Using the ideas you previously wrote in your Argument Organizer on the topic you chose, you will write the introduction paragraph of your argument. View the grading rubric as you complete your work. This is your guide to a super submission.
1. You have previously chosen a side to an issue, stated a claim, and you have written ideas about your claim in your Argument Organizer. Now you will use your ideas from the organizer (and tips from this lesson) to write the introduction to your argument. Write three or more complete sentences. Remember to include:
• Overview: provide general information about your topic
• Explanation: describe why your issues is controversial
• Claim: present your stand on your issue that excludes all personal feelings and the pronoun “I”
2. Write in a formal style using the third person point of view.
3. Use correct spelling, punctuation, and grammar.
4. Save your work to your computer or drive.
5. Submit your work in 06.06 A Strong Introduction.
on why should teens play dangerous sports

Follow the directions (and example) given to create your own sonnet. william shakespeare's sonnet 130 my mistress' eyes are nothing like the sun, coral is far more red, than her lips red, if snow be white, why then her breasts are dun: if hairs be wires, black wires grow on her head: i have seen roses damasked, red and white, but no such roses see i in her cheeks, and in some perfumes is there more delight, than in the breath that from my mistress reeks. i love to hear her speak, yet well i know, that music hath a far more pleasing sound: i grant i never saw a goddess go, my mistress when she walks treads on the ground. and yet by heaven i think my love as rare, as any she belied with false compare. instructions: write fourteen lines of iambic pentameter. use a sonnet rhyme scheme. use the first eight lines to set up your idea (the octave). use the last six lines to conclude your idea (sestet). (variety may be added by including a substitute foot from time to time such as the two anapests in line 3 above.) work in small groups giving each other feedback. reading the sonnet aloud allows you to hear the words and rhythms of the lines. generate questions that will clarify the use of words and forms. for example: was the idea of the sonnet presented in the first eight lines? how was sound used to enhance the meaning of the sonnet?