Name:___________________________Date:________Period________9THELA
The Absolutely True Diary of a Part-Time Unit FINAL
Persuasive/Argumentative Writing Assignment & Socratic Seminar
For our unit FINAL you will be taking a position on this question: “Do you think Native American
mascots should be allowed in schools/sports teams/anywhere else? Why or why not?” Defend your
position in a formally written persuasive argument piece, to discuss in an in-class Socratic Seminar
using evidence from “True Diary,” video clips, article/cartoon packet, and any other materials we used
in class. See the directions below and rubric on the back for more information on expectations and
scoring.
Written persuasive/argument piece: (20 pts – see rubric)
 Your position on the topic: state whether or not you feel Native Americans should be used as
mascots. The bulk of your response should focus on why you feel this way. Use articles from
class on mascots, AND information from your reading of The Absolute True Diary of a PartTime Indian, and any other materials we used in class to support your stance.
 Some things to focus to help support your stance: stereotypes that have been traditionally
applied to American Indians in film and popular culture; the impact that stereotypes can have
on an individual’s self-concept and they affect the self-worth of individuals who are labeled by
them; how popular culture perpetuates stereotypes to excuse systemic discrimination; how
dominant groups use stereotypes to “write” history?
 Your argument write-up must include a MINIMUM of 3-4 pieces of evidence from the
articles, video clips, and book to support your point of view. Explore the topic in depth to
consider all sides of the position. Your argument piece should be 2-3 substantial paragraphs.
You need to have:
o Clear claim (be able to argue or defend/respond to both sides of the issue)
o Experience to support claim
o Proof from credible sources
o Opening statement
o Closing statement
Socratic Seminar: (20 pts – see rubric)
You will be assessed on your participation in the seminar class. You will be evaluated on your ability to
refer to specific ideas and arguments in the text and your group discussion skills. See the attached
rubric for a more specific listing of the grading criteria for the seminar.
 Come prepared for seminar with written persuasive/argument piece
 Participate in seminar using inner/outer circle rules
 Share/discuss your statement about the issue (describe the issue, your stance, using strong,
relevant supporting arguments, facts, and examples)
 Respectfully rebut other participants arguments
 Use a speaking voice that can always be heard
Post Socratic Seminar: (10 pts)
You will rate your participation in the seminar using the rubric AND type a one-two paragraph
reflection after the seminar. Your reaction might consider the following questions:
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What did you want to say but did not have a chance to?
Did your opinion change during the discussion? If so, why?
What further questions or views did the discussion raise?
What views did you agree or disagree with? Why?
Evaluate the success of the seminar.
Evaluate your participation in the discussion? What did you do well? What can you improve
upon?
Name:_______________________________________________ Date: _________Period:________________
Category
Written Persuasive/Argument Scoring 20 Points Total
4 (AS-AS+)
3 (MS)
2 (APS)
1 (BS)
Position
Evidence (use of
facts and examples)
Organization
Sentence
fluency/word
choice
Conventions
Takes a clear
position and
supports it
consistently with
well-chosen
reasons and/or
examples; may
use persuasive
strategy to
convey an
argument.
Arguments are
supported with
more than 4
relevant facts
and examples.
Is focused and
well organized,
with effective
use of transitions
Consistently
exhibits a variety
in syntax and
diction
Errors in
grammar,
spelling, and
punctuation are
few and do not
interfere with
understanding.
Takes a clear
position and
supports it with
some reasons
and/or examples
through much of
the piece.
Takes a position and
provides uneven
support; may lack
development or be
repetitive OR is a
basic beginning
statement on the
position.
Attempts to take a
position (addresses
topic), but position is
unclear OR takes a
position but provides
minimal or no
support; may only
paraphrase prompt.
Arguments are
supported with a
minimum of 3-4
facts and
examples
Is generally well
organized, but
may lack some
transitions
Exhibits some
variety in
sentence
structure and
uses good word
choice, but may
be used
inaccurately.
Errors in
grammar,
spelling, and
punctuation do
not interfere with
understanding.
Arguments are
supported with 1-2,
relevant facts and
examples
Argument lacks
factual support
Is organized in parts;
other parts are
disjointed and lack
transitions
Sentence structure
may be simple and
unvaried; word
choice lacks variety
flair, and accuracy.
Is disorganized or
unfocused OR exhibits
little or no apparent
organization.
Sentences lack formal
structure, are run-on
and appear rambling;
word choice is
inaccurate and lacks
interest.
Errors in grammar,
spelling, and
punctuation
sometimes interfere
with understanding
Errors in grammar,
spelling, and
punctuation prevent
reader from fully
understanding
*Loss of this rubric will result in a 10% deduction in your final grade!
Final Score: _____________/20
Participant:____________________________________________ Peer/Self Grader:__________________________________________ Score _______/20
Socratic Seminar Scoring 20 Points Total (final grade determined by teacher)
Category
4 (AS-AS+)
3 (MS)
2 (APS)
Has marked text or prepared notes Has little or no marking of
Preparation/ Is familiar w/text
text/ scanty notes
• Has marked text or has a note sheet –
• Can locate most references in
Reading
relies on evidence to support stance
text
• confused about key
• Understands major concepts in the
reading
• Identifies any contradictions in the
reading
• Demonstrates knowledge of
facts, but lacks mastery of
concepts
• Acknowledges difficulty
w/reading and asks for
clarification
Addresses majority of comments
to peers (not leader or teacher)
• Attempts to move discussion to
new idea
• Does not try to say “everything”
while speaking
• Tries to speak louder when
asked to do so
• Makes comments to merit
reaction
Speaking
Speaks to all members of the seminar
(peers) and not leader or teacher
• Avoids talking too long and moves
discussion to new ideas
• Can be heard by all
• Avoids slang/incorrect grammar
• Articulates clearly
• Pronounces words accurately/extensive
vocabulary
Reasoning
Understands questions
• Cites textual support
• Relates to other reading/studies
• Expresses thoughts in complete
sentences
• Provides insightful comments
• Resolves contradictory ideas
• Considers all sources and input
Responds to questions w/out any
prompting
• Demonstrates some reflection
on text but not mastery
• Makes limited connections
w/ideas of others
• Somewhat relates own ideas to
other readings/seminars
• Uses quotes/ paraphrases but
inferences underdeveloped
• Makes comments to merit
reaction
Listening
Listens for opportunities to respond
• Demonstrates thoughtfulness while
others speaking and does not overlook
details
• Takes notes/writes questions
• Avoids repetitive remarks
• Builds on discussion
• Points out flawed reasoning
• Overcomes any distractions
Is generally attentive and focused
• Responds thoughtfully to ideas/
questions raised
• May be too absorbed in own
thoughts to hear others’
comments
• May write down some thoughts
but not consistently
Conduct
Demonstrates respect for learning process
• Exhibits patience w/ differing opinions
• Asks peers for clarification and calls on
others respectfully to participate
• Attempts to involve others
• Moves forward into new concepts
• Not disruptive/ control
of nonverbal gestures
Shows composure but sometimes
shows slight impatience
• Slightly impatient while waiting
to speak
• Demonstrates respectful attitude
toward others
• Comments frequently but does
not involve others
• Shows a desire to contribute
responsibly to the seminar
*Loss of this rubric will result in a 10% deduction in your final grade!
Final Score: _____________/20
concepts
• makes comments that
reflect shallow knowledge
May have read text but
limited preparation
• May overlook important
points, thus leading to
faulty logic
• May be accurate on
minor points while missing
main concept
• Contributes opinions that
have no textual support
• Has some difficulty in
formulating understanding
comments
May have read text but
limited preparation
• May overlook important
points, thus leading to
faulty logic
• May be accurate on
minor points while missing
main concept
• Contributes opinions that
have no textual support
• Has some difficulty in
formulating understanding
comments
Responds only to ideas that
are personally interesting
• Asks for repetition of
questions or rephrasing of
questions
• Takes very limited notes
• Easily distracted or may
be source of distraction
• Does not look up the text
as it is cited
• Does not visibly respond
to cited text
Participates verbally/
shows impatience w/
seminar process
• May make insightful
comments but does so
sparingly
• May be argumentative
and generally lacks poise
• May be unfocused
because of depth/ length of
seminar
1 (BS)
Unfamiliar with text
• Has no notes or marking or
text
• Asked for no help with the
reading
Reluctant to speak when
called on or passes
• Mumbles/mispronounces
words
• Cannot be heard at all
• Shows absolutely no desire
to contribute verbally
Makes illogical comments
• Says no more than, “I
agree.”
• Ignores previous
comments and seminar
direction
• Uses humor to avoid
serious thinking
Not attentive to others
• Exhibits negative body
language
• Makes comments showing
total misrepresentation of
material
• Does not listen well to
understand others’ points
• Takes no notes
Shows no respect for process
• Argumentative and rude
• Takes advantage of/causes
distractions
• Arrives unprepared
• Wants the floor for himself
• Writes personal notes
instead of seminar notes
• Attempts to sleep during
seminar