Text-based Analysis: Text-Marking 2 - Argument
Name_____________________
What is text-marking, how is it done, and why do we do it?
While reading, a reader marks specific pieces of evidence. Some examples include sources, people,
claims, central idea and supporting details, themes, and symbols.
Readers use a pencil, pen, or colors to mark in the text where they find specific pieces of evidence.
Text-marking often requires re-reading of the text to find each piece of evidence.
Text-marking is an active reading and thinking process and helps readers pay attention to the text.
Text-marking helps readers find the evidence to better understand the text.
Text-marking helps readers break down a difficult text.
An argument is:
A claim is:
presented as a point of view or central idea of a
text.
made up of one or more claims.
logical and supported by evidence.
A
the starting point of an argument.
a statement that is supported with evidence.
A counterargument is:
Evidence:
an opposing argument or claim that a writer
includes to strengthen his/her argument.
includes reasons or details that support a claim or
argument.
proves or disproves a claim or argument.
may come from sources.
Abolish Jim Crow! by Eleanor Roosevelt
1. Mark lines 1-51 of the text with the three reads listed below.
First read: underline each argument and claim.
Third read: square any special punctuation and
Second read: put a *star next to evidence and
write a ( ? ) question mark next to unfamiliar
counterarguments.
words.
2. Complete the template below.
Eleanor Roosevelt
“Abolish Jim Crow!”
_____________________________________’s
essay “_________________________________________”
(title of essay)
(author’s full name)
7-28
Roosevelt
argumentative
is an example of ________________________________
writing. In lines ____________,
______________
(line numbers)
(text type)
(author’s last name)
argues that _____________________________________________________________________________.
Citizens need to put results of Civil War into practice to assure rights and privileges of freedom
(central argument of the text)
Roosevelt
stating an example of a senator who asked “are we
_________________
supports this argument by _______________________________________________
(author’s last name)
(supporting details/evidence for the argument)
fighting the Civil War all over again?”
______________________________________________________________________________________.
(evidence continued)
30
people believe there should be no intermingling
Paragraph ______
contains a counterargument that __________________________________________,
in
(number)
(author’s counterargument)
order to show ___________________________________________________________________________.
that no amount of legislation will prevent it.
(author’s response to counterargument)
Text source: Roosevelt, Eleanor. “Abolish Jim Crow!”. 1943. Newspaper Article. New Threshold.
B
“Abolish Jim Crow!” by Eleanor Roosevelt
3. Mark lines 52-96 of the text with the three reads listed below.
First read: underline each argument and claim.
Third read: square any special punctuation and
Second read: put a *star next to evidence and
write a ( ? )question mark next to unfamiliar
counterarguments.
words.
4. Discuss and compare your findings with a partner.
5. Complete the template below.
The purpose of _____________’s
essay is to _______________
the reader about _____________________
Roosevelt
persuade
inequality of
(author’s last name)
(central topic/argument)
(verb)
Jim Crow laws
52-60
Roosevelt
_______________________________.
In lines ____________,
__________________
argues that
(central topic/argument continued)
(line numbers)
(author’s last name)
equality will bring more self-respect, dignity and pride
_____________________________________________________________________________________.
(argument)
_________________
supports this argument by _______________________________________________
Roosevelt
Stating that equal opportunity for education and
(example supporting argument)
(author’s last name)
______________________________________________________________________________________.
training may “make it possible for colored people to get equal pay”
(example continued)
_______________
claims that __________________________________________________________.
after the war, there will still be racial questions to settle
Roosevelt
(author’s last name)
C
(author’s claim)
“Abolish Jim Crow!” by Eleanor Roosevelt
6. Mark lines 97-164 of the text with the three reads below.
First read: underline each argument and claim.
Third read: square any special punctuation and
Second read: put a *star next to evidence and
write a ( ? )question mark next to unfamiliar
counterarguments.
words.
6. Identify Eleanor Roosevelt’s central argument and supporting evidence in “Abolish Jim Crow!”
Analyze and discuss her use of real world examples to convey her message. Look back at parts A and
B for ideas on language and sentence structure. Use quotation marks around direct quotes and include
the author’s name, essay title, and paragraph/line numbers.
Eleanor Roosevelt argues that people should have four simple freedoms: equality before the law, equality of
education for everyone, equality in the economic field, and equality of “expression” at the ballot. She supports
this argument by relating it to the current war, stating “we are engaged in fighting a war to assure these same
rights and privileges of freedom throughout the world.” The purpose of this is to point out that Americans are
fighting overseas for freedom and rights that not even all American citizens have back home. In lines 67-83,
Roosevelt states that if a soldier dies, he should know that he died protecting the freedoms of others and that it
was worthwhile.
Text source: Roosevelt, Eleanor. “Abolish Jim Crow!”. 1943. Newspaper Article. New Threshold.
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