Argumentative Writing

College and Career Anchor Standard W1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Based on your reading of the College and Career Anchor Standard W1, what must be taught to your students in order for them to meet the requirements for the standard?

How do we teach (not just assign) argument writing according to the expectations of the Common Core State Standards?

Create a Chart of What are the Difficulties of Teaching Argumentative Writing in order to Meet the College and Career Standard W1

Instructional Shifts

• 1. Knowledge: Building knowledge through content rich nonfiction 2. Evidence: Reading, writing, speaking and listening grounded in evidence from text, literary and informational 3. Complexity: Regular practice with complex text and its academic language

College and Career Ready

• "Recognize that knowing a lot of stuff won't do you much good, unless you can do something with what you know by turning it into an argument."

Emphasis of CCSS Writing

• Three genres: Argumentative, Informational, and Narrative
• The Writing Process
• Quality and Authenticity
• Writing Across Content Areas
• Research
• Textual Evidence

Key Components

• Daily Writing Opportunities
• Mentor Texts
• Academic Discourse
• Processing Time
• Revision

Anchor Standards

• W 5: Students should be able to “develop and strengthen writing as needed by planning, revising, [and] editing…”
• W 10: Students should “write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two)”

Mentor Text

3 Q's for Mentor Text

• What does the Author DO?
• Why does the Author DO IT?
• How does the Author DO IT?

Elements of Argument

• A Claim
• Evidence to support claim
• A Warrant that explains how the evidence supports the claim
• Qualifications and rebuttals or counter arguments that refute competing claims

Coming or Going?

Coming or Going?

• Now make a claim: Were the Soldiers Coming or Going?
• Watch the Ad again for evidence to support your claim

Philosophical Chairs

• 1 person speaks at a time.
• Address the topic, not the person.
• You must wait until 3 other people speak before you speak again.
• Take notes
• You may switch your position if you feel that the arguments from the other side are convincing enough.

Boxes and Bullets

• Write your claim out in a full complete sentence.
• Draw a box/rectangle around your claim.
• Bullet point all of your supporting evidence under your boxed claim.
• Each bullet must be a full complete sentence

Save the Last Word

• Appoint facilitator and timer.
• 1 person share their claim and supporting evidence without commentary.
• Each member of the group has 1 min to share their thoughts and insight on the claim and evidence.
• After all team members share insights, the person who shared their claim, has 2 min to respond.
• Repeat Process with new Person.

Boxes and Bullets

• Write counter claim out in a full complete sentence.
• Draw a box/rectangle around the counter claim.
• Bullet point all of the supporting evidence under the boxed counter claim.
• Each bullet must be a full complete sentence

Time to Write!

Stand Up/Hand Up/Pair Up

Types of Constructive Feedback

• Additional Arguments that are missing.
• Additional evidence to support arguments.
• Diction: Better Word Choice
• Other?

Revision

Revision

Revision 2.0

• Write Intro and 1st Body Paragraph from other Perspective.

Challenges for Instruction?

Challenges for Planning?

Q and A