Ms. Frick's Teaching Portfolio

The above artifacts demonstrate one of the ways we began to work toward our argument essays. After my classes had learned some general persuasive techniques, I explained the traditional structure of a formal written argument using a mnemonic device I created called "The 4 S's" which included the following steps: state your argument, support it, squash the opposing argument (counterargument), and sum it all up. ​The classes took a few guided notes on the structure and then put the information into practice by annotating a paragraph-long argument about the pros of social media. After discussing the example as a class, students began writing persuasive letters about any topic they desired and to any person they wanted. The assignment guidelines were to use at least one persuasive technique that we had previously gone over and include all 4 S's. This assignment prepared the students well for their upcoming paper proposal presentations, which required them to essentially do the same thing, but with the topic that they chose for their paper. The writing of the letters not only prepared the students to frame their papers but it also helped them realize the importance of taking a stand and defending their opinions in everyday situations. ​​