1. 8th Grade ELA: Argumentative Writing

2. ELAGSE8W1: Write arguments to support claims with clear reasons and relevant evidence.
Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from and supports the argument presented.

3. Essential Questions: What is argument writing?
How does it differ from other types of writing?
What are the steps in the writing process?
How do I write effective arguments to support my claims with clear reasons and relevant evidence?

4. What is Argumentative writing?
The argument is a central idea, claim, or thesis/position statement.
In argumentative essays, the writer will:
investigate a topic
collect, generate, and evaluate evidence (e.g. facts, statistics, details, quotations, etc.)
establish a position on the topic in a concise manner
address the opposing side

5. Steps in the Writing Process
Brainstorming/Prewriting: This is the stage at which you make notes, lists, or outlines. You need to organize your major supporting details before writing the first draft.
Drafting: Using your prewriting notes, write a first draft of your paper. Concentrate on getting your ideas down on paper in a logical order.
Revising/Editing: Carefully reread what you have written to see if your ideas are clear and fully developed. Consider any changes that would make your paper better.
Final Draft: Rewrite your paper in blue or black in and write neatly. You will have 2 pages to fit your draft.
Proofreading: When you finish writing your final draft, make any needed corrections on your paper. You may strike through words as long as you do so neatly. Do not use correction fluid.

6. Discuss what this means? How do you think it could apply to writing?
Have you ever heard the saying, “You never get a second Chance to make a first impression”?
Discuss what this means? How do you think it could apply to writing?

7. Introduction and organization
Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
Introduction and organization

8. Good Introductions include:
Grabber
Quote
Question
Shocking Statement
Onomatopoeia/Exclamation
Anecdote
Background information about your topic
Strong position statement

9. Grab the reader’s attention…
…at the start of the essay (use a question, an anecdote, a quote, a shocking statement, perhaps even humor).
NEVER start your essay by saying “Today I am going to write about the three reasons cell phones should be allowed in school.” (zzzzz…..BORING!)
….also at the end. Close with a bang!

10. Organization : sustained focus logical sequence of ideas
grouping of ideas in paragraphs
transitions used between sentences and paragraphs

11. Pre-writing/Graphic Organizers
Organize your thoughts in some type of format BEFORE you begin drafting your essay. You may want a list or a web format. It is up to you.
Look at samples of graphic organizers.

12. Example of brainstorming graphic
Position Statement/
Argument
Controlling idea
Support 1
Support 2
Support 3

13. Now that you have the reader’s attention, he/she will want to read on…
…at this point, it is essential to provide solid reasons and evidence to support your argument.

14. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
Supporting details

15. How Do I Develop Supporting Details?
You will need to incorporate research on your topic as you must collect, generate, and evaluate information.
Consider questions a person reading your essay might have about your position statement and/or topic sentences.
Activity: For each topic sentence, develop a list of at least 3 supporting details.

16. Universal Reasons
You don’t know who your reader is, but you want to make sure the reader can relate to your essay. Reviewing and thinking about how you can use the universal reasons to prove your points is a good strategy for ensuring you have solid ideas.

17. Universal Reasons (continued)
Money
Finances
Future
Safety
Racism
Environment
Community
Family
Taxpayers
Social Skills
Violence
Self-Esteem
Productivity
Individuality
Health (Emotional, Social, Physical)
Discrimination (Sex, race, age, religion)
Discipline
Education

18. Make sure that your details are:
on topic
relevant to your position statement
strong reasons to make your argument
supporting ideas
explained at an appropriate depth

19. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
transitions

20. Using Transitions
Keep in mind that transitional words show relationships between ideas. Use them as you move from one paragraph to the next, as well as within paragraphs.
Aim for use of more sophisticated transitions than “First,” Second,” and “Third.”
Use variety in your transitions (Improves style and organization).
Complete Transition Paragraph Activity.

21. Establish and maintain a formal style.

22. Formal Style
Formal style means using standard English (e.g., no slang).
Formal style does not mean boring.
Consider your word choice. You will need vivid nouns and adjectives and strong verbs.
You should include sentence variety.
Awareness of audience and voice are also essential.

23. Unique
pizzazz
Style
Flair
Swag

24. Nouns, Adjectives & Adverbs
Person, place, or thing
Describes noun
Describes how something is done

25. Avoiding Dead-Verbs Show….don’t just tell!
Strive to use strong verbs—action verbs which show what is going on versus always relying on “dead” verbs that just tell.
Examples of “dead” verbs include: am, are, be, had, has, have, was, were, looks, sounds, feels, become, became, etc
Activity: Rewrite the sentences with a partner.
Show….don’t just tell!

26. My point is …
Be vivid and colorful!

27. Not…
plain and boring

28. Provide a concluding statement or section that follows from and supports the argument presented.
Conclusion

29. Conclusion Sum up your argument
Restate your topic using different words
Be original
End with a “zinger” that makes your reader think

30. Conventions are very important:
Sentence formation (complete sentences; no fragments, run-ons or comma splices)
Correct usage (subject-verb agreement, word forms, verb tense, homonyms)
Correct mechanics

31. Additional Activities
The following slides contain additional suggestions that a teacher may want to use depending on where the students are in the writing process. You will need to customize these ideas to fit the needs of your class.

32. Activity #1
Provide students with a sample essay. Evaluate the sample diagnostic essay. Read independently and look for:
What the writer has done well
What improvements should be made
Use of transitions

33. Activity #2
Provide students with a topic for which they will brainstorm ideas for an argumentative essay.
Students will:
Work in groups of 4 or 5
Develop a position statement and a graphic organizer that includes 3 reasons and at least 2 details/examples to support each reason

34. Activity #3:
Provide students with a topic for which they will write an argumentative essay.
Working with a partner or in a small group, students will:
Develop an introduction to the topic. Make sure you use an attention- grabbing beginning, provide background, and clearly state your position.

35. Writing: Conclusion
Now, write the conclusion to that essay. Restate your position, but remember to use different words, sum up your argument, and close with a “zinger” that makes an impact on the reader.