Argument Writing Evette Striblen ELA curriculum specialist Central Region

Opinion/Argument: the Basics Below are the items that should be included in all arguments, whether it be a full essay or short response. THE CLAIM: This is also called the Thesis Statement. The claim is the overall statement that the writer is trying to support and prove. EVIDENCE: Writers should provide Concrete Details to support both the Claim and Counterclaim(s). This can be evidence from the text or can come from the writer’s own knowledge. Elaboration: Writers should connect their (opinion/analysis) of the topic with the support from the text. ➔ For Grades 7-12: THE COUNTERCLAIM: This refers to the opposing argument. There can be more than one of these, and writers should present it/them in a respectful tone. THE REBUTTAL: The writer should respond to each Counterclaim by negating them intelligently, respectfully, and with evidence for support.

Opinion/Argument “Structure” Claim (Topic Sentence) Evidence Explanation/Analysis (elaboration) Counterclaim Rebuttal with Evidence Concluding Sentence Paragraph Format: In ANY order!

Our Prompt Write an argument justifying your position for or against cloning. Include evidence from multiple sources to support your claim, remembering to address your audience’s concern(s). Pat it down: Purpose, Audience, Task P: Make an argument A: Those who disagree with me T: My position on cloning

Quickwrite What is your position on the topic of cloning? Think about the articles you read. Do you agree/disagree with one or both of the authors? Why or why not?

Roundtable Discussion

Intentional Communication “Our communication is intentional…We can’t parse our communicative lives according to speaking, listening, reading, writing, and viewing without losing the reciprocal and iterative effects that each has upon the other.” “As teachers we should always be moving students ‘from conversation to composition’” ~Fisher and Frey: Close Reading and Writing From Sources

Photo by toniwbusch - Creative Commons Attribution-NonCommercial-ShareAlike License with Haiku Deck Strongly AgreeStrongly Disagree Somewhat disagree Somewhat agree

Go back to your quickwrite Did you change your mind based on the conversation? Why? Who/what altered your prior thoughts? Add on to your earlier thoughts, making changes, additions, etc.

Our Prompt Write an argument justifying your position for or against cloning. Include evidence from multiple sources to support your claim, remembering to address your audience’s concern(s).

The Arch Method: The Arch Method is a short and sweet way to ensure writers will include all the aspects of an argument when they plan. Personal Experience: ●Things that have happened to you ●Use this one the least, if at all! Observations: ●Things that have happened but not to you. ●People are more likely to listen if it’s not personal Connections: (from text) ●Current Events ●Historical Events ●Other Texts USE THIS KIND OF EVIDENCE THE MOST! Concrete Details (CD’s): Evidence Thesis Statement/Claim Reasons that support your claim Reasons against your claim

Example Arch High School Example

Scaffolding Ideas You Say, I Say Sentence Stems

Write an argument justifying your position about why cloning should or should not be allowed. Include evidence from multiple sources to support your claim, remembering to address your audience’s concern(s). Another Possible Scaffold: Cloning is/is not________________________________________. According to ___________________, cloning _______________________ ____________________________________________________________ ____________________________. Additionally, ___________________ states _______________________________________________________ ____________________________________________________________. This evidence shows __________________________________________. While some may claim ________________________________________, the evidence shows ___________________________________________. As such, it can be concluded that cloning __________________________ _____________________________________.

The Standards… Writing: W 1: Write arguments to support claims with clear reasons and relevant evidence. W 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W 8: Gather relevant information from multiple… sources W 9: Draw evidence from literary or informational texts to support analysis, reflection, and research. Reading: RI 1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text Speaking and Listening: SL 1: Engage effectively in a range of collaborative discussions on topics, texts, and issues