Analysis
After you have finished reading the Declaration of Independence, answer the questions on the Evaluating Arguments worksheet. Use complete sentences and evidence from the text to support your answers.
Declaration of Independence: https://www.archives.gov/founding-docs/declaration-transcript
Worksheet

Directions: After reading and annotating the Declaration of Independence, answer the following questions using complete sentences and evidence from the text to support your answers:

1. Who is the audience of the Declaration of Independence?
2. In the first paragraph of the declaration, Jefferson states the reason for writing this document. What reason does he give?
3. What is the overall issue, problem, or subject of the declaration?
4. What is Jefferson’s claim? What is the counterclaim?
5. What concrete evidence does Jefferson use to prove his argument against King George? If you were reading this as an American colonist, which of these details or reasons would be the most persuasive to you?
6. How does Jefferson’s structure impact his argument?
7. What is the effect of Jefferson capitalizing words like “Rights,” “Life,” “Liberty,” “Government,” “Men,” “Oppressions,” etc.?
8. Jefferson changes the opening word in his sentences from “He” to “For.” What is the purpose of this shift?
9. What tone does the final statement of the Declaration of Independence display? Is this tone effective in conveying the importance of this document? Why or why not?
10. Find and write the dictionary meaning for the word “self-evident.” Jefferson mentions four truths, which he says are “self-evident.” In a paragraph of at least six sentences, name these truths and argue for or against the notion that they are indeed “self-evident.”

Part 2
Review Student Responses
Now that you have analyzed Thomas Jefferson’s Declaration of Independence, you are going to put your analytical skills to work by evaluating student responses from a previous AP Language and Composition Exam. Complete the Review Student Responses worksheet.
Review Student Responses Worksheet

Directions: There are two parts to this assignment. Follow the directions for each part and complete the graphic organizer below.
Part 1—Review question 1 from the 2005 AP English Language and Composition Exam. Answer the following questions in complete sentences:

1. What is the historical context of the passage?
2. What ideas and rhetorical strategies are similar between Jefferson’s Declaration and Stewart’s lecture?
3. What is Stewart’s purpose?
4. What is the exam prompt asking the student to do?
   Part 2—Review the sample student responses for question 1 and answer the following:
5. Student sample 1A scored a 6, 1B scored a 4, and 1C scored a 2. What are the strengths and weaknesses of each essay that account for the differences in scores?
6. What is the thesis for sample 1A? What claims are used to defend the thesis?
7. How did the writers of 1A and 1B choose to organize and structure their responses? Is that chosen method of development effective or should another have been used? If so, why?
   Now fill in the Use of Quotes and Examples column on the graphic organizer to show how the writers utilize evidence from Stewart’s speech in their responses. What recommendations would you make to help the writers of 1B and 1C move up at least one level in the evidence and commentary category? Give specific and detailed recommendations on the graphic organizer below.
   Essay/Score Use of Quotes and Examples Strengths Weaknesses Recommendation for Improvement
   1A / 6

1B / 4

1C / 2