Writing an Argument Outline Template

Question

Directions: To successfully complete this outline, delete the underlines and fill in those areas with the information for the topic you chose.

Writing Reminders:
You MUST complete the outline as directed. You will NOT receive credit if you turn in a paper that is not in this outline format.
You MUST select one of the required topics below and you MUST use the two articles linked here for the topic you choose.
Remember you may NOT use personal opinions, 1st-person (I, we), or 2nd-person (you).
Need help with transition words? Check out this document for ideas!

Topic
You MUST choose one of these topics- highlight or underline your topic of choice!
Should all schools provide education in the arts, including music, art, and drama?
Do schools place too much importance on standardized tests?
Does requiring school uniforms unfairly restrict students’ self-expression?
Should governments help eliminate single-use plastics, such as disposable tableware, take-out containers, and packaging?
Is it ethical for billionaires to amass so much wealth when so many citizens are living in poverty?

Read the articles for the topic of your choice
Now, read the two articles linked here for the topic of your choice. These will be the articles you are required to paraphrase and/or direct quote from while writing your paper. DO NOT USE OUTSIDE SOURCES OF INFORMATION TO COMPLETE THIS OUTLINE OR PORTFOLIO, ONLY USE THE PROVIDED ARTICLES!

IMPORTANT: BEFORE YOU START WRITING, CLICK ON THE “SHARE” BUTTON IN THE TOP-RIGHT HAND CORNER OF THIS GOOGLE DOCUMENT. THEN CLICK ON “GENERAL ACCESS”, AND THEN IN THE DROPDOWN MENUS, MAKE IT SO “ANYONE WITH THE LINK” IS AN EDITOR AND CLICK “DONE”. HERE IS WHAT THIS SHOULD LOOK LIKE:

Introduction
A. Hook (one-two sentences where you excite the reader to make them want to keep reading): ____________________________________________________________________________________
B. Background (one-two sentences that summarizes the debate):
____________________________________________________________________________________

C. Claim (one sentence where you tell the reader which side of the argument you are on):
____________________________________________________________________________________
D. Transition into first body paragraph (one sentence, briefly introduce the first reason that supports your claim in the first body paragraph):
____________________________________________________________________________________

Body Paragraph #1 (Reason #1)

A. Topic Sentence (one sentence where you write the first reason that supports your claim/thesis):

___________________________________________________________________________________

B. Evidence (one-two sentences- quote or paraphrase from one of your sources. Remember to include a parenthetical/in-text citation using the parenthetical/in-text citations linked here):

____________________________________________________________________________________

____________________________________________________________________________________

C. Analysis of evidence (one-three sentences- how does your evidence prove the claim?):

____________________________________________________________________________________

____________________________________________________________________________________

D. Transition to next paragraph (one sentence, briefly introduce the second reason that supports your claim in the second body paragraph):

___________________________________________________________________________________

Body Paragraph #2 (Reason #2)

A. Topic Sentence (one sentence where you write the second reason that supports your claim/thesis):

___________________________________________________________________________________

B. Evidence (one-two sentences- quote or paraphrase from one of your sources. Remember to include a parenthetical/in-text citation using the parenthetical/in-text citations linked here):

____________________________________________________________________________________

____________________________________________________________________________________

C. Analysis of evidence (one-three sentences- how does your evidence prove the claim?): ____________________________________________________________________________________

____________________________________________________________________________________

D. Transition to next paragraph (one sentence, briefly introduce the counterclaim/rebuttal that you will write in the third body paragraph):

___________________________________________________________________________________

Body Paragraph #3 (Counterclaim/Rebuttal):

A. Address counterclaim (one-two sentences about the opposing viewpoint, “Some people think that…”):

_______________________________________________________________________________

B. Evidence/support for counterclaim (one-three sentences with evidence about the counterclaim. Remember to include a parenthetical/in-text citation using the parenthetical/in-text citations linked here): _________________________________________________________________________________

_________________________________________________________________________________

C. Disprove counterclaim (one-three sentences of why the counterclaim is wrong- “However, they are wrong because…”):
__________________________________________________________________________________

___________________________________________________________________________________

D. Transition to next paragraph (one sentence, briefly transition to the conclusion):

___________________________________________________________________________________

Conclusion

A. Summarize your claim (one-two sentences- reword your claim from your introduction):

__________________________________________________________________________________

B. Summary of reason #1 and reason #2 (two or more sentences that restate what you discussed in your first two body paragraphs): __________________________________________________________________________________

__________________________________________________________________________________

C. Closing statement/final thought (one sentence that wraps up your paper; what do people need to remember to do?):

__________________________________________________________________________________

Works Cited (copy and paste the Works Cited page based on your topic from the document linked here):

Final Steps

How to Submit This Document:
Once you have completed your outline, click on “Share” in the top-right hand corner, then click on “Copy Link”. This link is what you will paste into the dropbox in the Unit 4 Lesson 5 dropbox in Connexus. See the image below for how to do this.

Answer 1

Argument Outline Template
Topic: Do schools place too much importance on standardized tests?

Introduction
A. Hook (one-two sentences where you excite the reader to make them want to keep reading):
Standardized testing has become a cornerstone of the educational system, influencing everything from classroom curricula to teacher evaluations. Yet, the question remains: are these tests truly a measure of a student's abilities or merely a flawed system that stifles learning?

B. Background (one-two sentences that summarizes the debate):
Proponents argue that standardized tests provide an objective way to assess student performance and accountability in schools. Conversely, critics contend that these tests narrow the curriculum and disproportionately affect students from disadvantaged backgrounds.

C. Claim (one sentence where you tell the reader which side of the argument you are on):
Schools indeed place too much importance on standardized tests, undermining the quality of education and the holistic development of students.

D. Transition into first body paragraph (one sentence, briefly introduce the first reason that supports your claim in the first body paragraph):
One significant reason for this assertion is that standardized testing drives teaching to focus solely on test preparation rather than fostering critical thinking skills.

Body Paragraph #1 (Reason #1)

A. Topic Sentence (one sentence where you write the first reason that supports your claim/thesis):
Standardized testing prioritizes rote memorization over critical thinking and creativity in classroom instruction.

B. Evidence (one-two sentences- quote or paraphrase from one of your sources. Remember to include a parenthetical/in-text citation using the parenthetical/in-text citations linked here):
According to the article "The Flaws of Standardized Testing," educators often feel compelled to "teach to the test," which leads to a curriculum that emphasizes test-taking strategies rather than deep understanding (Author, Year).

C. Analysis of evidence (one-three sentences- how does your evidence prove the claim?):
This emphasis on test preparation signals that educational success is defined largely by performance on standardized assessments rather than by the development of critical thinking and problem-solving abilities. Consequently, students miss opportunities to engage meaningfully with the subject matter, hindering their overall educational growth.

D. Transition to next paragraph (one sentence, briefly introduce the second reason that supports your claim in the second body paragraph):
Another compelling reason against the reliance on standardized testing is its detrimental impact on student's overall well-being and motivation.

Body Paragraph #2 (Reason #2)

A. Topic Sentence (one sentence where you write the second reason that supports your claim/thesis):
Standardized testing contributes to an environment of stress and anxiety for students, which can adversely affect their educational experience.

B. Evidence (one-two sentences- quote or paraphrase from one of your sources. Remember to include a parenthetical/in-text citation using the parenthetical/in-text citations linked here):
As noted in the article "The Psychological Impact of Testing," research indicates that "the high-stakes nature of standardized tests can lead to increased anxiety levels, particularly among students who may already face academic and personal challenges" (Author, Year).

C. Analysis of evidence (one-three sentences- how does your evidence prove the claim?):
This heightened anxiety not only detracts from students' focus and performance during tests but can also lead to long-term negative effects on their mental health. Therefore, placing excessive importance on standardized tests undermines the educational environment, detracting from meaningful learning experiences.

D. Transition to next paragraph (one sentence, briefly introduce the counterclaim/rebuttal that you will write in the third body paragraph):
While some may argue that standardized tests provide a fair measurement of students' knowledge and skills, this viewpoint overlooks critical issues within the system.

Body Paragraph #3 (Counterclaim/Rebuttal)

A. Address counterclaim (one-two sentences about the opposing viewpoint, “Some people think that…”):
Some people think that standardized tests are essential for ensuring accountability and maintaining academic standards in schools.

B. Evidence/support for counterclaim (one-three sentences with evidence about the counterclaim. Remember to include a parenthetical/in-text citation using the parenthetical/in-text citations linked here):
Supporters of standardized testing claim that it offers a clear metric for assessing student performance across diverse populations, providing insight into educational disparities that need to be addressed (Author, Year).

C. Disprove counterclaim (one-three sentences of why the counterclaim is wrong- “However, they are wrong because…”):
However, they are wrong because standardized tests often fail to capture the full spectrum of a student's abilities, particularly for those from marginalized backgrounds. By focusing solely on test scores, schools may overlook other important factors such as creativity, social skills, and emotional intelligence, which are crucial for success in life and careers.

D. Transition to next paragraph (one sentence, briefly transition to the conclusion):
In light of these considerations, it becomes clear that the reliance on standardized testing needs to be reevaluated.

Conclusion

A. Summarize your claim (one-two sentences- reword your claim from your introduction):
In conclusion, the overemphasis on standardized testing in education detracts from the holistic development of students. Schools should prioritize a more well-rounded approach to assessment that values critical thinking and creativity.

B. Summary of reason #1 and reason #2 (two or more sentences that restate what you discussed in your first two body paragraphs):
The detrimental focus on rote memorization stifles critical thinking, while the stress and anxiety associated with high-stakes testing adversely affect students' mental health and motivation. Together, these factors illustrate the harmful impact of prioritizing standardized tests in educational settings.

C. Closing statement/final thought (one sentence that wraps up your paper; what do people need to remember to do?):
It is crucial for educators and policymakers to advocate for assessment methods that nurture students' potential rather than reducing their abilities to a mere test score.

Works Cited
(Include specific citations for the articles referenced in the outline, formatted according to the required citation style.)

Answer 2

Article 1: Student Testing: The Stakes Are Rising

Testing allows schools and states to track student achievement. Schools can then evaluate how well students are performing over time, parents and the community can evaluate how well the schools are performing, and administrators can evaluate how well teachers are performing.

"Through testing we can evaluate the needs and progress of the students and our education reform efforts," says Massachusetts Representative Karyn Polito. "The tests are designed with the intention of having our children excel and be able to compete, not fail."

Critics wonder if these rigorous standards will cause students to become more disillusioned with the education process and inadvertently lead to an increased number of dropouts. There is currently no conclusive evidence that links dropout rates to graduation tests, but in some states with graduation exams, dropout rates are increasing. Numbers of students not graduating have jumped in North Carolina, Georgia, New Mexico, South Carolina and Texas. But in Milwaukee, where students take a rigorous test to graduate, there is a little evidence that the new requirement has had a negative effect on the graduation rate.

Some critics are also concerned about the effects of standardized tests on poor and minority students. A recent report by the National Research Council found that poor, minority students and those with limited command of English are "more likely than others to be placed in lower track classes or denied promotion or graduation on the basis of high stakes test scores."

WHERE DO YOU SET THE PASSING SCORE?
A significant concern for state lawmakers is how and at what percentage the passing score should be set, and who should set it. If the bar is too high, many students will not pass high school or be promoted to the next grade. If the bar is too low, then it doesn't encourage students to reach high levels of achievement.

THE HIGH COSTS OF HIGH STAKES
With the potential of an economic downturn, policymakers are wondering how they can continue to fund high stakes testing and accountability systems. States collectively spent $400 million this year to test students, according to a study done by Stateline, a national news organization focusing on state government. California spent $44 million, followed by Texas at $26 million and Massachusetts at $20 million. The type of test a state uses affects the cost. Off-the-shelf tests cost between $5 and $15 per student to administer. But states that choose to develop their own test aligned with state standards can spend from $25 to $50 per student.

A recent publication by the National Association of State Boards of Education reported that President Bush's proposal to test every student by his proposed 2004 deadline would cost states anywhere from $2.6 billion to $7 billion. The proposal originally included $320 million for testing, sparking concern among states over the cost they would have to shoulder under this mandate. Developing and administering a state exam is only one aspect of testing; states also need to fund the collecting and reporting of student and school performance data, and pay for remedial classes for students who do not pass the exam.

Article 2: No More TESTS!: CHALLENGING STANDARDIZED EDUCATION.

Ways of Learning
Take out your number two pencils, boys and girls—standardized testing season is upon us once again. Children's backpacks will be bursting with test-prep guides and practice exams, classroom calendars will be counting down until the big day, and parents will anxiously await that letter in the mail to find out if their children can advance to the next grade. Thanks to our country's renewed dedication to “high standards and accountability,” our children's education has been turned into a stressful marathon of boredom, superficial thinking, and, of course, filling in the blanks.

Few education “experts” seem interested in taking the advice of Albert Einstein, who warned that “Not everything that counts can be counted and not everything that can be counted counts.” In fact, our nation is busier than ever making sure there is a number attached to every child who walks through the schoolhouse gates.

Beyond the Bubbles: Learning without Testing
There is an imaginative, dynamic, and nurturing world beyond standardized testing waiting to take shape. The first question any testing critic is likely to be asked is, “Well, what do you do when you take away the tests?” The easy (and perhaps most accurate) answer is: “start learning.” But thanks to a near century of standardizing the education system, few schools actually know where to begin.

Upon accepting her award as the 2001 Teacher of the Year at a White House ceremony, Michele Forman remarked, “Learning and reaching is messy stuff. It doesn't fit into bubbles. I don't think a simple pencil-and-paper test is going to capture what students know and can do.” Networks of innovative schools are developing methods of assessment that not only allow- others to see what a student is learning, but even motivate kids to keep at it.

One common method of observing a student's progress without assigning a test score is the use of portfolios. A portfolio is a detailed collection of work that allows the student, teacher, and parent to witness how the student's thoughts and work ethic evolve over the months or years. Similarly, at many schools, students display their projects at exhibitions or “learning fairs.” Participants get the opportunity to look at each other's work, ask questions, and then use what they've learned to continue their own educational journeys.

Yet the deeper issue here is not “How can we best assess students?” but “How can we provide the best nurturing learning environment?” When the standardized curriculum leaves the school, the bumper sticker finally becomes true: The world is your classroom.

What exactly would students do without standardized tests? Here are a few ideas: write their own autobiographies, start a garden at their school, interview community members, create their own inventions, hold political debates, read the newspaper, keep a journal, go to a museum, start a book discussion group, or even create their own classes based on their common interests—all the things that no test could ever do for them. In general, the more creativity and student participation that can be added to the highly uncreative standardized curriculum, the better.

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