5.5.4 Forum Help: WR-Assignment 3
Completion requirements
5.5.4 Forum Help: WR-Assignment 3
Analyze Speakers’ Perspectives/Defend Your Position
In this assignment you will
- explore and analyze an issue and various viewpoints on this issue
- explain your position (your thesis), and support using the viewpoints and examples from Social Studies content and
- communicate effectively in a well-organized written response
***Ensure you read the exemplar at the bottom of the assignment to review assignment expectations
© Flickr/Julian Bleecker
Click on each of the following tabs to view your tasks.
Review the issue.
You will be asked one of two questions: a question starting with “Should…” or "Is it in __________ 's interests..."
- Do you agree with the issue? Disagree? Partially agree? Why? Your answer(s) to these questions will be your thesis or your main position on the issue.
Review the 3 speakers’ perspectives/views.
- Review their responses carefully; what is each speaker's main message/opinion on the issue?
- For each speaker's view, do you agree or disagree? Why/for what reasons?
Write your response.
In your response you must:
- explain what the issue is about, and WHY is the issue important
- explain EACH SPEAKER’S VIEW on the issue (what reasons does each speaker give to support their view?)
- explain why there are different viewpoints on the issue, and
- in ONE paragraph, explain your position on the issue: including
- one statement (thesis) of your position on the issue. “I believe that…”
- an explanation of your position, including examples from Social Studies and the speakers’ viewpoints to support your position, and
- a final paragraph with a concluding sentence recapping your position
WR-Assignment 3: Marking Rubric
Scoring Categories and Scoring Criteria for Assignment III
| Focus | Exploration and Analysis (8 marks) | Defence of Position (8 marks) | Communication (4 marks) |
When marking Exploration and Analysis, the marker will consider the:
|
When marking Defence of Position, the marker will consider the:
|
When marking Communication, the marker will consider the:
Proportion of error to the length and complexity of the response must be applied when awarding a mark for Communication. |
|
Excellent
E |
Exploration of the issue(s) is insightful and comprehensive. Analysis is thoughtful and thorough and misconceptions, if present, do not detract from the response. The student demonstrates a confident and perceptive understanding of various points of view
on the issue(s) and the assigned task.
8
|
The defence of position is based on one or more convincing, logical arguments. Evidence is specific and accurate and errors, if present, do not detract from the response. The student demonstrates a thorough and perceptive understanding of applicable social
studies knowledge and the assigned task.
8
|
The writing is fluent and purposefully organized. Effective stylistic choices may contribute to the creation of an engaging voice. Vocabulary is precise.The writing demonstrates confident control of sentence construction, grammar, and mechanics. Errors,
if present, are inconsequential.
4
|
Proficient
Pf |
Exploration of the issue(s) is specific and accurate. Analysis is appropriate and purposeful but may contain minor misconceptions. The student demonstrates a clear understanding of various points of view on the issue(s) and the assigned task.
6.4
|
The defence of position is based on one or more sound arguments. Evidence is appropriate, but may contain some minor factual errors. The student demonstrates a clear understanding of applicable social studies knowledge and the assigned task.
6.4
|
The writing is logical and clearly organized. Appropriate stylistic choices may contribute to the creation of a distinct voice. Vocabulary is specific. The writing frequently demonstrates effective control of sentence construction, grammar, and mechanics.
Errors do not detract from communication.
3.2
|
Satisfactory
S |
Exploration of the issue(s) is valid but general and may contain misconceptions. Analysis is general and straightforward. The student demonstrates an acceptable understanding of various points of view on the issue(s) and the assigned task.
4.8
|
The defence of position is based on one or more adequate arguments. Evidence is relevant, but general and/or incompletely developed. The evidence may contain errors. The student demonstrates an acceptable understanding of applicable social studies knowledge
and the assigned task.
4.8
|
The writing is generally clear and functionally organized. Basic stylistic choices may contribute to the creation of a voice that is adequate. Vocabulary is adequate. The writing demonstrates basic control of sentence construction, grammar, and mechanics.
Errors do not seriously interfere with communication.
2.4
|
Limited
L |
Exploration of the issue(s) is superficial and may contain substantial misconceptions. Analysis is limited and overgeneralized or redundant, but discernible. The student demonstrates a confused, yet discernible understanding of various points of view
on the issue(s) and the assigned task.
3.2
|
The defence of position is based on oversimplified assertions and/or questionable logic. Evidence is superficial and may not always be relevant. The evidence may contain significant errors. The student demonstrates a confused, yet discernible, understanding
of applicable social studies knowledge and the assigned task.
3.2
|
The writing is uneven and incomplete but is discernibly organized. Awkward stylistic choices may contribute to the creation of an unconvincing and/or inappropriate voice. Vocabulary is imprecise and/or inappropriate. The writing demonstrates faltering
control of sentence construction, grammar, and mechanics. Errors hinder communication.
1.6
|
Poor
P |
Exploration of the issue(s) is mistaken or irrelevant. Analysis is minimal and/or tangential. The student demonstrates a minimal understanding of various points of view on the issue(s) and the assigned task.
1.6
|
The defence of position taken is difficult to determine and/or little or no attempt is made to defend it. Evidence, if present, is incomplete and/or marginally relevant. Significant errors in content are frequent. The student demonstrates a minimal understanding
of applicable social studies knowledge and the assigned task.
1.6
|
The writing is unclear and disorganized. Ineffective and/or inappropriate stylistic choices may contribute to the creation of an ineffective and/or unsuitable voice. Vocabulary is ineffective and frequently incorrect. A lack of control of sentence construction,
grammar, and mechanics is demonstrated. Errors impede communication.
0.8
|
Insufficient
INS |
Insufficient is a special category. It is not an indicator of quality. It is assigned to responses that are off topic, do not contain a discernible attempt to address the task, or that are too brief to assess in any scoring category. |
WR-Assignment 3
Social Studies 20-2
Written Response Assignment 3
ASSIGNMENT 3
Value: 20%
Suggested Time: 40 to 45 minutes
Suggested Time: 40 to 45 minutes
Your local newspaper asked three citizens selected at random to respond to the following question:
Whose responsibility is it to promote a national identity?Click each row below to view each citizen's response: I don't need to advertise that I'm Canadian. Flag stickers? Not my
thing. Don't get me wrong; I'm glad I'm Canadian. But I think of myself
more as Metis. That's what I tell people when they ask. I think people
should promote what
makes them special or unique. By showing that
you're Metis or Inuit or Québecois, you do two things-you promote your own culture. but you also promote Canada's diverse identity. I definitely think it's my responsibility to promote my identity as a
Canadian. I wear a Team Canada hockey sweater a lot. When I wear it, I
feel more connected to other Canadians. People smile at me because we
have something in
common. I also love Canada Day! Every July, I go
down to the park to watch fireworks. This country could use more Canadian spirit. We're all Canadian-let's be proud of it! I do think I'm responsible for promoting a national identity;
but I don't buy into all this patriotic symbolism. Most of our symbols
are so yesterday. I say let's throw out those old myths and create new
myths about Canadians
today. I'm interested in people's real
experiences-that's what makes you who you are. If we started focusing on
the present instead of the past, we could create a whole new set of
symbols and myths-a whole new "us." Whose responsibility is it to promote a national identity? 
Write a response where you
Reminders for Writing
|
In my opinion I can see valid arguments with all the citizens, but I only agree with certain points. I think ultimately it is my responsibility to promote a national identity, but only in ways where I feel comfortable and can speak to the experiences that I feel are part of Canada's national identity.
I agree with Citizen#3 in regards to not buying into patriotic symbolism; I don't think that wearing a Canadian flag or red and white colours on Canada Day is enough to promote a national identity. However, I disagree with her reasoning that we need to throw out our history and our myths in the past and instead focus on new ones for the present. By removing or ignoring the past, we forget the key experiences and historical events that made Canada who it is today. For example, we cannot ignore events like Confederation where Canada began forming as its own nation, or even negative events such as the Sixties Scoop or refusing to take in the St. Louis ship carrying 930 Jewish refugees in 1939. I do think it is possible to be individually responsible for supporting a national identity where we acknowledge our nation's history, but also look forward into the future.
Citizen #1 identifies more as Metis because that is what makes her unique, and that she doesn't need to be "loud and proud" when it comes to being Canadian. To me, this says that a person can balance parts of their identity which can reveal a national identity (in this case, Citizen #1 says it highlights Canada's diversity). I do believe that part of Canada's national identity is the makeup of many types of people from all over the world; Canada is still known for welcoming immigrants, visitors, and refugees. It's when certain groups go too far in promoting what makes them special or unique that this becomes an issue for a nation's identity such as the rise of pro-Aryan groups in Germany before WWII. I think it is important to balance both one's pride in their groups, but also balance this pride with how a group fits into a national identity.
While Citizen #2 references Canada Day fireworks and a common interest in sports, I don't think these methods are enough for an individual to promote a national identity. As an individual I feel like promoting a national identity goes beyond sports fans and a 1 day celebration; I try to support Canada's national identity by choosing to listen to Canadian music artists, attending Canadian exhibits or plays, and even participating in Canadian traditions and posting them on Instagram.
Overall, I believe that the responsibility to promote a national identity has to be meaningful and authentic to the individual; as people living in Canada, we all have the ability to draw on our own experiences and perceptions of the Canadian national identity and speak to what makes us proud as Canadians.
Social 20-2 Outcomes
I agree with Citizen#3 in regards to not buying into patriotic symbolism; I don't think that wearing a Canadian flag or red and white colours on Canada Day is enough to promote a national identity. However, I disagree with her reasoning that we need to throw out our history and our myths in the past and instead focus on new ones for the present. By removing or ignoring the past, we forget the key experiences and historical events that made Canada who it is today. For example, we cannot ignore events like Confederation where Canada began forming as its own nation, or even negative events such as the Sixties Scoop or refusing to take in the St. Louis ship carrying 930 Jewish refugees in 1939. I do think it is possible to be individually responsible for supporting a national identity where we acknowledge our nation's history, but also look forward into the future.
Citizen #1 identifies more as Metis because that is what makes her unique, and that she doesn't need to be "loud and proud" when it comes to being Canadian. To me, this says that a person can balance parts of their identity which can reveal a national identity (in this case, Citizen #1 says it highlights Canada's diversity). I do believe that part of Canada's national identity is the makeup of many types of people from all over the world; Canada is still known for welcoming immigrants, visitors, and refugees. It's when certain groups go too far in promoting what makes them special or unique that this becomes an issue for a nation's identity such as the rise of pro-Aryan groups in Germany before WWII. I think it is important to balance both one's pride in their groups, but also balance this pride with how a group fits into a national identity.
While Citizen #2 references Canada Day fireworks and a common interest in sports, I don't think these methods are enough for an individual to promote a national identity. As an individual I feel like promoting a national identity goes beyond sports fans and a 1 day celebration; I try to support Canada's national identity by choosing to listen to Canadian music artists, attending Canadian exhibits or plays, and even participating in Canadian traditions and posting them on Instagram.
Overall, I believe that the responsibility to promote a national identity has to be meaningful and authentic to the individual; as people living in Canada, we all have the ability to draw on our own experiences and perceptions of the Canadian national identity and speak to what makes us proud as Canadians.
Social 20-2 Outcomes
- Consider the points of view and perspectives of others
- Evaluate personal assumptions and opinions
- Identify main ideas underlying a position or issue
- Communicate effectively