Ideas in Argument - Building Skills and Understanding for the AP® English Language Course 1E
Core Code Alignment
Language Arts
Language Arts Electives
06010000092: A.P. English Language
Language Arts Electives
06010000092: A.P. English Language
Recommendation
Recommended Primary
Evaluation
Exceptionally well-aligned to argumentation and reasoning standards. Clear structure and diverse mentor texts build rhetorical skill and civic awareness. Strong AP-style assessments and adaptability.
Educators Using These Materials
No educators found.
Material Categories
Comprehensive
Rubric : English Language Arts
Compliance with State Law (Required)
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Sensitive Materials and Prohibited Submission 53G-10-103, R277-628 | Does Not Violate Law | NA | NA | May Violate Law | ||
| No violations | ||||||
| Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107 | Does not violate law | N/A | N/A | May violate law | ||
| No violations | ||||||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | Does not violate law | N/A | N/A | May violate law | ||
| No violations | ||||||
| Free from advertising, e-commerce, or political interest | Does not contain these items | N/A | N/A | May contain these items | ||
| No violations | ||||||
Content
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Alignment | The content of this material is evidence-based and aligns with grade-level Utah core standards. It is current, well-researched, and referenced from reliable sources. | The content of this material is evidence-based or research-based. The material aligns with most grade-level Utah core standards but will need supplementary materials to ensure coverage of all the Utah core standards. | The content of this resource aligns with a few grade-level Utah core standards but is not evidence-based or research-based. | The content of this resource does not align with any of Utah's core standards. | ||
| Aligns with Utah’s emphasis on argumentation, evidence-based writing, and critical reading (R.13, W.1, SL.1) Organized around core rhetorical concepts (Rhetorical Situation, Claims & Evidence, Reasoning & Organization, Language & Style) reflecting AP English Language standards Units progressively develop argumentative skills from narrative persuasion to synthesis writing Explicit links between modeled texts (e.g., Queen Elizabeth II, “History Will Remember Your Actions” and Kamala Harris, “I Will Not Be the Last”) and rhetorical analysis standards | ||||||
| Navigation | Educators and students can navigate the material independently. Instructions are clear and understandable. The material is well organized. | The material contains instructions that are understandable and easy to navigate. Students may need educator support to navigate the material. | The material is only usable with direct educator support due to a lack of clear instructions. Students will need educator support to navigate the material. | The instructions in the material are unclear, and navigation is difficult. The material is unorganized. | ||
| Consistent format: Rhetorical Situation - Claims/Evidence - Reasoning - Style - Model Text - Composition Workshop - AP Exam Prep Color-coded units (e.g., Appealing to an Audience, Understanding Context, Analyzing Purpose) ensure clarity and predictability Student Models (e.g., Brighton Earley, “This I Believe”; Keegan Lindell, “Why I, a High School Football Player, Want to See Tackle Football Taken Away”) offer accessible exemplars Integrates Ideas in American Culture sections to contextualize rhetorical learning through history and society | ||||||
| Instructional Support | This material goes beyond the content outlined in "Adequate" by providing problem or project-based content with integrated skills and concepts from various disciplines to help students make sense of the material. It also supports the learning needs of all students, including those with disabilities, multilingual learners, etc., by offering flexibility and maintaining high standards. | The material provides supplemental resources and some examples to educators of ways to deliver instruction. It contains a few of the following: scaffolding lesson plans, personalized/differentiated instruction, experiential learning, concept mapping, questioning techniques, and family involvement. | The material contains a limited amount of instructional support. | The material does not provide instructional support or examples for the educator. | ||
| Provides scaffolded instruction for analyzing tone, evaluating evidence, and synthesizing sources Diverse mentor texts (e.g., Trevor Noah, “The World Doesn’t Love You”; Bryan Stevenson, “Microchip Players”) model rhetorical appeals and logical reasoning Composition Workshops teach writing development through guided process steps Teachers and students are supported through embedded practice in critical reading, visual analysis, and data interpretation Ideas in American Culture readings (e.g., William Bradford, Sojourner Truth, Ralph Waldo Emerson) provide contextual and interdisciplinary links | ||||||
| Assessments | The material contains a variety of formative and summative assessments aligned with Utah Core Standards. It provides appropriate intervention strategies that lead to observable performance and real-world experiences for students. | The material contains summative assessments aligned with Utah Core Standards with few interventions. | The material contains a limited number of assessments without intervention strategies. | The material does not provide assessment materials. | ||
| Formative assessments embedded in Putting It All Together sections Summative tasks align with AP-style Free-Response Questions: rhetorical analysis, argument, and synthesis writing Repeated emphasis on reasoning, evidence evaluation, and clarity ensures mastery progression Each unit culminates in a Composition Workshop functioning as a standards-aligned performance assessment | ||||||
| Ethnic Studies Ethnic studies in core standards and curriculum should be a narrowly tailored incorporation of age-appropriate opportunities that naturally arise through education without pretextual effort in courses, programs, or activities where ethnic studies is not a primary focus. The material should incorporate a curriculum of people and cultures that reflect the state’s various demographics without commentary that seeks to violate the neutrality standard established in codes: 53B-1-118, 53G-2-103, 53G-2-104, 53G-2-105, 67-27-107, | In addition to the content outlined in “Adequate,” this material offers multiple evidence-based supplemental resources and opportunities for learning about various forms of cultural philosophies and epistemologies from Utah, the United States, and worldwide. The materials provide cultural backgrounds, contemporary real-life experiences, and contexts that are relevant to local students. Some examples may include people with disabilities, various body types, and ages. | This material demonstrates respect for diverse socio-cultural identities. The material provides opportunities to acknowledge and integrate the histories, cultures, contributions, and perspectives of people from the United States and worldwide. The material accurately represents the cultures, languages, traditions, beliefs, values, and customs of people from diverse backgrounds through a variety of texts, examples, scenarios, imagery, and applications. | The material has limited themes of social and cultural histories within the United States and globally. The material provides limited examples of inclusive or cultural real-life experiences and does not include diverse characters. | The material does not meet the requirements within the ethnic studies core standards and curriculum requirements. (53E-4-204.1). | ||
| Features a diverse array of voices (Amanda Gorman, Chimamanda Ngozi Adichie, Bryan Stevenson, Barack Obama, Trevor Noah, Kamala Harris) reflecting global and American cultural perspectives Integrates topics on social justice, democracy, and equity through texts such as Frederick Douglass’s “What to the Slave is the Fourth of July?” and Barack Obama’s “2008 Election Victory Speech” Encourages examination of race, identity, and rhetoric in civic life through inclusive examples Connects historical struggles for equality to contemporary conversations about voice, representation, and truth | ||||||
| Shared Values and Character Traits | The material extends beyond the content outlined in "Adequate", it includes elements that connect Utahns to the world. The material offers multiple evidence-based supplemental resources and opportunities for cultivating character traits in students. Some examples may include characters with a variety of personalities, education, income, occupation, or behaviors that illustrate character traits. | The material focuses on the shared values of diverse people and communities, the common elements that unite Utahns, and displays some character traits in its imagery and content. It aims to cultivate character traits in students, such as courage, leadership, intelligence, integrity, honesty, respect, morality, civility, duty, honor, and service, along with principles found in the Constitution. | The material lacks a sense of shared values or common elements that unite Utahns. Furthermore, the material has limited resources addressing civic and character education. | The material does not meet the requirements within the ethnic studies core standards and curriculum requirements (53E-4-204.1) and civic and character education. (53G-10-204) | ||
| Central texts promote civic responsibility, honesty, and integrity: e.g., William McRaven’s “Make Your Bed” and Bryan Stevenson’s “Just Mercy” Students explore perseverance and moral courage through readings like Amanda Gorman’s “In This Place (An American Lyric)” and Kendrick Lamar’s “He Was Telling a Different Type of Truth” Encourages respectful debate and the use of evidence to support claims, reinforcing empathy and ethical discourse Highlights unity, freedom, and justice as enduring American ideals reflected in both classical and modern rhetoric | ||||||
Material Characteristics
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Physical Characteristics | This material goes beyond the content outlined in "Adequate" by incorporating modern, up-to-date, and relatable visuals. | In physical terms, the material is interactive and provides high-quality audio-visual and tactile experiences for all users. | The material offers limited or low-quality audio-visual and tactile experiences for students, but it is reusable. | The content either has low audio-visual quality or is not intended for reuse. | ||
| Clean, intuitive layout featuring charts, callouts, and sidebars Design aids comprehension of complex rhetorical concepts | ||||||
| Technical Standards | This material surpasses the content outlined in "Adequate" by ensuring the safeguarding of student data privacy and easy installation or access without technical assistance. Furthermore, any licensing information is clearly stated in the description. | The materials meet all the requirements of federal and state laws, as well as accepted technical standards such as ISTE Standards and VPAT Compliance. Additional technical specifications and limitations, including hardware requirements, bandwidth demands, and software/web access restrictions, are clearly outlined in the description. The design of the materials allows for error-free installation or access without the need to purchase additional components. | The material is constrained by specifications that require additional materials, technical assistance, hardware, software, or infrastructure. Access to resources within the material expires after a trial period. | Student data privacy is at risk. | ||
| Meets all digital compliance requirements Easily integrated into Canvas or Google Classroom Accessible and ad-free | ||||||
| Adaptability | The material is currently relevant and adaptable for educators and students. The material can be customized for the needs of diverse learners. | Educators or students can utilize the material, but it may not be customizable for the needs of diverse learners. | The material has limited options to address adaptability for the needs of diverse learners. | The material is not suitable for different educational settings with diverse learners. | ||
| Exceptionally flexible for multiple instructional levels (on-level, honors, AP) Offers a modular approach for teachers to adapt lessons and assessments | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807