1. Argument Writing Introduction with Cornell notes and INB instruction slides added

2. Argument Writing: Pre-Test (OUTPUT)
Write a short definition for each:
Definition
Expert Testimony
Witness Statements
Counterargument
Repetition
Authoritative Quotations
Facts/Statistics
Textual Evidence
Allow students to complete the Pre-Test on their own in the OUTPUT side of the INB.
Remaining slides will go through answers.

3. Prepare your notebook for Cornell notetaking on the INPUT (right) side of your notebook.
If students have not yet set up their interactive notebooks (INBs), you may need to take a moment to do this:
TOC – suggested first 3 pages, I-VI, front and back,
Number all pages (odd on right; even on left)
Glossary – suggested last 7 pages, A-Z, ½ page each, front and back

4. Argument Writing: Take Notes
EQ: How can presenting evidence and providing warrants strengthen my arguments?
Allow students to copy the EQ.

5. Argument Writing: Structure
Informational Recap
Topic Sentence, EELFNCCO x2-3, Red Bow Conclusion
Argument Structure
Claim
Evidence
Warrant
Example
What? Don’t eat that mushroom.
Why? Mushrooms are poisonous.
So what? Eating poisonous things is dangerous, possibly fatal.
Ask students:
What are the parts of an informational paragraph? (Topic Sentence, EELFNCCO x2-3 , Red Bow Conclusion)
What is a claim? What is the purpose of a claim? (opinion; introduces the paragraph topic and answers the question WHAT?)
What is evidence? What is the purpose of presenting evidence? (proof; develop ideas, prove claim, earn audience’s trust and answers the question WHY?)
What is a warrant? What is the purpose of providing a warrant? (valid reasoning or explanation; to explain how the evidence proves the claim and answers the question SO WHAT?)

6. Argument Writing: Strong Claims
Clear
strong; avoid I think, In my opinion, I agree/disagree; introduce topic
Arguable
some people would disagree; taking a side
Supportable
can think of reasons and evidence why you feel the way you do
Ask students:
What might it mean to be clear with your claim? (strong; avoid I think, In my opinion, I agree/disagree; introduce topic)
How do you know a claim is arguable? (some people would disagree; taking a side)
How do you know a claim is supportable? (can think of reasons and evidence why you feel the way you do)

7. Argument Writing: Strong Claims
Write down only the statements that are clear, arguable, and supportable:
Pollution is bad for the environment.
At least 25 percent of the federal budget should be spent on limiting pollution.
Drug use is detrimental.
Illegal drug use is detrimental to society because it encourages other criminal behaviors.
Give students time to work. Then reveal answers and ask WHY for those that aren’t CAS:
Pollution is bad for the environment. – NO b/c too broad for one paragraph and might not be arguable enough to be interesting
At least 25 percent of the federal budget should be spent on limiting pollution. – YES b/c specific, intros topic, strong, many might argue, and can be supported
In my opinion, drug use is detrimental to society. – NO b/c not strong and not specific (ALL drug use-medication, too?) and might be too much for deep discussion in one paragraph
Illegal drug use is detrimental to society because it encourages other criminal behaviors. – YES b/c specific, intros topic, strong, many might argue, and can be supported

8. Info Writing: Make Notes
Review your notes and highlight the main idea.
Confer with a partner to make sure you have the same ideas noted and highlighted:
Add information as needed
Change information as needed
Delete information as needed
Write one higher-level question in the left column of your notes. Focus on open-ended “how” and “why” questions if possible.
Instruct students to work alone then with a partner to complete the three tasks (task slides usually have more text on them for clarity of instruction).
Circulate and facilitate.

9. Argument Writing: Definitions
Definition - Explain unfamiliar words or content area terms.
YES: Institutional racism is racism that is structured into political and social institutions. It occurs when organizations, institutions or governments discriminate, either deliberately or indirectly, against certain groups of people to limit their rights.
NO: Racism is the belief that all members of each race possess characteristics or abilities specific to that race, especially so as to distinguish it as inferior or superior to another race or races.
Only when necessary
DEFINITIONS – Explain unfamiliar words or content area terms.
YES: Institutional racism is racism that is structured into political and social institutions. It occurs when organizations, institutions or governments discriminate, either deliberately or indirectly, against certain groups of people to limit their rights.
NO: Racism is the belief that all members of each race possess characteristics or abilities specific to that race, especially so as to distinguish it as inferior or superior to another race or races.

10. Argument Writing: Expert Testimony
Definition - Find an expert in the field and explain their support.
YES: Dr. Robert Marzano researched the factors that impact vocabulary retention.
NO: My English teacher says vocabulary is important.
Not everyone is an expert
EXPERT TESTIMONY – Find an expert in the field and explain their support.
YES: Dr. Robert Marzano researched the factors that impact vocabulary retention.
NO: My English teacher says vocabulary is important.

11. Argument Writing: Witness Statements
Definition - Use when someone has seen an action occur.
YES: Three witnesses corroborated that the victim did not have a weapon.
NO: I saw a video of the incident and you can’t see a weapon in the victim’s hand.
Reliable
WITNESS STATEMENTS – Use when someone has seen an action occur.
YES: Three witnesses corroborated that the victim did not have a weapon.
NO: I saw a video of the incident and you can’t see a weapon in the victim’s hand.

12. Argument Writing: Counterargument
Definition - Recognize the other side of your argument.
YES: Parents and teachers will tout the importance of earning good grades, saying that high marks are the key to success after high school. However….
NO: Some might say that earning good grades is important, but they are wrong.
Be specific
COUNTERARGUMENT – Recognize the other side of your argument.
YES: Parents and teachers will tout the importance of earning good grades, saying that high marks are the key to success after high school. However….
NO: Some might say that earning good grades is important, but they are wrong.

13. Argument Writing: Repetition
Definition Use for convincing effect, not just to fill space.
YES: I have a dream…
NO: Dr. Martin Luther King’s dream is being realized. His dream is coming true because people are changing and these changes are fulfilling his dream.
REPETITION – Use for convincing effect, not just to fill space.
YES: I have a dream… (start at 40 sec.)
NO: Dr. Martin Luther King’s dream is being realized. His dream is coming true because people are changing and these changes are fulfilling his dream.

14. Argument Writing: Authoritative Quotes
Definition - Use a source with credibility.
YES: According to a Consumer Report study from May 29, 2016, the Honda Accord is the most reliable vehicle on the market.
NO: My dad says the Honda Accord is the most reliable vehicle on the market.
Credible
AUTHORITATIVE QUOTATIONS – Use a source with credibility.
YES: According to a Consumer Report study from May 29, 2016, the Honda Accord is the most reliable vehicle on the market.
NO: My dad says the Honda Accord is the most reliable vehicle on the market.

15. Argument Writing: Facts/Statistics
Definition - Use specific facts and verifiable statistics.
YES: Approximately 40% of the lakes in America are too polluted for fishing, aquatic life, or swimming.
NO: The earth is polluted.
Specific and Verifiable
FACTS/STATISTICS – Use specific facts and verifiable statistics.
YES: Approximately 40% of the lakes in America are too polluted for fishing, aquatic life, or swimming.
NO: The earth is polluted.

16. Argument Writing: Text Evidence
Definition - Use direct examples or quotes from historical documents, classical literature, or religious texts; cite source.
YES: Altruism is evidenced across cultures, appearing in various religious texts, including the Bible, the Quran, and the Tripitaka. (trip i’ ti cuh)
NO: One evidence of altruism in society is when Katniss volunteered herself to replace her sister in the Hunger Games.
History, Classical Lit, Religious Texts
Cite Source!!!
TEXT EVIDENCE – Use direct examples or quotes from historical documents, classical literature, or religious texts; cite source.
YES: Altruism is evidenced across cultures, appearing in various religious texts, including the Bible, the Quran, and the Tripitaka. (trip i’ ti cuh)
NO: One evidence of altruism in society is when Katniss volunteered herself to replace her sister in the Hunger Games.

17. Info Writing: Make Notes
Review your notes and highlight the main idea.
Confer with a partner to make sure you have the same ideas noted and highlighted:
Add information as needed
Change information as needed
Delete information as needed
Write one higher-level question in the left column of your notes. Focus on open-ended “how” and “why” questions if possible.
Instruct students to work alone then with a partner to complete the three tasks (task slides usually have more text on them for clarity of instruction).
Circulate and facilitate.

18. Argument Writing: Reflect on Notes
Summarize your notes at the bottom of your INPUT page if you have room or on a sticky note if you don’t have room:
Topic sentence = answer the EQ
Developing sentences = answer HOT?s
Closing sentence = wrap up summary with one final statement – can be a concluding idea, an opinion, or a call (yourself) to action
Instruct students to work alone to write the summary.
Circulate and facilitate.