6-12 Argument Anna Warriner K-12 Literacy

1. 6-12 ArgumentAnna WarrinerK-12 Literacy

2. Agenda: • Study the research and expectations of the Common Core State Standards • Explore the structure of argument • Plan for argumentative writing instruction in the classroom

3. What Are the Characteristics of an Effective Argument? • Pizza Debate • Poll Everywhere CLASS Days 9 & 10

4. Argument Clinic

5. Research and Rationale The Common Core State Standards place an emphasis on the ability to write arguments. Students at all levels will write about topics, events, or ideas in which people have differing views.

6. CCSS Big Shift – Argument Writing One of the big shifts in the Common Core State Standards is the expectation that students will write arguments. According to the PARCC Model Content Frameworks for English Language Arts/Literacy, this expectation is stated in a percentage of total writing produced. http://www.parcconline.org/parcc-content-frameworks

7. CCSS Big Shift – Argument Writing • At the K-5 grade band the expectation is to write opinion papers. • At the 6-12 grade band the expectation is to write arguments that support claims with clear reasons and relevant evidence.

8. What’s the Difference? Adapted from Argument, Persuasion, or Propaganda? www.readwritethink.org

9. What elements of opinion and persuasion do you see and hear in this video clip?

10. What elements of opinion and persuasion do you see and hear in this video clip? The Girl Who Silenced the World

12. Technical Subjects History Social Studies Writing Argument Sciences English Language Arts CLASS Days 9 & 10

13. Defining Argument An argument is a reasoned, logical way of demonstrating that the writer’s position, belief, or conclusion is valid. CCSS, Appendix A, page 23

14. Defining Argument (continued) Williams and McEnerney define argument not as "wrangling" but as "a serious and focused conversation among people who are intensely interested in getting to the bottom of things cooperatively.” CCSS Appendix A, p. 24 CLASS Days 9 & 10

15. The Toulmin Model provides a framework to develop logical arguments: • Claim • Data • Warrant • Backing • Counterclaim • Rebuttal

16. Vocabulary of Argument Writing • Claim • Evidence • Counterclaim • Rebuttal • Refutation

17. Components of Argument • Analysis of sources • Close Reading • Precise claim • Relevant and sufficient evidence • Alternate or opposing claim(s) • Logical sequence • Appeals and Assumptions • Formal style • Objective tone Reasons Evidence

18. Planning Instruction In planning instruction teachers will need to consider the following: • the Common Core State Standards • students’ current knowledge and skill • teaching a process for developing the argument • using the apprenticeship teaching model

19. CCR Reading Standards 4, 5, and 6 These standards fall under the conceptual organizer of craft and structure. After analyzing the craft and structure of texts when reading, students can use these as mentor texts when they are developing their own argumentative writing pieces. Sometimes this is referred to as “reading like a writer.”

20. Immersion and Inquiry of Argument Text Using mentor texts is one way to apprise students of the components of any text type. “It ensures that the content for writing is grounded in the realities of both product and process.” Ray, Katie W. (2006). Study Driven: A Framework for Planning Units of Study in the Writing Workshop, pages 32-33  

21. Instructional Framework for Immersion and Inquiry • Gather appropriate texts for analysis • Provide a purpose for the analysis • Immerse the readers in the texts • Closely read and re-read the texts • Write under the influence of this immersion and close study Ray, 2006

22. Questions to Consider During Analysis: • What is the author’s claim? • What evidence is given to substantiate the claim? Is it valid? • How has the author acknowledged and refuted the counterclaim? • What is the structure or organization of the text?

23. Argument and Evidence Argument/Claim What is the author saying? What is the author pushing against? Evidence What happened? What details, facts, background, dialogue, quotes, or context is presented? CLASS Days 9 & 10

24. Reasons and Evidence Reasons answer the question, “Why am I making this claim? Evidence answers the question, “What facts and data from my research support my reasons and will persuade the audience to accept my claim?

25. Preparing for Argument Example: Pros and Cons

26. MASCOTS

27. Assumptions “An assumption is a fact or statement taken for granted by writers or speakers that they sometimes make explicit as a way to effectively argue their point and anticipate what's in the reader's or listener's mind.” Core 2011 CLASS Days 9 & 10

28. Ethos, Pathos, Logos Ethos (Ethical)--Appeals to the expertise or good reputation of the speaker Pathos (Emotional)--Appeals to the heart by tapping into the deep-seated feelings and beliefs we share as humans Logos (Logical)--Appeals to pure reasoning that is indisputably rational or logical

29. ETHOS/Ethical (writer) PATHOS/Emotional (audience) LOGOS/Logical (message)

30. Small Group Activity Emotional Argument? Logical Argument? Logical and Emotional Argument? CLASS Days 9 & 10

31. Logical Fallacies Common errors in reasoning that undermine the logic of an argument • Even a well-planned argument can collapse if the logic doesn’t stand up. • Recognizing logical fallacies can assist in evaluating other’s arguments and in avoiding them in your own.

32. Common Logical Fallacies Hasty Generalization Post Hoc, Ergo Propter Hoc Red Herring Ad populum Either/Or Slippery Slope Non Sequitur Straw Man Circular Reasoning

34. Close Reading Strategies SOAPS Argument and Evidence Ethos, Pathos, Logos Assumptions CLASS Days 9 & 10

35. Write to Argue

36. Preparing for Writing • Defending your claim with evidence • Activity: Taking a Position

37. W.CCR.1 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

38. Brainstorm Create a list of possible argument writing mini lessons or topics that target your students’ needs.

39. Topics for Argument What are some topics related to the subject(s) you teach around which two different points of view could be articulated and developed into an argument?

40. Essential Question • Do school uniforms promote positive behavior and improve grades for high school students?

41. Write Your Argument How will you engage your reader? CLASS Days 9 & 10

42. Structuring the Argumentative Paper How is the argument structured? • In what order does the author present the claims, counterclaims, and evidence? • What else do you notice about the organization of the texts?

43. Use Close Reading Strategies when Reading Text SOAPS Argument and Evidence Ethos, Pathos, Logos Assumptions CLASS Days 9 & 10

44. English Language Arts Students will make claims about the worth or meaning of a literary work or works. They defend their interpretations or judgments with evidence from the text(s) they are writing about. CCSS, Appendix A, page 23

45. Developing a Strong Claim Statement The argument must begin with a debatable claim or thesis. The claim must be something that could reasonably have differing opinions. The author’s purpose is to persuade others to adopt this claim.

46. Writing an Argumentative Thesis Claim + Reasons = Thesis CLASS Days 9 & 10

47. Which claim statement is best? • B, M, and I are the letters to look for on your child’s report card. • To help parents monitor their children’s health, the school report card should include a weight grade. • This paper will describe a weight grade and examine how parents should use the information.

48. Providing the Evidence • Use statistics and reputable studies. • Cite experts on the topic. • Use credible sources correctly and thoroughly.

49. Review the Evidence Have you suppressed any facts? Have you manipulated any facts? Do you have enough evidence? Do you have too much evidence? Is your evidence current? Reputable? Reviewing Your Argument’s Evidence: http://www.dartmouth.edu/

50. Counterclaim Objections to the Claim Objections to the Reasons CLASS Days 9 & 10