EN8 Q2W7D2: Mapping Issues

🎯 Learning Goals - Day 2: Mapping Issues

1. By the end of the lesson, students will be able to formulate a clear claim on a chosen issue and state at least two supporting arguments with 80% accuracy.
2. Students will be able to complete an Issues Map that presents both arguments for and against a topic within 30 minutes.
3. Students will be able to revise their arguments for coherence after peer feedback, ensuring logical flow and clarity by the end of the session.

🧩 Key Ideas & Terms - Day 2: Mapping Issues

• Issue - a topic or problem that can be debated or argued.
• Claim - a statement that expresses a stance or position on an issue.
• Argument - reasons or evidence that support a claim.
• Counterargument - an opposing viewpoint that challenges the claim.

🔄 Prior Knowledge - Day 2: Mapping Issues

Task: Recall your work from Day 1 on persuasion. Answer the guide prompts:

1. What was your claim or thesis statement yesterday?
2. What reasons did you use to support it?
3. Were there any challenges in making your argument clear?

Show Answer

(hidden - varies per student’s prior answers from Day 1 persuasive tasks)

📖 Explore the Lesson - Day 2: Mapping Issues

1. What is an Issue?

An issue is a topic or problem that people can debate or argue about. Issues are usually controversial, meaning people may have different opinions about them. They are often found in everyday life, in the news, in classrooms, and in conversations.

• Example issues: Should schools adopt a four-day week?, Should social media be limited for teenagers?, Should plastic bags be banned in all stores?

To start persuasive writing, we need to select an issue that matters to us and has multiple sides to consider.

2. Understanding Claims

A claim is your main stance or position on an issue. It tells your reader what you believe and what you are trying to prove. A claim is the foundation of your argument.

• Example:
  Issue: Should uniforms be required in schools?
  Claim: Uniforms should not be required because they limit self-expression.

A claim must be:

• Clear - no vague words.
• Debatable - there should be more than one side to the issue.
• Focused - not too broad.

3. Building Arguments

Once you have a claim, you need to support it with arguments. Arguments are reasons or evidence that prove why your claim is valid. They may include facts, statistics, expert opinions, or real-life examples.

• Example:
  Claim: Students should have a longer lunch break.
  • Argument 1: A longer lunch break improves student focus in the afternoon.
  • Argument 2: Students need more time to rest and socialize, which reduces stress.
  • Argument 3: Some students need extra time to eat because of crowded cafeterias.

Arguments must be logical and coherent to persuade effectively.

4. Recognizing Counterarguments

A strong position is not one-sided. To persuade well, writers must also consider counterarguments - opposing viewpoints that challenge the claim.

• Example:
  Claim: Online learning is better than face-to-face learning.
  Counterargument: Some say face-to-face learning is more interactive and effective.
  Response: While interaction is easier face-to-face, online learning provides flexibility and access to resources for all.

Including counterarguments shows that you understand the complexity of the issue and strengthens your credibility.

5. Using the Issues Map

An Issues Map is a graphic organizer that helps you arrange your thoughts. It breaks down the issue into key parts: the description, your stand (claim), arguments for, arguments against, and examples.

Sample Issues Map Template - Left Header Layout

Category	Details
Issue	Should plastic bags be banned?
Why People Should Care	Plastic waste is harming the environment.
Stand/Claim	Plastic bags should be banned.
Arguments For	Reduce pollution, save marine life, encourage eco alternatives.
Arguments Against	Plastic bags are cheap, reusable bags may cost more.
Examples/Situations	Local rivers clogged with plastic, shops charging for bags.

6. Peer Review for Coherence

After completing an Issues Map, it is important to review it with a classmate. Peer review helps you:

• Spot weak or unclear arguments.
• Notice if ideas are repetitive or off-topic.
• Improve coherence and logical flow.

Feedback is valuable because persuasion is about communication, and communication is clearer when others understand your message easily.

7. Example Issue Mapped Out

Issue: Should junk food be banned in schools?

• Why people should care: Junk food affects health and academic performance.
• Claim: Junk food should be banned in schools.
• Arguments for: Encourages healthier eating, reduces obesity, teaches discipline.
• Arguments against: Students may buy junk food outside school, banning limits choice.
• Examples: Reports on childhood obesity, school health campaigns.

8. Real-World Application of Mapping Issues

Issues mapping is not only for school tasks - it helps in real life. When deciding on personal or family matters, issues mapping can help evaluate both sides before making a decision.

• Example: Should you spend your savings on a new phone or save it for a future trip?
  • Arguments for phone: Useful daily, better connectivity.
  • Arguments against phone: Expensive, short-term benefit.
  • Decision: Save for the trip to have a more lasting experience.

9. Why Mapping Issues Matters

• Helps you clarify your stance before writing.
• Ensures balance by including opposing views.
• Encourages critical thinking.
• Builds a foundation for persuasive essays, debates, and position papers.

10. Transition to the Next Lesson

By mastering the Issues Map today, you are preparing for Day 3: Researching Sources, where you will gather real references to support your arguments.

References

• University of Hawaii Writing Center (1998). Writing a Position Paper. Retrieved from https://www.studocu.com/ph/document/university-of-the-immaculate-conception/linguistics/writing-a-position-paper/28526249
• University of Melbourne. (n.d.). Connecting Ideas. Retrieved from https://students.unimelb.edu.au/academic-skills/resources/reading,-writing-and-referencing/writing-effectively/connecting-ideas
• Purdue Online Writing Lab (OWL). (n.d.). Developing Strong Thesis Statements. Retrieved from https://owl.purdue.edu/owl/general_writing/the_writing_process/thesis_statement_tips.html
• BBC News. Ford, T. (2021). The Darkest Side of Online Dating. https://www.bbc.com/worklife/article/20210623-the-darkest-side-of-online-dating

💡 Example in Action - Day 2: Mapping Issues

Worked Example - Left Header Issues Map

Category	Details
Issue	Should students be allowed to use mobile phones in class?
Why People Should Care	Mobile phones affect focus but also provide learning tools.
Stand/Claim	Students should be allowed to use phones in class for academic purposes.
Arguments For	Quick access to information, useful for research, enhances digital literacy.
Arguments Against	May cause distraction, misuse for games or social media.
Examples/Situations	Teachers guiding phone use during research activities.

This example shows how to balance both sides while presenting a clear claim.

Now You Try - Mini Tasks (5 items)

1. Map out the issue: Should school uniforms be required?
2. Map out the issue: Should junk food be banned in schools?
3. Map out the issue: Should there be a longer lunch break for students?
4. Map out the issue: Should social media access be restricted for teens?
5. Map out the issue: Should schools start later in the morning?

Show Answer

Answers will vary - look for a clear issue, claim, arguments for and against, and examples.

📝 Try It Out - Day 2: Mapping Issues

Directions: Complete an Issues Map for each prompt below using the left-header table format.

1. Should students have homework every day?
2. Should pets be allowed inside classrooms?
3. Should the internet be free for all students?
4. Should recycling be required in all households?
5. Should sports be prioritized as much as academics in school?

Show Answer

Hidden - students’ Issues Maps, evaluated for clarity of claim, balance of arguments, and coherence.

✅ Check Yourself - Day 2: Mapping Issues

Part A - Multiple Choice (5 items)

1. What is an issue in persuasive writing?
   a) A story with a moral lesson
   b) A topic or problem that people can debate
   c) A summary of events
   d) A short descriptive text
2. What is a claim?
   a) A question asked in the introduction
   b) A personal story to support your point
   c) A statement that expresses your stance on an issue
   d) A collection of random facts
3. Which of the following is an argument FOR banning junk food in schools?
   a) Junk food is tasty and affordable.
   b) Junk food can cause obesity and poor health in students.
   c) Students will miss junk food if banned.
   d) Banning limits student choice.
4. What is the purpose of including counterarguments?
   a) To make your writing longer
   b) To show you only know one side
   c) To make your argument stronger by addressing the other side
   d) To confuse your readers
5. What is the role of coherence in an Issues Map?
   a) To add more pictures
   b) To ensure arguments flow logically and clearly
   c) To make it longer and more detailed
   d) To avoid counterarguments

Part B - True or False (5 items)

6. An issue must always have only one side.
7. A claim should be debatable, not a simple fact.
8. Arguments provide reasons and evidence to support a claim.
9. A counterargument is always stronger than the original claim.
10. Peer review can help improve the coherence of an Issues Map.

Part C - Short Answer (5 items)

11. Give one example of an issue that students can debate about.
12. What makes a claim effective in persuasive writing?
13. Write one argument FOR and one argument AGAINST the issue: Should students use mobile phones in school?
14. Why is it important to map out both sides of an issue before writing?
15. In your own words, explain why an Issues Map is useful.

Show Answer

Answer Key
1. b
2. c
3. b
4. c
5. b
6. False
7. True
8. True
9. False
10. True
11. (Sample: Should uniforms be required?)
12. (It is clear, debatable, and focused.)
13. (For: Helps in learning; Against: Causes distraction.)
14. (It ensures balance, fairness, and stronger arguments.)
15. (It organizes ideas, shows both sides, and improves coherence.)

🚀 Go Further - Day 2: Mapping Issues

Activity 1: Quick Debate

Choose one issue (e.g., Should homework be banned?). Form two groups: one arguing for and one arguing against. Present short 2-minute arguments.

Show Answer

Answers vary - look for clear claim, arguments, and counterarguments.

Activity 2: Issue Hunt

List three current issues from news or social media. Identify the claim for each one.

Show Answer

Examples: Climate change - Claim: Immediate action is necessary. E-learning - Claim: It is better than face-to-face. Youth voting - Claim: Should be encouraged.

Activity 3: Role Play

In pairs, one student supports an issue, and the other opposes it. Each gives one argument and one counterargument.

Show Answer

Responses vary - should show clear use of claim and counterargument.

Activity 4: Strength Test

Take a sample claim (e.g., Should uniforms be required?). Write one weak argument and then improve it into a strong argument.

Show Answer

Weak: "Uniforms look nice." Strong: "Uniforms create equality and reduce bullying based on clothing."

Activity 5: Mapping Challenge

Pick an issue of personal interest (e.g., gadgets, sports, school rules). Create a full Issues Map using the left-header table style.

Show Answer

Answers will vary - look for balanced mapping of claim, arguments for or against, and examples.

🔗 My Reflection - Day 2: Mapping Issues

Option 1: Guiding Questions

Write your answers in your notebook.

1. What did I learn about mapping issues today?
2. How does creating an Issues Map help me make stronger arguments?
3. What challenges did I face when balancing arguments for and against?
4. How can peer feedback improve my Issues Map?

Option 2: Checklist

Put a ✔ if you agree with the statement, ✖ if not.

• I can explain what an issue and a claim are.
• I can identify arguments for and against a chosen issue.
• I can create a complete Issues Map with coherence.
• I can revise my arguments after peer feedback.
• I feel more confident in preparing for a persuasive essay.