BIG HISTORY PROJECT / LESSON 1.

3 ACTIVITY STUDENT MATERIALS

WRITING – CLAIM AND FOCUS WARM-UP
Preparation
• Carefully read the Investigation prompt you will be responding to. Be sure to have read and analyzed the documents prior to doing this warm-up activity.

Purpose
As you develop your close reading, critical thinking, and historical thinking skills, you also build writing skills that will help you in a lot of other classes.
This warm-up introduces the Claim and Focus row of the Writing Rubric and allows you to better understand those concepts and how they apply to
thinking and writing. At the same time, this activity gives you an opportunity to practice in preparation for writing an essay using OER Project’s automatic
essay-scoring feature, Score.

Process
In this quick warm-up activity, you’ll learn how to use the language of an essay prompt to make a claim, provide focus for that claim, and then make a
counterclaim. Your teacher might ask you to do just some of the steps in this activity, so be sure to listen for instructions.
Part 1 – Claim
What is a thesis or major claim in an essay? Discuss your ideas with your class.
How do we figure out how to write a thesis/major claim in response to a prompt? One way to do this is by turning the essay prompt/question into the stem
of a statement, and then adding a little more information to make it a claim. Then, you can make an even stronger claim statement by getting even more
specific. Work through an example of this with your class.
Then, repeat this process using the prompt you are getting ready to respond to.
Part 2 – Focus
What is focus in an essay? Discuss your ideas with your class and refer to the BHP Writing Rubric for more information.
How do you maintain focus in an essay? One way to do this is by linking back to key words and ideas from the thesis/major claim. Review the thesis/major
claim from Step 1 and underline the key points that were included that you could write more about in the body of the paper. Then, work with your class to
create three supporting claims that mirror the language or ideas from the original claim.
Now, do the same thing using the thesis/major claim you wrote in Step 1 in response to the prompt you’ve been assigned.
Part 3 – Counterclaim
What is a counterclaim? Discuss your thinking with your class.
How do you make a counterclaim? To weave a counterclaim into your thesis/major claim statement, ask yourself this: Who would disagree with your
statement and why? What alternative or opposing viewpoints might you encounter when discussing this topic? Once you’ve considered other viewpoints,
try weaving them in. Work through the following example with your class.
Now, create a counterclaim related to the prompt you will be responding to.
Once you’re done, you’re ready to write!
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BIG HISTORY PROJECT / LESSON 1.3 ACTIVITY STUDENT MATERIALS
WRITING – CLAIM AND FOCUS WARM-UP Name: Date:

Directions: Work through each of the steps to help prepare yourself to respond to the essay prompt.

Step 1 – Thesis/Major Claim

Write the essay prompt Turn the prompt into the stem of a statement Complete the sentence stem to produce a clear thesis/
major claim statement

Now, rewrite your thesis/major claim to make it more specific by including a preview into some of the reasons why you support your thesis/major claim.

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BIG HISTORY PROJECT / LESSON 1.3 ACTIVITY STUDENT MATERIALS
WRITING – CLAIM AND FOCUS WARM-UP Name: Date:

Having trouble? The sentence stems below may help. These kinds of stems can also appear throughout the body of the argument, where you might
address more than one counterpoint as you are building your argument.
• On one hand…. On the other hand….
• Though some historians argue…, a deeper analysis shows…
• Despite the fact that many people believe…
• While many say that..

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BIG HISTORY PROJECT / LESSON 1.3 ACTIVITY
WRITING – CLAIM AND FOCUS WARM-UP
BHP Writing Rubric
Advanced
Claim and Focus* The essay makes a precise and
significant claim based on the topic
Make a clear claim about the
and/or source(s). The essay maintains
topic early in the essay and
a strong focus on defending a directly
focus on proving it.
stated position, using the whole essay
to support and develop the claim
and counterclaims while thoroughly
addressing the demands of the prompt.
Analysis and Evidence The essay cites the most appropriate
and valid evidence to support
Choose the right evidence
its claim, drawing information
and explain how it supports
substantively from multiple sources
the claim and analysis.
to defend its position and effectively
refute counterclaims. The essay
demonstrates insightful reasoning and
careful understanding of the sources,
acknowledging inconsistencies or
weaknesses in evidence, and fully
explains the relationship between
claims and support.
Organization The essay incorporates precise
transitions within a sophisticated
Present ideas in a structure
organizational structure that
that enhances the analysis.
enhances the relationships between
Use transitions throughout
and among ideas and promotes
the essay to make
cohesion and clarity. A well-executed,
connections clear.
logical progression of ideas is clearly
constructed, including an effective
introduction and a conclusion which
follows from and supports the claim
and analysis.
Proficient
The essay makes a clear claim
based on the topic and/or
source(s). The essay maintains
focus on defending an identifiable
position, using most of the essay to
support and develop the claim and
counterclaims while addressing
the demands of the prompt.
The essay cites sufficient and
appropriate evidence to support
its claim, drawing information
from multiple sources to defend
its position and refute counter-
claims. The essay demonstrates
reasoning and understanding
of the sources, potentially
acknowledging inconsistencies
or weaknesses in evidence,
and adequately explains the
relationship between claims and
support.
The essay employs an
organizational structure that
shows the relationships between
and among ideas, yielding a
cohesive analysis. Clear transitions
support a logical progression
of ideas, including an effective
introduction and a conclusion
which follows from and supports
the claim and analysis.
Name:
Developing
The essay makes a claim based on
the topic and/or source(s), but it may
not fully address the demands of the
prompt. Counterclaims may not be
acknowledged, and the essay may
not stay focused on the purpose and
task.
The essay cites evidence to support
its claim, but it may be insufficient
or draw unevenly from available
sources. Support may be inadequate
in defense of the position and
refutation of the counterclaim
or rely too heavily on summary.
The essay demonstrates some
reasoning and/or understanding of
the sources, though explanations of
the relationship between claims and
support are not always clear.
The essay uses a simplistic
organizational structure, though
relationships between ideas may
not be consistently clear. Use of
transitions is sparse, repetitive, and/
or does not show the connections
among sections of the text. A
progression of ideas is evident,
however, the introduction and/
or conclusion may not be fully
developed or follow from and
support the claim and/or analysis.
STUDENT MATERIALS
Date:
Emerging
The essay makes an overly
simplistic or vague claim, or
a position on the topic and/
or source(s) may not be
stated. Counterclaims are not
acknowledged, and the essay does
not address the purpose, task, or
demands of the prompt.
The essay cites minimal or
irrelevant evidence to support
its claim. Support may rely
primarily on opinion, reasoning,
or summary of the source(s)
without clear cited evidence. The
essay demonstrates little to no
reasoning and/or understanding of
the sources. An explanation of the
relationship between claims and
support is not present.
An organizational structure is not
evident, and relationships between
ideas are not consistently clear.
The essay may read as a series
of unrelated ideas, as the absence
of transitions makes it difficult to
see connections among sections
of the text. An introduction and/
or conclusion is missing from the
essay.
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BIG HISTORY PROJECT / LESSON 1.3 ACTIVITY STUDENT MATERIALS
WRITING – CLAIM AND FOCUS WARM-UP Name: Date:

Advanced Proficient Developing Emerging

Language and Style The essay has an established, formal
style and objective tone that is
Use specific, interesting
maintained throughout. The essay
language and clear sentence
uses varied sentence structure,
structure to communicate
precise language, and domain-specific
ideas.
vocabulary in a way that addresses
the complexity of the topic. Few
errors are present, and they do not
interfere with meaning.
The essay has an established, formal
style that is maintained throughout.
The essay uses mostly correct,
varied sentence structure and
generally uses precise language
and domain-specific vocabulary in
a way that generally addresses the
complexity of the topic. The essay
may have some errors, but they do
not interfere with meaning.
The essay attempts to establish
a formal style that may not be
maintained throughout. The essay
attempts to vary sentence structure
and uses some precise language
that may be domain-specific at times
but may address the complexity of
the topic inconsistently. The essay
contains some errors that may
interfere with meaning.
The essay does not establish and/
or maintain a formal style. The
essay uses little variety in sentence
structure, and the language is
general and not domain-specific.
The essay contains errors that
interfere with meaning.

Applying BHP Concepts† The essay applies at least two The essay applies one BHP course- The essay tries to apply at least The essay incorrectly or
BHP course-level concepts and/or level concept and/or unit-level one BHP course-level and/or unit- inappropriately mentions at least
Choose and accurately apply
unit-level concepts or content. The concept or content. The concept level concept or content, but does one BHP course-level concept and/
the relevant BHP concepts
concepts or content are connected or content is connected to the not fully articulate the concept's or unit-level concept or content,
in a way that shows
to the argument or evidence in argument or evidence in the essay, meaning or connection to the and it may include misconceptions
understanding, and further
the essay, and misconceptions are and misconceptions are avoided. argument and/or evidence. It does of that concept. The essay may
supports the argument and
avoided. There are no errors in There are no errors in applying avoid explicit misconceptions of the make many minor errors or a major
evidence presented in the
applying BHP concepts or content, BHP concepts or content to concept but may make an occasional error in applying BHP facts or
essay.
and the essay demonstrates a clear illustrate or support concepts and minor error in applying BHP facts concepts.
understanding of the topic and the claims, or to inform the essay. or concepts to illustrate or support
concepts. The essay might include concepts and claims, or to inform
information about the overall time the essay.
period discussed in the essay and
might make use of broader historical
content than is located in the
course.

*Turnitin, LLC, created the first four rows of this rubric for use with their Revision Assistant and Turnitin tools.

†The “Applying BHP Concepts” row of the rubric should be used by teachers and students to assess student learning and understanding in this area. Teachers should not assess student
writing using Turnitin reports exclusively.

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