Argument Literacy & T3C’s

1. Argument Literacy & T3C’s

2. Argument Writing from TextCCR.W.1College and Career Ready Writing; Text Types and Purposes: 1 • Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. • What does this mean????? • Let’s look at the standard at your grade level.

3. The Standards College and Career Readiness Anchor Standard for Writing #11. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Writing Standard #1, 7th Grade 1. Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented. Writing Standard #1 6th grade Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s) and organize the reasons and evidence clearly. b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from the argument presented.

4. The Standards…continued Writing Standard #1, 8th Grade 1. Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented.

5. What Is the Difference between Persuasive Writingand Writing Argument? Persuasive - In a persuasive essay, you can select the most favorable evidence, appeal to emotions, and use style to persuade your readers. Your single purpose is to be convincing . The same might be said of propaganda and advertising. Argument, on the other hand, is mainly about logical appeals and involves claims, evidence, warrants, backing, and rebuttals, Argument is at the heart of critical thinking and academic discourse; it is the kind of writing students need to know for success in college and in life—the kind of writing that the Common Core State Standards puts first. Kinneavy and Warriner

6. Let’s do a group practice?

7. What does it take to be a hero? • What are the attributes of a hero? • Complete the Ranking Heroic Action Activity, answer the following questions: • Why are some actions more heroic than others? • What are some key characteristics or rules that could be used to judge whether or not someone’s action is a heroic act?

9. Elements of Argument • Claim • Evidence: relevant and verifiable • Warrant: explanation of how the evidence supports the claim; often common sense rules, laws, scientific principles or research, and well-considered definitions. • Backing: support for the warrant (often extended definitions) • Qualifications and Counter-arguments: acknowledgement of differing claims

10. How can argument writing support the use of T3C’s 1. TOPIC Sentence (debatable claim) 2. Concrete evidence (x3) statistics data experimental results textual evidence 3. Commentary Unit of Justification Reasoning 4. Conclusion

11. The Claim or Thesis Statement #1 …is the most important sentence in your paper …is an assertion …answers the question: “What am I trying to prove?” ...brings focus to the entire essay …lets the reader know the main idea of the paper …is not a factual statement or an announcement of purpose, but a claim that has to be proven throughout the paper.

12. Example: Which is a thesis statement? • Parents, often too busy to watch television shows with their families, can monitor their children’s viewing habits with the aid of the V-chip. • To help parents monitor their children’s viewing habits, the V-chip should be a required feature for television sets sold in the U.S. • This paper will describe a V-chip and examine the uses of the V-chip in American-made television sets.

13. Types of Claims • Claims of fact or definition: These claims argue about what the definition of something is or whether something is a settled fact. • Claims of cause and effect: These claims argue that one person, thing, or event caused another thing or event to occur.

14. Types of Claims • Claims about solutions or policies: These are claims that argue for or against a certain solution or policy approach to a problem • Claims about value: These are claims made of what something is worth, whether we value it or not, how we would rate or categorize something.

15. Is this a Claim? • What some people refer to as global warming is actually nothing more than normal, long-term cycles of climate change.

16. Is this a Claim? A STUDENT READ “DREAMS” AND “DREAM DEFERRED” BY LANGSTON HUGHES, AND HE GENERATED THIS THESIS. Langston Hughes uses metaphors to illustrate how having to postpone one’s wishes or desires can lead to destruction.

17. Is this a Claim? • The adverse affects of using alcohol and tobacco accounts for a disproportionately large fraction of Medicare costs, and therefore need to be taxed more heavily.

18. REVIEW The Claim or Thesis Statement #1 …is the most important sentence in your paper …is an assertion …answers the question: “What am I trying to prove?” ...brings focus to the entire essay …lets the reader know the main idea of the paper …is not a factual statement or an announcement of purpose, but a claim that has to be proven throughout the paper.

19. Concrete evidence from Reading… #2 Strong Evidence should be: Unified Specific Accurate Adequate Relevant Representative From a source…..

20. Appropriate Evidence • Current events (local, municipal, state, national, global) • Historical events • Literature (and other academic texts) • Analogies and hypotheticals • Personal anecdotes (if appropriate to the prompt)

21. #3 Commentary The why (justification) of the data you used in your claims…making relevant in-depth understanding of text

22. #4 Conclusion -Have I ended the discussion of the logical argument? -Have I restated my claim -Have a summarized the main points of the argument?

23. Creating an Argument

24. Let’s practice with content specific reading focusing on Claims, Evidence and Argument

25. Let’s Practice T3Cs for Argument • Should the government implement a tax on junk food? • Resources: • Adult Obesity Facts • Would junk food taxes really make people eat better? • Poll: Most Oppose Tax on Junk Food

26. Junk Food Tax Use the resources to write a claim and support it with evidence and reasoning using the T3C model for argument. Closely read and annotate the following texts to make your argument.

27. Thank you!