Bend 1 Writing a Position Paper Games Based

Bend 1: Writing a Position Paper: Games Based on Fictional Violence-Diverting or Harmful?

§ The issue of how violence shapes teens is a serious one. Today you’ll be thinking about the impact of simulated violence on teens. It will be interesting for you to compare and contrast these topics, to figure out what you think about the lasting effect of imaginary versus real violence on teens and what that means about how teens should be treated. § In this unit you will hone your argument skills and dive into a troubling, real-life ethical dilemma.

§ Oftentimes, texts will suggest debatable issues, or ethical dilemmas that are hard to figure out. In order to determine their own stance on complicated issues, writers sometimes decide to argue one side or the other, using all of their argument skills.

§ Today, you will be debating a position that is assigned to you, while your opponent will use the same text to argue an opposing view. § You will need to think analytically to find evidence and formulate some main points, then defend your argument using convincing reasons and evidence § Here are your positions: Partner 1 Partner 2 Teens SHOULD be allowed to play violent role-playing games. Teens should NOT be allowed to play violent role -playing games. Take a minute to organize your thoughts in your head and then DEBATE! Partner 1 goes first.

§ Together we will be reading “High-Jinks: Shoot Out” in just a few minutes. As a piece of journalism, it is entertaining. It tells a good story. But it also reveals some real moral dilemmas raised when kids play games that simulate violence--these roleplaying games like Killer. § Just as you argued your points in your literary essays, you can argue your points about important issues raised by nonfiction texts.

§ The article tells an interesting story and teaches a lot of fascinating facts, but it doesn’t come right out and say, ‘This shows that these games are bad for kids, ’ or ‘This proves that all kids should play these games. ’ § You will need to do the thinking work. Read and listen closely, thinking about what this text suggests about this issue that could support your position. § As I’m reading, jot notes and quotes to gather evidence that supports your position.

§ Now we’re going to take it up a notch. This time, you will be defending more academic points of view. I’ll tell your positions. Then you will want to review all of the evidence you’ve gathered so far as well as what you collect as you listen to the rest of the article. § Here are your new positions: Partner 1 Role-playing games with simulated violence are diverting for kids. Partner 2 Role-playing games with simulated violence are perilous for kids. Take a few minutes to jot your ideas and then DEBATE. Partner 2 goes first!

§ Many of you were wanting to argue the opposite point of view, while others were comfortable with the point of view you defended-which means you should try the other side to stretch your argument muscles and see what new thinking you come up with. § It is time for you to switch positions with your partner and reread the article. Look for evidence and quotes that support your new position. § Once you’ve gathered your ideas, DEBATE! § Partner 1 goes first.

§ The work you did on defending your positions should serve you well as rehearsal for writing arguments. In this unit you will be working on writing position papers. § Position papers are essentially the same as argument essays, but sometimes you’ll add in more context for your argument, and you have to be fair to others’ points of view. § Together we will look at a position paper that an eighth-grader wrote to the former mayor of New York City, Michael Bloomberg. She turned it into a letter, in the same way you will turn your positions into letters later on. § Think about what you like about this paper/letter as we read it together.

§ In her introduction, Olivia very clearly states her position on the issue-that she believes sports should be kept in high schools. § In each section, she tackles a different reason to support her opinion, and she ordered those reasons in a logical way. § She began with a reason that is very specific to students, academic success, and end with the reason that feels most universal, bringing people together.

§ Tomorrow you will need to be ready to begin drafting. Our initial debates were just to get you started. You need a plan for your writing, including your overall claim, your reasons, and the evidence you want to include. § Steps for a Good Plan for Drafting your Essay: § First, decide which position is your strongest argument. What could you argue the best? § Clarify your overall claim (arguable statement). § Plan for the whole argument, not just the body of it. Create an outline! § Use what you know about addressing a counterclaim to acknowledge other sides. § Don’t just plan the outline. Plan the evidence as well. § Student Sample Argument Plan (Prior to Writing) § Student’s Claim: Role playing games like KILLER teach kids a lot of valuable lessons § Student’s Evidence: § They teach perseverance. § Upperclassmen staying up all night. § Going all over NY, CT, NJ § They teach kids to be problem-solvers. § The “prodigious hacker” kids § Kid who gets permission to use squirt fish § Kids learn to be independent. § They have to make decisions about who to trust § They travel alone (airports, country houses, backyards)