1. Evaluating Argument Writing Heather Indelicato, Minneapolis Adult Education Tammy Twiggs, St. Paul Hubbs Center

2. Objectives By the end of this presentation you will be able to… ●recognize the characteristics of argument writing at CCRS C-E ●use rubric to evaluate argument writing for GED learners ●use rubric to evaluate argument writing for Adult Diploma learners

3. Agenda Review Argument Writing ●What is argument writing? (a brief review) ●What are the CCRS expectations for levels C-E? ●What rubrics should I use? Scoring Argument Writing and an Adult Diploma Argument rubric ●student writing samples for CCRS levels C-E

4. What is Argument Writing?

5. a formal presentation of evidence that supports a particular claim or position. It requires critical thinking and rhetorical production involving: ▪Claim ▪Evidence ▪Warrants that connect the thesis, evidence, and situation within which the argument is being made. An argument is…

6. ArgumentvsPersuasive presents a positionpresents an opinion considers both sides of issueconsiders one side of issue (e.g. ads, propaganda, etc) supported by textual evidencesupported by personal experience & knowledge source demonstrates credibilitysources can be anything appeals to readers’ logicappeals to readers’ emotions

7. Claim (arguable position based in evidence about an issue) Evidence (support from primary & secondary sources) Warrant (connects the evidence and the claim) Counterclaim (addresses potential objections to the claim) Rebuttal/Refutation (response to the counterclaim) 5 Building Blocks of An Effective Argument

8. What are the expectations for CCRS levels C-E writing?

9. CCRS Level C opinion and expository responses include some information drawn from outside sources (text and/or personal experience) convey information understandably at a surface level of skill and/or understanding developed with support from others through the writing process demonstrate correct at level standard English conventions

10. CCRS Level D argument and expository responses include information drawn from multiple outside sources (research, text, and/or personal experience) convey information competently without sophisticated understanding developed with some support from others through the writing process demonstrate correct at level standard English conventions

11. CCRS Level E argument and expository responses about substantive topics include information drawn from multiple outside sources (research, primary and secondary sources) effectively and thoroughly convey information developed with little or no support from others through the writing process demonstrates correct at level standard English conventions

12. Which rubric should I use?

13. Simplified GED Writing Rubric

14. Simplified ADP Writing Rubric

15. What level is this student’s writing?

16. Sample A D with some C and E “The claim is clearly stated and supported.” “Multiple reasons from the text are included and cited...” “There is a good organizational pattern that moves seamlessly from one idea to the next.” “Some of the quotes could be paraphrased.” “The counter-claim is acknowledged and briefly supported.” “...many errors in standard English, but these errors do not detract from quality of writing.”

17. Sample B Low to middle D with a few elements approaching E “Overall the writer appears to have analyzed both arguments well.” “The thesis statement and conclusion are sophisticated, and the conclusion pulls the essay together without being overly repetitive of the introduction.” “There could be better orientation for the reader on this issue…” “He/she does give some summarizing…, but this could be more substantial.” “The style and conventions weaken this writing. The sentence structure is repetitive.”

18. Sample C Strong C with some elements of D “...clear thesis that presents two reasons...and the ideas logically progress from the thesis.” “The writing relies heavily on a “formula” to its detriment.” “Quotes are used, but they are not cited…” “...indications that the reader may have a limited understanding of the topic…” “There aren’t any really bad errors in language conventions, but the limited variety of sentence structure weakens [it].” “Overall, the vocabulary and tone is appropriate for an academic essay…”

19. Sample D Solid Low C “While he/she initially mentions two authors in the introduction, he/she uses the same author as both the proponent and opponent in the body paragraphs.” “The thesis is very simplistic and there is ineffective integration of evidence.” “The writer doesn’t acknowledge the opposing argument besides stating that there is one…” “There is very simplistic sentence structure and style.” “There is limited use of cohesive language within paragraphs…”

20. Sample E Mixed C/D “There is a clear claim and reasons for the support.” “Quotes chosen by the writer support the writer’s claims and there is some analysis, but sources are not cited.” “Of more concern is the use of the conventions of standard English which is very weak.” “...the reader would have to have some prior knowledge to understand the issue with only the information provided.” “There is an organizational plan, but it is obviously formulaic.”

21. Objectives By the end of this presentation you will be able to… ●recognize the characteristics of argument writing at CCRS C-E ●use rubric to evaluate argument writing for GED learners ●use rubric to evaluate argument writing for Adult Diploma learners

22. Thank You! Heather Indelicato, Minneapolis Adult Education heather.indelicato@mpls.k12.mn.us Tammy Twiggs, St. Paul Hubbs Center tammy.twiggs@spps.org