions throughout
• Addresses counterarguments effectively
• Engaging introduction and powerful conclusion

Level 3 (Proficient):

• Clear thesis with adequate preview
• Generally logical organization
• Adequate transitions between ideas
• Addresses some counterarguments
• Functional introduction and conclusion

Level 2 (Developing):

• Thesis present but may lack clarity
• Some organizational structure evident
• Basic transitions, may be choppy
• Limited counterargument consideration
• Weak introduction or conclusion

Level 1 (Beginning):

• Unclear or missing thesis
• Little organizational structure
• Few or ineffective transitions
• No counterargument consideration
• Ineffective introduction and conclusion

Evidence/Elaboration (50%)

Level 4 (Advanced):

• Extensive, highly relevant evidence from sources
• Sophisticated integration of quotes and paraphrases
• Strong connections between evidence and claims
• Effective use of rhetorical appeals (ethos, pathos, logos)
• Demonstrates deep understanding of topic

Level 3 (Proficient):

• Adequate, relevant evidence from sources
• Generally effective quote integration
• Clear connections between evidence and claims
• Uses some rhetorical appeals effectively
• Shows good understanding of topic

Level 2 (Developing):

• Some evidence from sources, may lack relevance
• Basic quote integration, some errors
• Weak connections between evidence and claims
• Limited use of rhetorical appeals
• Shows basic understanding of topic

Level 1 (Beginning):

• Little or no evidence from sources
• Poor or no quote integration
• No clear connections between evidence and claims
• No effective use of rhetorical appeals
• Shows little understanding of topic

Conventions (25%)

Level 4 (Advanced):

• Sophisticated sentence variety and structure
• Rich, precise vocabulary
• Strong command of grammar and mechanics
• Appropriate tone and formality
• Demonstrates IEW style elements effectively

Level 3 (Proficient):

• Good sentence variety
• Appropriate vocabulary
• Generally correct grammar and mechanics
• Appropriate tone
• Shows some IEW style elements

Level 2 (Developing):

• Some sentence variety
• Basic vocabulary
• Some grammar and mechanical errors
• Generally appropriate tone
• Limited IEW style elements

Level 1 (Beginning):

• Little sentence variety
• Simple vocabulary
• Frequent grammar and mechanical errors
• Inappropriate tone
• No clear IEW style elements

AI Ethics and Usage Rubric

Ethical AI Partnership (25%)

Exemplary: Always uses AI as writing coach, maintains human authorship, properly cites AI assistance Proficient: Generally uses AI ethically with minor lapses Developing: Inconsistent ethical AI usage Beginning: Relies too heavily on AI or fails to cite assistance

AI Feedback Integration (25%)

Exemplary: Effectively evaluates and implements AI suggestions, asks sophisticated follow-up questions Proficient: Generally implements appropriate AI feedback Developing: Uses some AI feedback but lacks discrimination Beginning: Accepts AI feedback without evaluation

Prompt Effectiveness (25%)

Exemplary: Crafts specific, targeted prompts that yield useful feedback Proficient: Uses generally effective prompts Developing: Prompts sometimes yield useful feedback Beginning: Prompts are too vague or inappropriate

Human-AI Collaboration (25%)

Exemplary: Demonstrates clear understanding of AI capabilities and limitations, maintains human creativity Proficient: Generally balances AI assistance with human creativity Developing: Sometimes over-relies on AI suggestions Beginning: Unclear about AI role in writing process

---

Daily Lesson Materials and Resources

Week 1 Materials

• AASA sample prompts and rubrics
• Article sets for practice (3 articles per set)
• Key word outline templates
• AI ethics pledge forms
• Thesis statement formula cards

Week 2 Materials

• Rhetorical appeals identification charts
• Source credibility evaluation worksheets
• -ly adverb word banks
• Strong verb replacement lists
• Quality adjective categorization charts

Week 3 Materials

• CRAAP test evaluation forms
• Quote integration practice sheets
• Sentence opener variation cards
• Evidence ranking activities
• Source comparison templates

Week 4 Materials

• Counterargument brainstorming webs
• Rebuttal formula reference cards
• Alliteration word banks
• Simile creation worksheets
• Argument strength evaluation rubrics

Week 5 Materials

• Organizational pattern graphic organizers
• Transition word reference sheets
• Sentence opener practice cards
• Cohesion checklist templates
• Paragraph linking exercises

Week 6 Materials

• Hook technique examples and templates
• Thesis statement revision worksheets
• Conclusion formula reference guides
• Advanced dress-up combination charts
• Call-to-action phrase banks

Week 7 Materials

• Revision hierarchy checklists
• AI prompt templates for feedback
• Peer review protocol forms
• Style element tracking sheets
• Reflection journal templates

Week 8 Materials

• Mock AASA assessment packets
• Presentation evaluation rubrics
• Portfolio organization guides
• Growth tracking sheets
• Goal-setting templates

---

Technology Integration

Required Technology

• Computers/tablets with internet access
• Claude.ai accounts (with parental permission)
• Google Docs or similar word processing
• Presentation software (optional)

AI Integration Guidelines

1. Transparency: All AI assistance must be documented
2. Education: Students learn AI capabilities and limitations
3. Ethics: Emphasis on AI as tool, not replacement for thinking
4. Skill Development: Focus on human skills AI cannot replace
5. Assessment: Clear rubrics for AI usage evaluation

Recommended AI Prompts by Week

Week 1: "Help me understand this argumentative essay structure" Week 2: "Identify the rhetorical appeals in this paragraph" Week 3: "Evaluate this source's credibility" Week 4: "What counterarguments might someone raise to this position?" Week 5: "Suggest better transitions for this essay" Week 6: "Rate this introduction and suggest improvements" Week 7: "Score this essay using the AASA rubric and provide specific feedback" Week 8: "Proofread this essay for final errors only"

---

Professional Development for Teachers

Pre-Course Preparation

• Attend IEW Structure and Style training
• Complete AI ethics certification
• Familiarize with AASA rubrics and standards
• Practice using Claude.ai for writing feedback

Ongoing Support

• Weekly collaboration meetings
• Peer observation and feedback
• Student writing analysis sessions
• AI integration troubleshooting

Assessment and Evaluation

• Pre/post student writing samples
• Rubric reliability training
• Data analysis of student progress
• Course effectiveness evaluation

---

Differentiation Strategies

For English Language Learners

• Provide graphic organizers and sentence frames
• Use visual aids for rhetorical appeals
• Offer additional AI support for grammar and vocabulary
• Allow extra time for writing tasks

For Advanced Learners

• Provide more complex argument topics
• Encourage sophisticated rhetorical techniques
• Offer independent research opportunities
• Allow for creative presentation formats

For Struggling Writers

• Break tasks into smaller steps
• Provide additional modeling and guided practice
• Use peer partners for support
• Focus on one IEW element at a time

For Students with Disabilities

• Provide assistive technology as needed
• Offer alternative assessment options
• Adjust rubric criteria as appropriate
• Collaborate with special education teachers

---

Parent Communication and Involvement

Parent Information Sessions

• Overview of AASA assessment requirements
• Explanation of AI integration and ethics
• IEW methodology introduction
• Home support strategies

Weekly Communication

• Progress updates on writing development
• Vocabulary and technique reinforcement
• AI usage transparency
• Celebration of growth and achievements

Home Extension Activities

• Family argument discussions
• Current events analysis
• Rhetorical appeals identification in media
• Vocabulary building games

---

Arizona ASA Opinion Writing Practice Test Prompts - 6th Grade

SET 1: TECHNOLOGY AND STUDENT LIFE

Article Set 1A: "Should Students Have Cell Phones in School?"

Reading Passage Topic: The debate over cell phone policies in middle schools

Background Information: Many schools across the country are reconsidering their cell phone policies. Some schools have banned cell phones completely, while others allow limited use. Supporters of cell phone access argue that phones help students stay connected with family and can be useful learning tools. Critics worry that phones create distractions and contribute to cyberbullying.

Opinion Writing Prompt: After reading the articles about cell phone policies in schools, write a 5-paragraph opinion essay arguing whether or not students should be allowed to have cell phones in school. Use evidence from the articles and examples from your own experience to support your position. Be sure to address the opposing viewpoint and explain why your position is stronger.

---

Article Set 1B: "Are Video Games Good or Bad for Students?"

Reading Passage Topic: The effects of video gaming on middle school students

Background Information: Video games are incredibly popular among students your age, but parents and educators have mixed feelings about their impact. Some research suggests that certain video games can improve problem-solving skills, hand-eye coordination, and teamwork. However, other studies point to concerns about excessive screen time, violent content, and decreased physical activity.

Opinion Writing Prompt: Based on the information presented in the articles about video games and students, write a 5-paragraph opinion essay arguing whether video games are primarily beneficial or harmful for middle school students. Support your argument with evidence from the texts and specific examples. Address counterarguments and explain why your position is most convincing.

---

Article Set 1C: "Should Schools Replace Textbooks with Tablets?"

Reading Passage Topic: Digital learning versus traditional textbooks in education

Background Information: Many school districts are considering replacing heavy textbooks with lightweight tablets loaded with digital content. Proponents argue that tablets are more engaging, environmentally friendly, and cost-effective in the long run. However, some educators and parents worry about screen time, potential technical problems, and the loss of traditional reading skills.

Opinion Writing Prompt: After examining the evidence about digital learning devices versus traditional textbooks, write a 5-paragraph opinion essay taking a position on whether schools should replace textbooks with tablets. Use specific evidence from the articles and logical reasoning to support your viewpoint. Make sure to acknowledge and respond to opposing arguments.

---

SET 2: SCHOOL POLICIES AND STUDENT RIGHTS

Article Set 2A: "Should Schools Have Mandatory Uniforms?"

Reading Passage Topic: The impact of school uniform policies on students and learning environments

Background Information: School uniform policies have been implemented in many districts across the United States, with supporters claiming they reduce bullying, improve focus on learning, and create equality among students. Critics argue that uniforms limit self-expression, can be expensive for families, and don't actually solve the problems they claim to address.

Opinion Writing Prompt: Based on your analysis of the articles discussing school uniform policies, write a 5-paragraph opinion essay arguing for or against mandatory school uniforms. Support your position with evidence from the texts and real-world examples. Be sure to address the strongest arguments from the opposing side and explain why your position is superior.

---

Article Set 2B: "Should Students Get Longer or Shorter Summer Breaks?"

Reading Passage Topic: Traditional vs. year-round school calendars and their effects on learning

Background Information: The traditional summer break system was designed for an agricultural society, but some educators now question whether long summer breaks serve modern students well. Year-round school advocates argue that shorter, more frequent breaks prevent learning loss and provide more consistent education. Traditional schedule supporters believe long summers allow for family time, jobs, and mental health breaks.

Opinion Writing Prompt: After reading about different school calendar systems, write a 5-paragraph opinion essay arguing whether students should have longer summer breaks (traditional calendar) or shorter, more frequent breaks throughout the year. Use evidence from the articles and logical reasoning to support your argument. Address the main concerns of those who disagree with your position.

---

Article Set 2C: "Should Students Have a Say in School Rules?"

Reading Passage Topic: Student voice in school governance and decision-making

Background Information: Some schools have begun including students in committees that help make school rules and policies, believing that student input leads to better compliance and more effective rules. However, other educators maintain that adults should make decisions about school policies because they have more experience and are ultimately responsible for student safety and education.

Opinion Writing Prompt: Based on the information about student involvement in school decision-making, write a 5-paragraph opinion essay arguing whether students should have an active role in creating school rules and policies. Support your position with evidence from the texts and examples from your own school experience. Make sure to consider and respond to counterarguments.

---

SET 3: ENVIRONMENT AND COMMUNITY ISSUES

Article Set 3A: "Should Plastic Water Bottles Be Banned in Schools?"

Reading Passage Topic: Environmental impact of single-use plastics and school sustainability efforts

Background Information: Many schools are considering banning single-use plastic water bottles to reduce environmental waste and promote sustainability. Environmental advocates point to the massive amount of plastic pollution and argue that reusable bottles are a simple solution. However, some parents and students worry about convenience, cost, and access to clean drinking water.

Opinion Writing Prompt: After reading the articles about plastic water bottles in schools and their environmental impact, write a 5-paragraph opinion essay arguing whether schools should ban single-use plastic water bottles. Use evidence from the texts and specific examples to support your position. Address the concerns of those who disagree with your viewpoint and explain why your argument is stronger.

---

Article Set 3B: "Should Communities Require Students to Do Volunteer Work?"

Reading Passage Topic: Mandatory community service for middle and high school students

Background Information: Some communities and school districts have implemented requirements for students to complete volunteer hours before graduation. Supporters believe that community service teaches responsibility, helps students develop empathy, and strengthens communities. Critics argue that forced volunteering isn't truly volunteering and that students are already busy with academic and extracurricular demands.

Opinion Writing Prompt: Based on your reading about mandatory community service requirements, write a 5-paragraph opinion essay arguing whether communities should require students to complete volunteer work. Support your argument with evidence from the articles and examples from your own experience or observations. Be sure to address the strongest points made by those who oppose your position.

---

Article Set 3C: "Should Schools Start Later in the Morning?"

Reading Passage Topic: Sleep research and school start times for adolescents

Background Information: Scientific research has shown that teenagers' biological clocks naturally shift, making them feel more alert later at night and sleepier in the early morning. Some school districts have moved to later start times, reporting improved attendance, grades, and student well-being. However, later start times can create challenges for family schedules, after-school activities, and transportation systems.

Opinion Writing Prompt: After examining the research and arguments about school start times, write a 5-paragraph opinion essay arguing whether schools should start later in the morning to accommodate teenage sleep patterns. Use evidence from the articles and logical reasoning to support your position. Make sure to acknowledge and respond to the practical concerns raised by those who oppose later start times.

---

Writing Guidelines for All Prompts:

Essay Structure Required:

• Introduction Paragraph: Hook, background information, clear thesis statement
• Body Paragraph 1: First main argument with evidence and examples
• Body Paragraph 2: Second main argument with evidence and examples
• Body Paragraph 3: Address counterarguments and explain why your position is stronger
• Conclusion Paragraph: Restate thesis, summarize main points, call to action or final thought

Evaluation Criteria:

• Clear position/thesis statement
• Strong supporting evidence from texts
• Logical organization and transitions
• Acknowledgment and refutation of counterarguments
• Proper grammar, spelling, and sentence structure
• Engaging introduction and satisfying conclusion

This comprehensive 8-week course provides students with the skills, knowledge, and ethical framework needed to excel on the AASA argumentative writing assessment while developing lifelong writing abilities enhanced by responsible AI partnership.