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Chunk-based Argumentative Writing Lesson

This book provides an extended lesson on chunk-based argumentative writing for senior English students in China. Students will learn to discover and classify chunks in a sample argumentative passage, and apply them to their own writing.

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Chunk-based Argumentative Writing Lesson

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  1. A Chunk-based Argumentative Writing --An Extended Lesson of Senior English for China Book 6 Unit 4 华南师范大学外国语言文化学院 郑晓欢 刘敏佳 河源市市教研室 赖曼珍

  2. 1. Students are able to ____________________________________________________ 2. Students can apply the chunks to an argumentative writing. discover and classify the chunks in a sample argumentative passage Ⅰ.Learning Objectives:

  3. Phenomenon/Issue Negative thesis Positive thesis Supporting detail 1 Supporting detail 2… Argumentation/Sup porting detail 1 Supporting detail 2 … Conclusion Ⅱ.Learning Procedures: 【Step 1】 Revision: Review “Map of Argumentative writing ”together.

  4. 【Step 2】 Pre-writing： 1.Chunks discovery: Try to underline chunks in the following sample argumentative passage. Views on whether teenagers should do houseworkvary from person to person. Some people stronglyargue against teenagers’ doing housework. The people believe that teenagers should focus onstudy, so they insist that doing housework is time-consuming, which have a negative effect on their study.

  5. From my perspective, teenagers should do housework. Various factors/reasons account for my view, among which the rooted one is that it is not only extremely beneficial tobuilding up our health but it is greatly favorable to developing our independence. Another contributing cause is that our parents are busy and tired after a day's work. They care for us and we should care for them too. Therefore, it's our responsibility to share housework with our parents. A great variety of ways can be followed tohelp our parents with the chores. To begin with, we are supposed to make the bed and clean the room. Second, we are expected to wash bowls and take out the trash. and so on. Small as they may seem, actually, they contribute a lot to helping our parents and cultivating our self-independence.

  6. 2.Chunks classification:Students classify the chunks according to the purpose of their expression in groups. For example, when one wants to voice one’s view(s), he can use “from one’s perspective”. view: cause: effect: importance : advice : transitional words: others:

  7. 3.Chunk-classification sharing. After students finishing the task, ask two groups to share their findings through the projector. view: from one’s perspective, views on something vary from person to person cause: …account for … , another contributing cause is that effect: it is not only beneficial to but it is greatly favorable to , something has a negative effect on importance : small as …may seem, …contribute (s) a lot to… advice : a great variety of ways can be adopted to…. transitional words: to begin with, in summary others: focus on, develop one’s independence, share…with, care for, help…with, be supposed to, be expected to, cultivate one’s self- independence …

  8. 4.Chunk-classification explanation. Explain the chunks briefly and give more examples of their usage. from one's perspective: voice one’s view(s) usage—— in / out of perspective :showing the right / wrong relationship between visible objects. vary from : be different from usage—— vary in : be different in eg. vary in size / colour accout for : give reasons for usage——by all account : according to what one's had heard or read eg. By all accounts he is a nice person. have a great / negative effect on : have a good or bad influence on usage——have no effect : without influence

  9. 4.Chunk-classification explanation. Explain the chunks briefly and give more examples of their usage. contribute to: be help to / lead to eg. Smoking is a major factor contribute to cancer. be adopted to , be accepted to focus on sth. / doing sth. focus of / in develop / cultivate one's self-independence share... with care for to begin with , to start with , first of all in summary , on the whole , in sum , in general , in conclusion

  10. 【Step 3】While-writing 1. Situation and writing task: Suppose the students are their school reporters, and they are going to write a report on thrift. The report should include the following two aspects :their attitudes and their advice.

  11. Chunks of my composition on thrift Positive thesis: ____________ Negative thesis: ____________ Supporting details: __________ Supporting details: ____________ ___________________________ Conclusion____________ 2. Mind map completion: Students discuss the topic thrift and complete the following mind map of the composition with chunks in groups.

  12. Chunks of my composition on thrift Positive thesis: we should live a thrifty life Negative thesis: We shouldn’t live a thrifty life Supporting details: To begin with, it is not only extremely beneficial to …but it is greatly favorable to…. Another contributing cause is that… Supporting details : To begin with, …has a negative effect on…Another contributing cause is that… Conclusion: In summary, … 3. Mind map sample

  13. 4. Writing practice Draft the composition individually according to the mind map you have finished.

  14. Thank You!

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