1. Teaching Argumentative Writing Using the Common Core State Standards
David Pook
Susan Pimentel

2. Why Argumentative Writing?
The CCSS incorporates several fundamental shifts that highlight the need for teaching argumentative writing:
greater reliance on informational texts
emphasis on writing to texts and extracting evidence
an argumentative writing anchor standard
In addition, the next generation of assessments will likely move in the direction of argumentative writing:
responding to complex texts vs. de-contextualized prompts
marshalling arguments vs. writing narratives

3. Argumentative Writing Anchor Standard
CCR Anchor Standard for Writing Arguments: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 3

4. Decoding the Anchor Standard
CCR Anchor Standard #1 for Writing: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Create a “reading” of the standard: 4

5. Decoding the Anchor Standard
CCR Anchor Standard #1 for Writing: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. One “reading” of the standard: Argumentative writing analyzes complex texts to support a thesis in an organized fashion using relevant evidence and sufficient reasoning. 5

6. Identifying Instructional Needs
Argumentative writing
analyzes complex texts
to support a thesis
in an organized fashion
using relevant evidence
and sufficient reasoning.
Teachers need guidance in selecting rich materials ripe for analysis & teaching students how to generate theses, structure argumentative essays, select pertinent evidence, and proving theses with reasons. 6

7. Grade Level Standards Grade-specific end-of-year expectations
Cumulative progression of skills and understandings
Skills and their application are the focus of instruction 7

8. Progression Chart for Standards
Grade-specific end-of- year expectations
Cumulative progression of skills and understandings
Skills and their application are the focus of instruction 8

9. Focusing on Grade 6 Grade-specific end-of- year expectations
Cumulative progression of skills and understandings
Skills and their application are the focus of instruction 9

10. Unpack Standard W.6.1 Argumentative writing analyzes complex texts
to support a thesis
in an organized fashion
using relevant evidence
and sufficient reasoning
“write arguments” 10

11. Standard W.6.1 Unpacked Argumentative writing analyzes complex texts
to support a thesis
in an organized fashion
using relevant evidence
and sufficient reasoning
“write arguments” “using credible sources” “support claim(s)” “organize the reasons and evidence… clarify the relationships among claim(s) and reasons” “relevant evidence” “clear reasons” 11

12. Grade 6 Argumentative Writing Rubric12

13. Identifying Instructional Needs
Argumentative writing
analyzes complex texts
to support a thesis
in an organized fashion
using relevant evidence
and sufficient reasoning.
Teachers need guidance in selecting rich materials ripe for analysis & teaching students how to generate theses, structure argumentative essays, select pertinent evidence, and proving theses with reasons. 13

14. Selecting the Text 14

15. analyzes complex text “using credible sources”
Selecting the Text
analyzes complex text “using credible sources” 15

16. Identifying Instructional Needs
Argumentative writing
analyzes complex texts
to support a thesis
in an organized fashion
using relevant evidence
and sufficient reasoning
Teachers need guidance in selecting rich materials ripe for analysis & teaching students how to generate theses, structure argumentative essays, select pertinent evidence, and proving theses with reasons 16

17. Generating Evidence for Theses
“I have approached the teaching of argument from the examination of data as a first step… the process of working through an argument is the process of inquiry. At its beginning is the examination of data, not the invention of a thesis statement in a vacuum.”
- George Hillocks Jr.
(pg. xxii) 17

18. Employing Close Reading
Asks text dependent questions that require carefully analyzing the text for evidence
Offers questions that build upon each other to ensure students follow the line of argument
Requires students to demonstrate understanding via writing 18

19. Close Reading Exemplar Template19

20. Text Dependent Questions
Look at the role played by individual words, phrases, sentences and paragraphs
Ask how meaning can be altered by changing key words and why an author may have chosen one word over another
Examine how changes in the direction of an argument or explanation are achieved and possible reasons for the change
Analyze paragraphs on a sentence by sentence basis and sentences on a word by word basis
Consider what the text leaves uncertain
Question why authors choose to begin and end when they do
Note and assess patterns of writing
Evaluate each argument in persuasive text, each detail in informational text, and observe how these build to a whole 20

21. Close Reading Exemplar21

22. Identifying Instructional Needs
Argumentative writing
analyzes complex texts
to support a thesis
in an organized fashion
using relevant evidence
and sufficient reasoning
Teachers need guidance in selecting rich materials ripe for analysis & teaching students how to generate theses, structure argumentative essays, select pertinent evidence, and proving theses with reasons 22

23. Generating Theses Using Burke’s Pentad
What was done? When and where was it done? Who did it? How was it done? Why was it done?
Juxtapose the why question against the others to create a thesis question: 23

24. Generating Theses Using Burke’s Pentad
What was done? When and where was it done? Who did it? How was it done? Why was it done?
Juxtapose the why question against the others to create a thesis question:
Why was Marian Anderson’s concert on the Mall in Washington an important event in the struggle for civil rights? 24

25. Identifying Instructional Needs
Argumentative writing
analyzes complex texts
to support a thesis
in an organized fashion
using relevant evidence
and sufficient reasoning
Teachers need guidance in selecting rich materials ripe for analysis & teaching students how to generate theses, structure argumentative essays, select pertinent evidence, and proving theses with reasons 25

26. Using the Exemplar to Inform Structure26

27. Structuring the Essay
“clarify the relationships among claim(s) and reasons”
The noted singer Marian Anderson was not permitted to perform in Constitution Hall because of her race. Influential people helped relocate the concert to the steps of the Lincoln Memorial. Many people came to the concert despite the weather to show their support for racial equality. 27

28. Identifying Instructional Needs
Argumentative writing
analyzes complex texts
to support a thesis
in an organized fashion
using relevant evidence
and sufficient reasoning
Teachers need guidance in selecting rich materials ripe for analysis & teaching students how to generate theses, structure argumentative essays, select pertinent evidence, and proving theses with reasons 28

29. The Problem with Evidence
“In my experience and in my research, teenagers see no reason to question or substantiate claims in any context… test makers do not know what constitutes evidence any more than our youngsters do.
- George Hillocks Jr., pg.xx-xxi 29

30. Using Exemplar to Select “Relevant Evidence”
The noted singer Marian Anderson was not permitted to perform in Constitution Hall because of her race “one of the great voices of the time” performed for many heads of state as well as the President African-Americans were not allowed to perform there “Black artists… [b]arred from Constitution Hall” 30

31. Selecting “Relevant Evidence”
Influential people helped relocate the concert to the steps of the Lincoln Memorial
Many people came to the concert despite the weather to show their support for racial equality 31

32. Selecting “Relevant Evidence”
Influential people helped relocate the concert to the steps of the Lincoln Memorial “DAR’s ban had caused an angry controversy and set the stage for a historic event”; intervention of influential politicians relocated the concert to the Mall; Secretary of the Interior Harold Ickes introduced her; “open-air concert on the steps of the Lincoln Memorial”; “the great marble monument”; “massive” “appropriate concert space”
Many people came to the concert despite the weather to show their support for racial equality
“the streets leading to the Mall in Washington, D.C., were jammed with thousands of people”; a “huge turnout”; “estimated 75,000 people”; “cold and threatening weather”; “chilly Easter Sunday”; “demonstrate their support for racial justice”; “struggle for civil rights”; “profound hush” 32

33. Identifying Instructional Needs
Argumentative writing
analyzes complex texts
to support a thesis
in an organized fashion
using relevant evidence
and sufficient reasoning
Teachers need guidance in selecting rich materials ripe for analysis & teaching students how to generate theses, structure argumentative essays, select pertinent evidence, and proving theses with reasons 33

34. Offering “Clear Reasons”
The noted singer Marian Anderson was not permitted to perform in Constitution Hall because of her race
“one of the great voices of the time”
performed for many heads of state as well as the President
African-Americans were not allowed to perform there
“Black artists… [b]arred from Constitution Hall” 34

35. Offering “Clear Reasons”
The noted singer Marian Anderson was not permitted to perform in Constitution Hall because of her race
“one of the great voices of the time”
performed for many heads of state as well as the President
African-Americans were not allowed to perform there
“Black artists… [b]arred from Constitution Hall”
Justification for Anderson being a noted singer Why Anderson was not permitted to perform 35

36. Offering “Clear Reasons”
Many people came to the concert despite the weather to show their support for racial equality
“thousands of people”
“huge turnout”
“an estimated 75,000 people”
“cold and threatening weather”
“chilly Easter Sunday”
“demonstrate their support for racial justice”
“struggle for civil rights”
“profound hush” 36

37. Using Exemplars to Meet Instructional Needs
Close reading exemplars of complex texts teach students how to generate theses, structure argumentative essays, select pertinent evidence, and prove theses with reasons 37

38. Bringing to Scale
California researchers in the early nineteen-eighties conducted a five-year study of teacher-skill development in eighty schools, and noticed something interesting. Workshops led teachers to use new skills in the classroom only ten per cent of the time. Even when a practice session with demonstrations and personal feedback was added, fewer than twenty per cent made the change. But when coaching was introduced—when a colleague watched them try the new skills in their own classroom and provided suggestions—adoption rates passed ninety per cent. A spate of small randomized trials confirmed the effect. Coached teachers were more effective, and their students did better on tests.
- Atul Gawande, “Personal Best”

39. Questions & Comments