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Arguments That Make a Difference:

Dive into a dynamic year-long process of developing effective argumentative writing through research, collaboration, and practice. Dr. Jenny Martin and Dr. Alice Trupe lead the charge in enhancing critical reading, evaluative, and research skills to cultivate logical reasoning and fluency in students. Explore real-world argumentation, engage in civil discourse, and craft compelling issue-oriented texts across various genres. With a focus on audience awareness and complexity acknowledgment, students end the year with a diverse portfolio showcasing their growth in argumentative writing.

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Arguments That Make a Difference:

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  1. Arguments That Make a Difference: Collaborative Critical Thinking in a Year-Long Plan for Writing Instruction

  2. Who We Are • Dr. Jenny Martin: Teacher Education Department • Dr. Alice Trupe: English Department • jmmartin@bridgewater.eduatrupe@bridgewater.edu

  3. Developing EffectiveArgumentative Writing • Takes time • Requires development of critical reading and evaluative skills • Requires development of research skills • Involves practice in developing arguments that show audience awareness, acknowledge complexity, and exhibit logical reasoning and fluency

  4. Overview: A Year-Long Process • Develop an understanding of real-world argumentation: teacher models and students practice analysis of a range of texts. • Create an issue board, posting issues that affect the class community. • Form collaborative groups based on interest in issues. • Research a variety of perspectives on a chosen issue. Teacher models how to identify intended audience, purpose, use of evidence, genre features, etc.

  5. …in 4- to 6-week Units • Practice civil public discourse: direct instruction in listening skills, suggestions for framing disagreement in respectful ways, etc., facilitates small-group collaboration in discussing differing perspectives. • Develop a position as an individual, consider the audience desired to reach, and choose a suitable genre. • Students create multiple issue-oriented texts during the year, including written, oral, and multimodal genres to produce a final portfolio of multiple genres of argumentative writing.

  6. Planning Your Unit

  7. The Power of Active Listening

  8. Sample Issue Board

  9. Issue Board: Practice • Read a set of related texts. • Brainstorm the issues. • Identify a potential audience and text genre for making an argument. • List possible arguments. • Identify what you might need to research.

  10. Modeling: Analyzing an Argument

  11. Modeling: Analyzing Visual Argument

  12. Modeling: Analyzing a Visual Argument

  13. Modeling Writing A Paragraph • Introductory Claim • Context & Background • Evidence • Analysis • Implications • Concluding Claim From Understanding Rhetoric: A Graphic Guide to Writing, 2nd ed.,by Elizabeth Losh, Jonathan Alexander, Kevin Cannon, and Zander Cannon (Bedford/St. Martin’s, 2017)

  14. Potential Focal Points for Other Units • Analyzing and addressing a counter-argument • Arguments in fiction or movies • Arguments about interpreting literature • Visual arguments: advertisements, posters and billboards, historical posters and ads, graphic novels • Arguments in poems (including spoken-word poetry) and songs • Targeting different audiences

  15. Handouts • Characteristics of Active Listening • Tips for Talking about Issues When There’s Disagreement • Lesson Plan for Analyzing Arguments Against Citizenship • Lesson Plan for Modeling Argumentative Writing • Rubric for Argumentative Text • Self-Assessment of Argumentative Essay • End-of-Unit Reflective Writing • Resources

  16. Contact Information • Dr. Jenny M. Martin, jmmartin@bridgewater.edu, 540-828-5662 • Dr. Alice L. Trupe, atrupe@bridgewater.edu, 540-828-5604 • Bridgewater College • 402 E. College St. • Bridgewater, VA 22812

  17. References • Argano, T. (2018, Jan. 25). California Today: Two Immigration Ads, One Dark, the Other Sunny. New York TimesCensus Citizenship question: 5 Arguments against it—And why they’re all bogus. (2018, April 5). Investor’s Business Daily. • C3WP Secondary ResourcesFriedrich, L., Bear, R. & Fox. T. (2018). For the sake of argument: An approach to teaching evidence-based writing. American Educator, 42(1), 18-22.

  18. References 2 • Gallagher, K. (2011). Write like this: Teaching real-world writing through modeling and mentor texts. Stenhouse. • Hillocks, G., Jr. (2011). Teaching argument writing, grades 6-12: Supporting claims with relevant evidence and clear reasoning. Heinemann. • Kittle, P. (2008). Write beside them: Risk, voice, and clarity in high school writing. Heinemann. • Losh, E., Alexander, J., Cannon, K., & Cannon, Z. (2017). Understanding rhetoric: A graphic guide to writing, 2nd ed. Bedford/St. Martin’s. • Smagorinsky, P. (2007). Teaching English by design: How to create and carry out instructional units. Heinemann.

  19. References 3 • Smagorinsky, P., Kahn, E.A., Johannessen, L., & McCann, T.M. (2010). The dynamics of writing instruction: A structured approach for middle and high school. Heinemann. • Teaching Students to Write Argument. (2011).Teaching Students to Write Series. Heinemann. • Turner, K. H., & Hicks, T. (2016). Argument in the real world: Teaching adolescents to read and write digital texts. Heinemann. • Weimer, M.E. (2013). Learner-centered teaching: Five key changes to practice., 2nd ed. San Francisco, CA: Jossey Bass. • Wilhelm, J. D., Smith, M.W., & Fredricksen, J.E. Get it done: Writing and analyzing informational texts to make things happen.

  20. Disclaimer • Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.

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