Writing an Argument Outline Template

Question

Writing an Argument Outline Template
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.

GPT-4o mini · Answer

**Topic** Should all schools provide education in the arts, including music, art, and drama? --- **Introduction** A. Hook: The vibrant world of art and music is not merely a decorative addition to education; it is essential for nurturing creativity and critical thinking in students. B. Background: There is an ongoing debate about the importance of integrating arts into school curricula, especially in an age where standardized testing often overshadows holistic education. C. Claim: All schools should provide education in the arts, as it enhances cognitive development and promotes emotional well-being in students. D. Transition into first body paragraph: One significant reason for including the arts in education is that it fosters a range of cognitive skills that are crucial for students' overall development. --- **Body Paragraph #1 (Reason #1)** A. Topic Sentence: Artistic education plays a vital role in enhancing critical thinking and problem-solving skills among students. B. Evidence: According to one article, "students who engage in the arts are more likely to demonstrate higher levels of critical thinking and creativity" (Author, Year). C. Analysis of evidence: This evidence supports the claim by showing that arts education is not just about learning to create; it develops essential skills that are applicable in various subjects and real-life scenarios. D. Transition to next paragraph: Beyond cognitive development, arts education also contributes significantly to students' emotional and social growth. --- **Body Paragraph #2 (Reason #2)** A. Topic Sentence: Participation in the arts fosters emotional intelligence and social connections among students. B. Evidence: The second article notes that "involvement in artistic activities can lead to improved communication skills and better peer relationships" (Author, Year). C. Analysis of evidence: This demonstrates that arts education enriches students' emotional lives and helps to create a supportive community within schools, thereby enhancing their overall school experience. D. Transition to next paragraph: Despite the numerous benefits of arts education, some argue against its necessity, leading to a significant counterclaim that merits discussion. --- **Body Paragraph #3 (Counterclaim/Rebuttal)** A. Address counterclaim: Some people think that the focus on core subjects like math and science should take precedence over arts education due to standardized testing pressures. B. Evidence/support for counterclaim: Proponents of this view argue that "increased time spent on arts education detracts from essential learning in subjects that are required for standardized testing" (Author, Year). C. Disprove counterclaim: However, they are wrong because research indicates that a well-rounded education, which includes the arts, can lead to better performance in standardized tests as a result of improved cognitive and emotional skills. D. Transition to next paragraph: In conclusion, it is essential to recognize the overwhelming benefits of including arts education in schools. --- **Conclusion** A. Summarize your claim: In summary, all schools should provide education in the arts, as it significantly contributes to the cognitive and emotional development of students. B. Summary of reason #1 and reason #2: By fostering critical thinking and enhancing emotional intelligence, arts education can lead to well-rounded individuals who excel in a variety of areas. C. Closing statement/final thought: Ultimately, it is crucial for educational systems to embrace the arts, ensuring that students are equipped with the skills they need to thrive in a complex world. --- **Works Cited** (Here, you would include the proper citations based on the articles provided and the citation style you are using, e.g., MLA or APA.) --- **Final Steps** Once the outline is fully completed with specific evidence and citations from the articles, make sure to share and submit as indicated in the instructions.

Answer

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.

Could you add this to the paragraghs