Argumentative Writing and CCSSGrades 6-8

Presented by: Lindsey Whipple

Text Types and Purposes*1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.Production and Distribution of Writing4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.Research to Build and Present Knowledge7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.Range of Writing10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.*These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.

Common Core Anchor Standards

Argumentative Essay Persuasive Essay

Makes claims based on evidence May make claims based on opinions

Makes counter-claims/addresses opposing views

May not acknowledge opposing ideas

Aims to convince the audience through the merit and rationale of claims and proof

May seek to persuade primarily by relying on the character of the writer or appealing to the audiences emotions

Often references other texts or ideas to support positionLogic-based Emotion-basedSometimes written merely for the sake of having ones viewpoint considered or heard

Often asks the reader to take some action to remediate an issue

What are the components of a good argument?

1. Claim: Introduction with a proposition or thesis statement; your basic beliefs about a topic, event, idea, or issue

2. Evidence:1. Facts (By Scientific Measurement, By the Way Nature

Works, By Observation, By Statistics)2. Professional opinion

3. Warrant explanation of how the evidence supports the claim; often common sense rules, laws, scientific principles or research, and well-considered definitions.

4. Counter claims or qualifiers5. Conclusion and summary

Teaching Evidence• Define it- Give students a clear definition and examples of

what evidence is and what it is not.• Teach evidence types

• By Scientific Measurement • By the Way Nature Works• By Observation• By Statistics• Professional Opinion

• Teach students to collect the evidence. Teach students how to create focused search terms; how to evaluate a website for reliability accuracy, and bias; how to incorporate information into their essays (when to quote and when to paraphrase, and what constitutes a real paraphrase vs. plagiarism); and how to cite sources.

• Provide guiding questions in activities and sample texts that show them how to find evidence.

Read the following example of a student argumentative letter. Please identify the

following components: introduction,

opinion, evidence, warrant,

conclusion/summary(Please mark on your

copy)

Introduction

Opinion

Evidence

Warrant

Conclusion and Summary

AnnotationThe writer of this piece…• Introduces a claim.

o I would not have any smokers in my movies for many reasons. • Organizes the reasons and evidence clearly.

o The first reason is it sets a bad example for children. o Another reason not to promote smoking is it ages and wrinkles your skin. o It turns your teeth yellow and may lead to gum disease and tooth decay.

• Supports the claim with clear reasons and relevant evidence, demonstrating an understanding of the topic. o Lastly, smoking is a very expensive habit. A heavy smoker spends thousands of

dollars a year on cigarettes. • Uses words, phrases, and clauses to clarify the relationship between the

claim and reasons. o The first reason . . . Another reason . . . Lastly . . .

• Establishes and maintains a formal style (except for the postscript). o Dear Mr. Sandler . . . Thanks for reading my letter. I hope you agree with my

opinion. . . . Sincerely . . . • Provides a concluding statement that follows from the argument presented.

o Instead of having your characters smoke have them do healthy things. That will set a positive influence for children instead of poisoning their minds.

• Demonstrates good command of the conventions of standard written English (with occasional errors that do not interfere materially with the underlying message).

Question StemsQuestion stems are used to prompt students to practice the anchor standards of reading closely and citing evidence when writing or while critically thinking: SEE HANDOUT

Now it is time to practice…Strategies for making arguments

• Analyzing evidence critically in light of existing knowledge

• Interpreting the evidence to explain what it shows

• Developing warrants that show why the evidence is relevant

• Using the evidence and the explanations to solve the problems

Inquiry: Start with a Problem A crime that needs to be solved!~~

Resources:• Two-Minute Mysteries by Donald J. Sobol• Whodunit Mysteries by Jim Sakash

Introducing the ProblemSlip or Trip?

• We are the investigators at the crime scene.

• Is what you see in the picture consistent with Queenie’s statement?

• “Something terrible happened. Arthur slipped and fell on the stairs. He was coming down for another drink – he still had the glass in his hand – and I think he’s dead. Oh, my God – what shall I do?

• Don’t get stuck on speculations. Focus

• only on verifiable evidence.

Teacher Led Group Discussion/Modeling

Evidence Rule ConclusionArthur still has a glass in his hand.

Teacher Led Group Discussion/Modeling

Evidence Rule ConclusionArthur still has a glass in his hand.

As a rule, when people fall down stairs, they drop what they are carrying to save themselves.

Teacher Led Group Discussion/Modeling

Evidence Rule ConclusionArthur still has a glass in his hand.

As a rule, when people fall down stairs, they drop what they are carrying to save themselves.

Queenie is probably lying about his falling down the stairs.

probably= qualification

NOTE** It is very important to go through this as a class. The discussion and support with a difficult problem solving activity will

allow students to do this on their own. Students need multiple practice opportunities. It is okay for them to make mistakes along

the way!

Next Steps for students…• Group work to find remaining

claims, evidence and conclusions• Writing a report as a group

Checklist for finalizing a report

1. Have you described what was found at the scene and what the evidence (data) revealed?

2. Have you incorporated at least three pieces of evidence?

3. Have you provided the rules or warrants that explain why the evidence is important to your claim?

4. Have you made a recommendation about what should happen next or what more evidence is needed?

Resources• Crime Puzzlement 2 or Crime

Puzzlement 3: One copy for your school • Example for Today:

• “Concerning 25 Cents” from Crime Puzzlement 3

• Work in groups to read, study the picture

• Ask questions, discuss, take notes• Can you follow the components of

argumentative writing?

• Did you make a claim?• What is the evidence?• What does the evidence show?

Mean? (warrant)• Need for counter claim?• Conclusion• Hint: You can start with this as a class discussion and teacher

writing down the evidence/claims/warrant• THEN, have the kids do this when you and them are ready

Resources• Information from: Common Core Institute http://

commoncoreinstitute.org/• Common Core Standards: http://www.cde.ca.gov/re/cc/• Tulare County of Education http://

www.tcoe.org/ERS/CCSS/ELA/Resources.shtm• Sentence frames for argumentative writing:

http://mscodysclass.wikispaces.com/file/view/Sentence+Frames+for+Argumentation(1).ppt.

• Nonfiction Texts to Support Argument Writing in Middle School: http://readingandwritingproject.com/public/resources/booklists/nonfiction%20sets/Middle_School_Nonfiction_Text_Sets.pdf

• Collection of Argument/Opinion samples K-12: http://achievethecore.org/content/upload/ArgumentOpinion_K-12WS.pdf