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Opinion, Persuasion & Argument! Oh, my!

Opinion, Persuasion & Argument! Oh, my!. Learning Mini-Task What is the difference between argument (opinion) and persuasion?. One big change in the writing standards is the shift from persuasion to opinion/argumentation.

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Opinion, Persuasion & Argument! Oh, my!

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  1. Opinion, Persuasion & Argument! Oh, my!

  2. Learning Mini-TaskWhat is the difference between argument (opinion) and persuasion? One big change in the writing standards is the shift from persuasion to opinion/argumentation. After a deeper reading of the KCAS resources, your group will write a claim/thesis/statement that addresses the question. Cite evidence from the texts to support your position.

  3. Inquiry Process • The question: What is the difference between argument (opinion) and persuasion? • Examine the data… • KCAS Standards • Appendix A (pages 112 – 114, the specific sessions on Argument) • Appendix C (grade level examples:175 – 180) • September 2011, Literacy Link • KY Writing DRAFT Instructional Rubric

  4. Directions • Work with a group of 3-5 • Read and take notes (divide and conquer the texts) to develop an understanding of the difference between opinion or argument and persuasion at your grade level. • Use large Post-it Paper to write a (working) thesis statement. • Prove your theory using data from the resources. Be sure to cite your sources! • Share your research with the group.

  5. Using What You Know • Look at the Grade 6 Argument piece “Dear Mr. Sandler” • As a group, “mark up” the text. Dear Mr. Sandler,

  6. Understanding the Standards • Reading Informational Texts – RI.8 • Writing – W.1 • Speaking and Listening – SL.3 What other standards support teaching argument?

  7. Table DiscussionRefine your thinking about opinion and argument. • Now discuss… • Now that you know about argument, how could you use it in your classroom? • What topics could students “argue”? • What texts would help them in the process? • What texts are your students reading? • What could they argue using those texts? • Use a second piece of chart paper to record your thinking. Share out the best example.

  8. Available Resources • Appendix A Kentucky Core Academic Standards http://www.corestandards.org/assets/Appendix_A.pdf • Appendix C Kentucky Core Academic Standards http://www.corestandards.org/assets/Appendix_C.pdf • Literacy Link, September 2011 http://www.education.ky.gov/KDE/Instructional+Resources/High+School/English+Language+Arts/Writing/Literacy+Link+Newsletter.htm

  9. Critical Literacy Through Writing/Communications • Writing is a well-documented, effective strategy for deep content inquiry and processing. • Writing enables students to ―construct meaning and develop insights in ways that other learning strategies do not (Strong, 2006). • Writing helps students get more actively engaged in subject matter, understand information and concepts more deeply, make connections and raise questions more fluently, remember ideas longer, and apply learning in new situations. (Daniels, Zemelman & Steineke, 2007).

  10. Correlation Between Reading & Writing • Research confirms that responding to text in a similar format and on a regular basis builds confidence and ability in authentic writing (Silver, Strong & Perini, 2007). • The reading/writing package produces critical thinking Math

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