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Argumentative Summary!
Argumentative: Secondary 1 © WRITE Institute, January 2014
! !! !
Planning Instruction
Genre/Standards Correlation
The purpose of this chart is to show the alignment of unit activities and specific rubric
criteria. After using the Results Chart data to inform further instruction (i.e., reteach a
specific criterion), this chart facilitates the re-teaching process.
Instructional Plan
Use this chart to guide your lesson planning. While all of the activities are important to
argumentative writing, the activities in red are most essential. This plan only addresses the
genre writing process. See the MGR folder for pre-writing (reading and vocabulary)
activities.
Instructional Components
This document serves as an overview to the folders and sub-folders located in the WRITE
curriculum.
Teacher Notes
Argumentative writing involves the complex task of raising questions, gathering,
assessing and interpreting information. The process also involves recognizing implications
and consequences. A well-written problem/solution essay synthesizes the key points of the
problem, its causes and consequences, as well as possible solutions to the problem. Not
only is this type of writing used in academic situations, but it is also used extensively in
business and scientific settings. Learning the practice of problem solving has lifelong
academic and workplace applications.
Understanding Genre Criteria
Clipboard
The purpose of this activity is to encourage students to organize their ideas and record key
ideas as they prepare to write their essay. Encourage students to revisit rubric criteria in
another format.
Clouds
The purpose of the following activities is to understand the criteria for an argumentative
essay. Reinforce deductive reasoning by encouraging students to infer or guess the criteria
for this genre as they choose the clouds that they think might support this genre. Use the
Understanding the Criteria activity to guide students to check their clouds and restate each
criterion in their own words.
Argumentative Summary!
Argumentative: Secondary 2 © WRITE Institute, January 2014
! !! !
Curriculum Correlation
The purpose of this resource is to show the alignment between unit activities and the
writing genre. Whether chunking instruction by rubric criteria or re-teaching criteria, this
chart provides an instructional framework.
Did I?
The purpose of this activity is to revisit the rubric criteria in another format. Instruct
students to organize their essay ideas by analyzing the characteristics (i.e., rubric criteria)
of argumentative writing.
Inter-rater Chart
This activity can be used to foster collaboration on student writing. Remind students or
teachers to keep in mind the level expectation of the student (ELD, mainstream grade
span, etc.) Individually, instruct a group of students or teachers to score the same sample
essay. Tally the scores for each criterion (i.e., “How many people gave this a score of
zero…a score of one…a score of two?”…etc.) Try to establish consensus for each
criterion (two-point spread). (Reaching consensus is a process that takes time and practice.
See WRITE secondary training options for more information.) Circle the consensus score
for each criterion. Add the scores and divide by 10 to get the total score. Note: there is no
‘right’ score; the group as a whole should move more towards consensus and common
expectations for different levels of writing (language acquisition and grade span) over
time.
Peer-Editing Clock
This purpose of this activity is to provide an opportunity to edit and revise writing. As
with all peer-editing activities, it is important to establish guidelines to foster respectful,
positive interaction (i.e., use a separate paper to make comments; do not mark on the
rough draft). First, review the rubric criteria. Guide students to exchange papers (in pairs)
and sign each other’s editing clock. At each hour on the clock, introduce one rubric
criterion. Try to limit the amount of time on each element. Example: Your group has five
minutes to answer the following question: “Are the ideas in this essay clearly organized?”
Prompt
See Prompt Guidelines in Multi-Genre Resources.
Results Chart
This chart provides an overall snapshot of a class of student writing scores. The purpose of
this chart is to record student scores and examine how or if students are progressing in
writing. In addition to documenting student scores and providing student feedback, this
tool also informs instruction and validates instructional strategies. Often, teachers use the
data from this chart to inform their own classroom instruction. If the entire class scores
low on a single criterion, for example, that might be an area to reteach in the final editing
phase of writing.
Argumentative Summary!
Argumentative: Secondary 3 © WRITE Institute, January 2014
! !! !
Scoring Guide (Rubric)
When scoring with rubrics, the goal is to measure the overall growth in writing over time
and across a variety of styles. The frame of reference for scoring each criterion is the
English language proficiency level of the student. Score based on the evidence in the
writing that addresses the specific genre expectations.
Student Scoring Guide
The purpose of this resource is to provide students with the expected criteria of this genre.
Provide the rubric to students when unit implementation begins. Discuss each criterion
and explain the number system from 1 to 6 and. When students finish their writing pieces,
they can score their own writing in relation to the genre expectations. Students use this to
guide them in revising their writing pieces.
Genre Vocabulary
Discuss the specific vocabulary associated with the argumentative genre.
Windowpane
Use teacher-modeled drawing, gestures and repeated phrases to introduce the key
vocabulary and concepts of the rubric criteria. Instruct students to say what I say and do
what I do” for each blank pane. After drawing each pane, model the script and motions for
each pane. Be sure to do this with your students!
Acquiring Genre Literacy
About The Genre
Brainstorming Topics
Guide students to explore issues an issue in their community and how it impacts on a
broader state, national or global level.
Introducing the Writing Style
Argumentative writing involves the complex task of raising questions, gathering,
assessing and interpreting information. The process also involves recognizing implications
and consequences. A well-written problem/solution essay synthesizes the key points of the
problem, its causes and consequences, as well as possible solutions to the problem. Not
only is this type of writing used in academic situations, but it is also used extensively in
business and scientific settings. Learning the practice of problem solving has lifelong
academic and workplace applications.
Argumentative Summary!
Argumentative: Secondary 4 © WRITE Institute, January 2014
! !! !
Persuasive Techniques
Guide students to identify and understand common persuasive techniques. Remind
students that the best persuasive essays inform the reader and use reason. Emotion can
certainly be used in persuasive essays; however, it should be coupled with solid reasoning.
Point of View
Guide students to identify two different points of view on a single issue. Encourage
students to recognize that there can be two opposing points of view on any given single
issue. Write “agree” and “disagree” on two pieces of paper on opposite sides of the room.
Instruct students to take a stand on different issues. Encourage students to understand all
sides of a controversial issue. Persuasive topics must be debatable. If students cannot
clearly see the opposing viewpoint to their topic, guide them to choose another topic. In
order to understand the opposing point of view, it is essential to be well-informed about
the topic. See the Writing Prompt for a list of debatable topic. Also see the Teacher Notes
(Planning Instruction) on Mini-Debates.
Target Your Audience
The purpose of this activity is to discuss how claims may or may not change for different
audiences. [From the 11/12 CCSS Writing Standards for Argumentative: “Develop
claims(s) and counterclaims fairly and thoroughly, supplying most relevant evidence for
each while pointing out the strengths and limitations of both in a manner that anticipates
the audience’s knowledge level, concerns, values and possible biases.”
Academic Oral Language
Creating Claims
Claims and Evidence: Encourage students to broaden their understanding of using
supporting detail by choosing the sentence which best supports the claim. One sentence in
each section does not support the claim well: in the first example, C does not support the
claim; in the second example B does not support the claim.
Narrowing the Focus: Remind students to focus their claims. Broad claims are difficult, or
nearly impossible, to support effectively.
Creating Claims: Guide students to create their own claim and support it with clear
evidence and an explanation of the evidence.
Supporting a Claim: Guide students to consider and list the opposing point of view and
counterarguments. Remind students that, to support an opinion, writers provide specific
and concrete ideas to convince their audience. To expand practice of this skill, encourage
students to collaborate, in groups, to develop supporting opinions for specific topics.
Possible topics to consider:
The school should improve the quality of food in the cafeteria.
Parent should be fined when their kids skip school.
Teens should have weekend curfews.
Learning a second language should be mandatory in school.
Parks should not be built on animal sanctuaries.
Argumentative Summary!
Argumentative: Secondary 5 © WRITE Institute, January 2014
! !! !
Frames
The purpose of this resource is to provide students at various language proficiency levels
with appropriate access to writing and genre style. Provide appropriate patterns to meet
the needs of your students through repetitious modeled and shared writing experiences.
Use a familiar context to recognize and practice argumentative language patterns. After
explicitly teaching argumentative vocabulary in a common context, guide students to
develop academic language by practicing (spoken or written) compare/contrast language
patterns. Encourage students to incorporate the patterns (as needed) to support the
development of language, cultural literacy and written communication.
While these frames can be used for writing, they are most effectively used in developing
oral language. Use these frames to provide appropriate patterns to meet the needs of your
students through repetitious modeled oral language and shared writing experiences.
Encourage students to incorporate the patterns (as needed) to support the development of
oral language, cultural literacy and written communication. This page provides students
with the opportunity to practice using the correct parts of speech, conventions and syntax
of standard English. Genre-specific language structures and patterns are provided as
scaffolds for students to practice using with various activities in the unit.
Building on Background
Active Listening
The purpose of this activity is to sharpen verbal paraphrasing abilities, a useful skill that
transfers to persuasive writing, as well as other types of expository writing. Paraphrasing
is also an effective instrument for conflict resolution. Examine the similarities and
differences between a verbal and written paraphrase message:
Verbal paraphrase message:
I am listening
I understand you (or I’m trying to)
I care
Conflict Resolution
The purpose of this activity is to better understand how we handle conflict and to reinforce
the need for objectivity in constructing a persuasive case. When we react to conflict with
an emotional response, it can often be impulsive and done in fear or anger. Similarly,
when we are making a persuasive case, the emotional response can often be the most
spontaneous. Without thoughtful consideration of the conflict or the persuasive issue, an
emotional response may be to strike back. To better understand how students handle
conflict in different ways, instruct them to fill in the conflict scale on and then complete
the questionnaire.
Argumentative Summary!
Argumentative: Secondary 6 © WRITE Institute, January 2014
! !! !
Extension: Distribute a set of animal cards to each group and provide the group with a
possible conflict scenario. Encourage students to discuss how different “animals” might
handle a situation differently. (Materials include the playing cards and playing board.)
Emotion vs. Rationality
The purpose of this activity is to analyze the consequences of using emotion or rationality
when responding to an event. Although emotion is a very effective persuasive technique, it
may sometimes be rooted in ignorance, superstition or myth. Explore with your students
how informing through reason can offer an objective, fact-based perspective.
Examples include:
1. Grade on an essay:
Emotional response: “It wasn’t fair.”
Rational response: “The time allotted for the writing was only 15 minutes and that did not
even offer me time to gather my thoughts.”
2. Getting tickets to a concert;
Emotional response: “I just have to go. This is awesome. This band is the greatest ever
and everyone will be there!”
Rational response: “I am a mature, responsible teen: My grades are up. I can pay for the
tickets myself and I have never gotten into a car with people who are not acting
responsibly as well.”
*Note: An emotional response is not necessarily a negative response.
Mini-Debates
The purpose of this activity is to use oral debate skills to strengthen written assignments.
In the May 2004 Journal of Adolescent and Adult Literacy, From dialogue to two-sided
argument: Scaffolding adolescents’ persuasive writing, the authors refer to the National
Assessment of Educational Progress’s 1998 Writing Report Card, which indicated that
55% of the 12
th
-grade students in the US scored below “sufficient” on a persuasive writing
task. The article suggests that teachers bring together “the experiences of dialogue and
written argument” to improve students’ “metacognitive understanding of the fundamentals
of argument.”
The authors also suggest that while two-sided written arguments are often difficult for
teens, two-sided spoken arguments are not. By speaking about an issue prior to writing,
this affords students the opportunity to explore alternative perspectives, offer
counterarguments, and rebut counterarguments in an academic arena. The authors of the
article contend the following:
“We need to place persuasive writing within a meaningful context. Writing is a
social activity -- a means of sharing ideas with others. When we put persuasive
writing in the context of debate we give students additional reason to write. It
becomes a means by which students formalize their thinking, share their ideas,
Argumentative Summary!
Argumentative: Secondary 7 © WRITE Institute, January 2014
! !! !
and get feedback. As a result, students are motivated to examine their writing, its
structure, and its impact on their readers.”
!
Make sure to review the academic meaning of “argument” and set ground rules for group
interaction. An argument is a thoughtful process of reasoning in support of a claim; it’s
not a quarrel or a dispute. The goal is to support a claim and to better understand
complex, multifaceted issues, not to put people on the defensive.!
!
Persuading Me
The purpose of this activity is to further explore persuasion, the foundation of
argumentative thinking, in our lives. Share with the class times that you, a character in a
book or movie, a friend or a well-known person persuaded others to do something. [Note:
It is helpful to brainstorm short student-appropriate vignettes in advance. These stories can
also tie in to a controversial topic that you might be using to discuss issues to be used for
argumentative thinking.]
Also share with the class times that you have been persuaded to do something and what
your motivation was for doing it. Explore the different responses to being persuaded:
Compliance: I was forced to do it, so I complied.
Identification: I felt I had to do it. I was asked to do it as a favor.
Internalization: I did it because it made logical sense to me.
[Note: Although internalization is the ideal response to persuasion, there are clearly times
when compliance is best (i.e., public safety issues, etc).]
Everyday persuasive contexts:
Parent/child: “Pick up your toys.”
“Make mommy happy and pick up your toys.”
“Pick up your toys so nobody falls on them.”
Teen context:
“You need to get a job.”
“Your father and I are a little short on cash, so we need you to get a job.”
“Get a job to learn responsibility.”
More serious context:
“Vote.”
“Vote because you should.”
“Vote to exercise your rights in a participatory democracy.”
Argumentative Summary!
Argumentative: Secondary 8 © WRITE Institute, January 2014
! !! !
Grammar & Vocabulary
Author Bias
The purpose of this activity is to encourage students to be aware of an author’s bias and to
recognize how words shape meaning; the words that an author uses can convey a value
judgment or bias (i.e., freedom fighter vs. terrorist). Other word choices are more subtle.
Notes:
Both (a) and (b) are biased.
Example (a) suggests that the event was a success (i.e., “more than 1000 people”,
“staggering”, “enormous”, “colossal”, “12 times greater”, and “fewer than”) and the
example (b) suggests that it was not a success (i.e., “ a few hundred people”, “self-
defense”, and “discontents.”)
Extension: Guide students to maintain a neutral voice by assuming the stance of an
impersonal eyewitness rather than that of a participant. The writer does not participate in
the scene, rather records what s/he sees and perceives. The writer presents a factual
account or description of what he/she sees and tries not to reveal or convey his/her
feelings or opinions about the observation. There is no descriptive elaboration, dominant
impression, or persuasion. In small groups, guide students to record a common
observation (i.e., park, cafeteria, library, hallway). Each student in the group will record
the same observation. In class, instruct each member of the group to share what they
observed. Stress the use of third person (not first person) and note as a class the subtle
differences in interpretation of the same observation.
Maps, Organizers & Outlines
Big Picture
The purpose of this activity is to provide a framework for organizing and recording
supporting detail to support main ideas with convincing examples.
Outlines
The purpose of the following activities is to foster coherent, organized essays by guiding
students to analyze their essay structure. Examine thesis statements and reiterate that they
should clearly express a specific perspective on the text. Remind students that a thesis
needs to show one main idea that guides their papers. As students begin to write their
topic sentences, help them analyze whether or not each topic sentence does, in fact,
support the thesis statement. Additionally, encourage students to analyze the essay,
including the position, supporting facts and counterargument.
Argumentative Summary!
Argumentative: Secondary 9 © WRITE Institute, January 2014
! !! !
Modeled Writing
Student Sample
Use the student sample to analyze essay structure and content. You may even consider
scoring the essay with your student and provide feedback for improvement. Note that this
student was at the ELD III (Expanding) level. See the Nutshells in the MGR.
Teacher-Modeled Essay
Use the teacher-modeled essay as a guide to create your own writing model to share with
your students. Remember to keep the model one proficiency level higher than the average
proficiency level for the class (i.e., for an Enhancing level class, write an exit-level
Enhancing model). Research strongly supports that effective teachers model writing and
provide systematic, explicit instruction on genre writing. Use the Introduction and
Conclusion pages to reinforce aspects of both.
Opinion Writing
The activities in this folder support Opinion writing. Use these activities to scaffold
argumentative thinking and expanding writing at the emerging/proficiency levels.
Argumentave
Instruconal Components
Clipboard
Clouds
Did I?
Inter-Rater Chart
Peer-Eding Clock
Prompt
Results Chart
Scoring Guide (Rubric)
Acquiring Genre Literacy
Planning Instrucon Understanding Genre Criteria
Student Scoring Guide
Vocabulary
Windowpane
Genre Correlaon
Instruconal Plan
Instruconal Components
Teacher Notes
About The Genre:
Brainstorming Topics
Introducing the Wring Style
Persuasive Techniques
Point of View
Target Your Audience
Academic Oral Language:
Creang Claims
Frames
Building on Background:
Acve Listening
Conict Resoluon
Emoon vs. Raonality
Mini Debates
Persuading Me
MGR: Building on Background
Students as Authors
Grammar & Vocabulary:
MGR: Grammar & Vocabulary
Author Bias
Fact vs. Opinion
Complex Sentences
Transions
Vocabulary Notebook
Main Idea:
MGR:Text Connecons
Crical Quesoning:
Name/Reect/Act
Reciprocal Teaching
Socrac Seminars
Main Idea:
Annotang Text
Cornell Notes
Isolang the Main Idea
Six W’s*
Summary Posters
Summary Puzzle*
Thesis Statement
Topic Sentence
Readers Response:
Double Entry Journal
Golden Lines
Making Connecons
Reader’s Response Journal
Searching for Evidence
Supporng the Main Idea
Maps, Organizers & Outlines:
Outlines (3)
MGR: Text Connecons
Catchers and Cubes:
Bloom’s Cube
Expository Catcher
Response to Text Cube
Summary Cube
Modeled Wring:
Student Sample
Teacher Sample
MGR: Text Connecons
Paraphrasing:
In My Own Words
Plagiarism
Posters
Q-P-S
Quong
*Denotes Emerging ELD Prociency Level
Argumentative: Secondary
© WRITE Institute,November 2013
!
Argumentative: Secondary © WRITE Institute, October 2013
!
Instructional Plan for Argumentative Writing
Note: All documents are located in the Argumentative Folder, except for items in the Multi-Genre Resources Folder (marked “MGR”)
Introducing the Genre
(Teacher-Guided)
Understanding Genre Criteria
• Clouds
• Windowpane
• Genre Vocabulary
• Argumentative Rubric
Acquiring Genre Literacy
• Choose 1-3 activities from Building on
Background – see Instructional Components
Multi-Genre Resources
• Jackdaw
• Journaling
• Vocabulary Notebook
Unpacking the Genre
(Teacher-Guided)
Acquiring Genre Literacy
• Genre Vocabulary
• Teacher-modeled Essay (Annotate)
(Co-write a Arg)
• Language Frames
• Organizers (Outlines)
Understanding Genre Criteria
• Student Sample
• Inter-rater Chart
• Peer-Editing Clock
Acquiring Genre Literacy
• Creating Claims
• Persuasive Techniques
• Point of View
• Target Your Audience
Multi-Genre Resources
• Fact vs. Opinion
• Transitions
• Author Bias
• Thesis Statements
• Summarizing
Collaborating on Writing
(Student-Guided)
Acquiring Genre Literacy
• Language Frames
• Student as Writers
Multi-Genre Resources
• Research Skills
• Summary Writing
• Summary Posters
• Catchers, Cubes & Maps
• Reciprocal Teaching
• Critical Questioning
• Journaling
Things to consider:
• Time
• Technology
Organizing the Essay
(Student-guided)
Multi-Genre Resources
• Write rough drafts
Acquiring Genre Literacy
• Language Frames
• Organizers & Outlines
Understanding Genre Criteria
• Clipboard
• Prompt
Things to consider:
• Access to Computers
• Use of Music
Editing & Revising
(Student-guided)
Multi-Genre Resources
• Editing and Revising
• Writing Conferences
• Grammar Mini-lessons
Things to consider:
• Access to Computers
• Use of Music
Publishing
(Student-guided)
Multi-Genre Resources
• Publishing/Presentation
• Journaling
Acquiring Genre Literacy
• Language Frames
• Organizers
Things to consider:
• Technology
• Web 2.0 Tools
! !
!
!
!
!
!
Essential Activities
Recommended
Things to Consider
Argumentative: Secondary © WRITE Institute, October 2013
Journal Writing: Argumentative
Conduct a word study of “paraphrase”:
“Para” is a prefix that often appears in loan words from Greek and most often means 1)
“beside” (i.e., paragraph, parallel, parachute) or 2) “beyond” (i.e., paranormal, paradox,
paraprofessional). Consider the three types of paraphrases:
Feeling: acknowledging emotions (i.e., empathizing – statements that suggest the
emotional message such as: You’re feeling….)
Content: a restatement in your own words (i.e., clarifying—“Do I have it?”)
Summary: a short synthesis of a long communication (restate another’s thoughts using
different words)
Describe a time when you practiced “active listening.” Was it difficult? Why or why not?
Write about a time you reacted to an incident emotionally. How might the outcome have
changed had you reacted rationally?
Compare and contrast the two of the following experiences:
1. Describe a time you were persuaded by force to do something you really didn’t want to
do.
2. Describe a time you were persuaded by logic.
3. Describe a time you were persuaded by emotion.
Is it sometimes difficult to accept different perspectives on an issue? Why or why not?
How did you feel when you were a minority on an issue? How did you feel when you
were part of the majority on an issue?
Look at a window and write one sentence about what you see. Share your description
with three other people. Discuss how your views may differ and still be accurate.
Teacher Notes:
Argumentative
Writing
A Brief Definition:
Argumentative writing includes two
opposing views on an issue. The writer
targets an audience, supports his/her position
with evidence and reason.
The Context: Where/When/Why
• Common requirement in college
• Promotes critical thinking
• Authentic need to write argumentative texts in the workplace
The Motivation of the Writer: "So what?"
• Why should the reader care about this work?
• What can we learn from reading the work?
• What is the contradiction between views of the text?
• Is some aspect of the text particularly compelling?
The
Process
1
State Your Position:
Students identify a subject,
analyze their audience and
state their purpose for
writing about an issue.
2
Provide Reasons:
Students provide evidence
that supports their position.
3
Provide
Counterarguments:
Students research and
acknowledge the opposing
viewpoint.
4
Restate Your Case:
Students paraphrase and
summarize the key reasons
to support their position.
Argumentative: Secondary! ! © WRITE Institute, October 2013
Teacher Notes
Argumentative: Secondary © WRITE Institute, October 2013
Argument vs. Persuasion
Argument
Persuasion
• Logos (logical appeals)
•
Reason
• Ethos (author credibility)
•
Pathos (emotional
appeals)
Argument vs. Persuasion
“With its roots in orality, rhetoric has a bias for viewing
audiences a particular. Aristotle said, ‘The persuasive is
persuasive to someone.’ In contrast to rhetoric, writing
has a bias for an abstract audience or generalized
conception of audience… For this reason, a particular
audience can be persuaded, whereas the universal
audience must be convinced, particular audiences can
be approached by way of values, whereas the universal
audience (which transcends partisan values) must be
approached with facts, truths, and presumptions.”
- Miller & Charney
Teacher Notes
Argumentative: Secondary © WRITE Institute, October 2013
!
Conducting Mini-Debates
The purpose of this activity is to use oral debate skills to strengthen written assignments.
In the May 2004 Journal of Adolescent and Adult Literacy, From dialogue to two-
sided argument: Scaffolding adolescents’ persuasive writing, the authors refer to the
National Assessment of Educational Progress’s 1998 Writing Report Card, which
indicated that 55% of the 12
th
-grade students in the US scored below “sufficient” on a
persuasive writing task. The article suggests that teachers bring together “the experiences
of dialogue and written argument” to improve students’ “metacognitive understanding of
the fundamentals of argument.”
The authors also suggest that while two-sided written arguments are often difficult for
teens, two-sided spoken arguments are not. By speaking about an issue prior to writing,
this affords students the opportunity to explore alternative perspectives, offer
counterarguments, and rebut counterarguments in an academic arena. The authors of the
article contend the following:
“We need to place persuasive writing within a meaningful context. Writing is a social
activity -- a means of sharing ideas with others. When we put persuasive writing in the
context of debate we give students additional reason to write. It becomes a means by
which students formalize their thinking, share their ideas, and get feedback. As a result,
students are motivated to examine their writing, its structure, and its impact on their
readers.”
Make sure to review the academic meaning of “argument” and set ground rules for group
interaction. An argument is a thoughtful process of reasoning in support of a claim; it’s
not a quarrel or a dispute. The goal is to support a claim and to better understand
complex, multifaceted issues, not to put people on the defensive. When someone feels
insulted, meaningful interaction ceases to exist.
!
Teacher'Notes'
Argumentative: Secondary © WRITE Institute, October 2013
'
'
Common Rhetorical Devices Used in Argumentative Writing
1. Rhetorical question: (using a question to which no answer is required)
Can you believe what’s going on here?
2. Emotive language: (using descriptive language)
Imagine being left to eat lunch all alone in the cold, unfriendly cafeteria.
3. Parallel structures: (keeping all verb forms, nouns etc. equal)
They went hiking, biking and swimming.
4. Sound patterns: (i.e., Alliteration and Assonance)
It was a muddy, Monday morning (alliteration); a fine time was had by all (assonance).
5. Contrast: (using opposites in language)
Sometimes we have to be cruel to be kind.
6. Description and Imagery: (i.e. using metaphor, simile and personification)
She was as tall as a tree.
7. The ‘rule of three’: (repeating the same idea in three different ways)
I ask you, is this fair, is it right, is it just?
8. Repetition: (repeating the same phrase throughout a speech or writing)
MLK: I have a dream…
9. Hyperbole: (using exaggeration for effect)
I’d give my right arm for a piece of that chocolate.
10. Anecdote: (telling a story to illustrate a point)
I remember the time when…
Argumentative: Secondary © WRITE Institute, October 2013
Clipboard for
Argumentative Essay
Name ______________________
Class __________ Date ________
Knowledgeable claim
Essay Title
Supporting
facts &
examples
1.
2.
3.
Opposing Claim
Counterarguments
Conclusion: (restate the claim and
summarize the key reasons)
The “So what?” Factor:
Audience:
Subject:
Introduction
What do you think should be in
an Argumentative Essay?
Argumentative: Secondary! ! © WRITE Institute, October 2013
Introducing
the Writing Style
Thesis indicates claim
and purpose.
The protagonist is well-
developed.
Concludes with a
paragraph that sums up
the differences or
similarities.
Targets a specific
audience.
Introduction includes a
hook.
Acknowledges the
opposing claim.
The plot is well
structured.
Introduction includes
precise, knowledgeable
claim and establishes its
significance.
Argumentative: Secondary! ! © WRITE Institute, October 2013
Writing Unit for Argumentative Essay: Secondary © WRITE Institute, October 2012
Writer uses reason to
support the claim.
Uses counterargument to
address the opposing
claim.
Includes supporting facts,
opinions and/or examples.
Writer uses specific
rhetorical devices to
support assertions.
Exhibits appropriate levels
of conventions, grammar,
mechanics.
The essay is organized in
a logical way.
The plot is well
structured.
The conclusion restates the
claim and summarizes the
key points.
Argumentative: Secondary! ! © WRITE Institute, October 2013
Writing Unit for Argumentative Essay: Secondary © WRITE Institute, October 2012
Argumentative: Secondary © WRITE Institute, October 2013
What belongs in an
Argumentative
Essay?
Argumentative: Secondary © WRITE Institute, October 2013
=
The introduction includes
a hook (i.e., statistic,
research, etc.).
The writer uses reason
(facts and examples)
to support the claim.
The writer
acknowledges the
opposing claim.
The writer targets a
specific audience
appropriately.
The introduction
includes a precise,
knowledgeable claim and
establishes it
significance.
!
!!!!!"""""""""""""""""""!
"""""""""""""""""""""""""""""""""
"""""""""""!
!!!!!"""""""""""""""""""!
"""""""""""""""""""""""""""""""""
"""""""""""""""""""""""""""""""""!!
!!!!!"""""""""""""""""""!
"""""""""""""""""""""""""""""""""
"""""""""""!
!!!!!"""""""""""""""""""!
"""""""""""""""""""""!
"""""""""""""""""""""!
Argumentative: Secondary © WRITE Institute, October 2013
=
The writer uses a
counterclaim to address
the opposing claim.
The writer uses specific
rhetorical devises to
support assertions
The essay is
organized in a logical
way.
The conclusion
restates the claim and
summarizes the key
points.
!
!
Name _________________________________ Class_________________ Date ____________
Argumentative: Secondary © WRITE Institute, October 2013
The Criteria
What I think it means…
Content and Organization
Organization
The writer targets a specific
audience appropriately.
The introduction includes a hook
(i.e., statistic, research, etc.)
The introduction includes a
precise, knowledgeable claim and
establishes its significance.
The writer uses reason (i.e.,
relevant supporting facts and
examples) to support the claim.
The writer acknowledges the
opposing claim.
The writer uses a counterclaim to
address the opposing claim.
The writer uses specific rhetorical
devices (e.g., appeal to logic
through reasoning, appeal to
emotion) to support assertions.
The conclusion restates the claim
and summarizes the key points.
The essay is organized in a
logical way.
The essay exhibits an appropriate
level of conventions such as
sentence structure, grammar and
mechanics.
Understanding the Scoring Criteria
For an Argumentative Essay
Argumentative: Secondary © WRITE Institute, October 2013
Inter-Rater Reliability Matrix for Argumentative Class ____________________
Performance Standard
Rubric Score
0
1
2
3
4
5
6
The writer targets a specific
audience appropriately.
The introduction includes a hook
(i.e., statistic, research, etc.).
The introduction includes a
precise, knowledgeable claim and
establishes its significance.
The writer uses reason (i.e.,
relevant supporting facts and
examples) to support the claim.
The writer acknowledges the
opposing claim.
The writer uses a counterclaim to
address the opposing claim.
The writer uses specific rhetorical
devices (e.g., appeal to logic
through reasoning, appeal to
emotion) to support assertions.
The conclusion restates the claim
and summarizes the key points.
The essay is organized in a logical
way.
The essay exhibits an appropriate
level of conventions such as
sentence structure, grammar and
mechanics.
Argumentative: Secondary © WRITE Institute, October 2013
Map of Japan
____
is
Peer Editing Clock
for Argumentative Essay
Name of Author ___________________________
Name of Editor ___________________________
Class ___________________ Date ___________
12
6
3
9
2
1
11
10
8
7
5
4
grammar
introduction includes hook
introduction includes precise
claim and establishes
significance
uses reason to support the
claim
acknowledges the
opposing claim
uses counterclaim to
address opposing claim
uses specific rhetorical devices
spelling and punctuation
conclusion summarizes
the key points
conclusion
restates the claim
organized logically
O
C
appeal to logic through
reasoning
Argumentative: Secondary © WRITE Institute, October 2013
Map of Japan
____
is
Peer Editing Clock
for Argumentative Essay
Name of Author ___________________________
Name of Editor ___________________________
Class ___________________ Date ___________
12
6
3
9
2
1
11
10
8
7
5
4
intro
ducti
on
inclu
des
hook
u
s
e
s
s
p
e
O
o
r
g
a
n
i
z
e
d
l
o
g
i
c
C
c
o
n
c
l
u
s
i
o
n
r
e
s
t
a
t
e
s
Argumentative: Secondary © WRITE Institute, October 2013
Argumentative Essay
_________________________ ______________________
Student Name Class name and level
_________________________ ______________________
School Teacher
Writing Prompt
Remember an effective argumentative essay:
• targets a specific audience
• includes a hook in the introduction
• includes the claim and purpose of the essay in the thesis
• includes sufficient supporting facts, examples and/or opinions
• acknowledges the opposing viewpoint
• uses a counterargument
• uses reason, and sometimes emotion, to support the claim
• restates the purpose and summarizes the key points in the conclusion
Choose one of the following controversial issues to write about:
Minorities and the Prison System
Immigration
US-Mexico border issues
Political systems
Drug trade
Legalization of drugs
Distribution of the world’s resources
Class/caste systems
Child labor
Child abuse
Racial issues
Slavery
International women’s issues
Medicine and money (i.e., pharmaceuticals,
AIDS treatment in Africa)
Unsafe working conditions
In vitro fertilization
Abortion
Cloning
Stem cell research
Genetic engineering
Food labeling
Organic farming
Vegetarianism
Other:__________________
Argumentative: Secondary © WRITE Institute, October 2013
Results Chart for Argumentative Essay Class ___________________
Criteria
Specific audience
Hook
Precise
knowledgeable
clam
Uses reason
Opposing claim
Counterclaim
Rhetorical
devices
Conclusion
Organization
Conventions
Total Score
Student Name
Student ID
Number
ELD
Level
Argumentative: Secondary © WRITE Institute, October 2013
WRITE Institute
Scoring Guide for Argumentative Essay
In an argumentative essay, the writer has a clear purpose for writing: to convince the
reader (or a specific audience) of his or her point of view. The essay must include a
focused, debatable claim that is supported by logic and credible evidence. The essay
should accurately present opposing views on an issue, as well as counterarguments, in
order to influence the reasoning of the reader (audience). The claim should emphasize
logic and rational thought. (In some cases, emotion might be an effective technique if it
truly supports the claim.)
Scoring Range
Each category is worth 0-6 points.
0 = off topic
4 = proficient
1 = minimal evidence of proficiency
5 = exceeding expectations
2 = some evidence of proficiency
6 = outstanding
3 = developing proficiency
Directions: Add points and divide by 10 to yield a score of 0 - 6.
CONTENT & ORGANIZATION
_____ The writer targets a specific audience appropriately.
_____ The introduction includes a hook (i.e., statistic, research, etc.).
_____ The introduction includes a precise, knowledgeable claim and establishes its
significance.
_____ The writer uses reason (i.e., relevant supporting facts and examples) to support the
claim.
_____ The writer acknowledges the opposing claim.
_____ The writer uses a counterclaim to address the opposing claim.
_____ The writer uses specific rhetorical devices (e.g., appeal to logic through reasoning,
appeal to emotion) to support assertions.
_____ The conclusion restates the claim and summarizes the key points.
_____ The essay is organized in a logical way.
_____ The essay exhibits an appropriate level of conventions such as sentence structure,
grammar and mechanics.
_____ Total divided by 10 = __________ Score
Argumentative: Secondary © WRITE Institute, October 2013
Student Scoring Guide
Argumentative Writing
Rate yourself on each item below with a score of
1, 2, 3, 4, 5, or 6
_______ My introduction targets a specific audience.
_______ I have an interesting fact to hook the reader.
_______ I have a specific claim.
_______ I tell why this topic is important.
_______ I use facts and examples to support my claim.
_______ I explain the opposing claim and restate why my claim is correct.
_______ I use logical reasons to support my claim.
_______ My conclusion restates the claim and restates the main points.
_______ My essay is organized logically.
_______ I checked for capitalization and punctuation.
1 = I don’t get it
2 = I’m having trouble.
3 = I’m getting better
4 = I get it!
5 = I did great!
6 = I did incredible work!
!
!
Argumentative: Secondary © WRITE Institute, October 2013
Term
Definition/Explanation
Example
Thesis
The central idea in a piece of
writing; a proposition maintained
by argument
Main Idea
Important information that tells
the overall idea of a text
Claim
To demand through reasoning
Opposing Claim
To show the opposite or contrast
Counterclaim
To reaffirm the original claim by
show the contrast with the
opposing claim
Genre Vocabulary
!
Argumentative: Secondary © WRITE Institute, October 2013
Conclusion
Genre Icon Cards for
Argumentative
Claim
T
Thesis
Main Idea
Opposing Claim
Counterclaim
!
!
!
Argumentative: Secondary © WRITE Institute, October 2013
Genre Icon Cards, Page 2
Con
Pro
Transitions
Argumentative: Secondary © WRITE Institute, October 2013
Windowpane for
Argumentative
!
!
!
!
!
!
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!
!
Windowpane
Script
Argumentative
!
!
1. The writer (points to self with both thumbs) targets a specific
audience (put arms in position like using a bow and arrow
).
!
!
2. The writer (points to self with both thumbs) hooks the reader
(pretend to cast a fishing pole and reel it in).
3. The writer (points to self with both thumbs) supports
(slap
flat hand on top of fist) the claim (hit one fist into other hand’s
palm) with reasons (cross index and middle
finger,
tuck other
fingers tightly away) facts (checks in air) and examples
(hold hand palm down at eye level, push out then down
and out 2 more times)
.
!
!
!
!
4. The writer (points to self with both thumbs) uses a
counterclaim to address the opposing claim (clasp
fingers, elbow out and
pull
left to right like a tug-a-war ).!
!
5. The writer (points to self with both thumbs)
uses logic (point
to head) to support (slap
flat hand on top of fist)
the claim
(hit
one fist into other hand’s palm)
.
!
!
6. The conclusion (tie a bow in the air) restates (hand in front of
body and twirl forward) and summarizes key points (hand in
front of body, gesture 1,2,3)
!
!
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!
!
!
!
Argumentative © WRITE Institute, February
2013
Argumentative: Secondary © WRITE Institute, October 2013
Active Listening – Part 1
Approaches to Problem Solving
Responding to Conflict
_______ Finds a Solution
______ Assumes Responsibility
_______ Blames Others
_______ Denies
_______ Ignores
I
1. Listen
2. Acknowledge
3. “I” Statement
Argumentative: Secondary © WRITE Institute, October 2013
Guidelines
for
Active Listening
Active listening will not solve your problem. It will, however, create an
atmosphere conducive to solving the problem. Active listening lets other
people know that you are making an effort to listen and understand them.
1. Start with a positive attitude.
a. You must want to hear what the person has to say and be
willing to take the time to listen.
b. You must be willing to accept the person’s feelings, even if
they are different from your own.
2. Listen attentively.
a. Face the speaker.
b. Keep your opinions to yourself. (i.e., refrain from judging,
evaluating analyzing, or questioning.)
c. Empathize with the speaker as you listen to what is being said.
3. Respond respectfully.
a. To show understanding, paraphrase what was shared.
b. Consider the following verbal paraphrasing stems:
You’re suggesting…
As you…
So you…
Am I understanding you to?…
You’re feeling as if…
You’re thinking…
You’re hoping…
You’re wondering…
Are you saying…?…
Do you mean…?…
Are you suggesting…?…
Would you explain your point of view?
Name _____________________________ Class ____________________________ Date _________________________
Argumentative: Secondary © WRITE Institute, October 2013
Brainstorming Topics
School Issues
Local Issues
State Issues
National Issues
Global Issues
Conflict Resolution Styles, part 1
Conflict Scale Questionnaire
Writing Unit for Argumentative: Secondary © WRITE Institute, October 2012
The proverbs listed below can be thought of as descriptions of some of the different
strategies for dealing with conflict. The proverbs state traditional wisdom for resolving
conflicts. Read each of the proverbs carefully. Using the scale given below, indicate
how typical each proverb is of your usual behavior in dealing with a conflict.
5 = very typical of the way I act in a conflict
4 = frequently typical of the way I act in a conflict
3 = sometimes typical of the way I act in a conflict
2 = seldom typical of the way I act in a conflict
1 = not typical of the way I act in a conflict
_____ 1. It is easier to refrain from than to retreat from conflict.
_____ 2. If you cannot make a person think as you do, make them do as you think.
_____ 3. Soft words win hard hearts.
_____ 4. You scratch my back and I’ll scratch yours.
_____ 5. “Come now and let us reason together.”
_____ 6. When two people quarrel, the person who keeps silent first is the most
praiseworthy.
_____ 7. Might overcomes right.
_____ 8. Smooth words make smooth ways.
_____ 9. Better half a loaf than no bread at all.
_____ 10. Truth lies in knowledge, not in majority opinion.
_____ 11. He who fights and runs away lives to fight another day.
_____ 12. He hath conquered well that hath made his enemies flee.
_____ 13. Kill your enemies with kindness.
_____ 14. A fair exchange brings no quarrel.
_____ 15. No person has the final answer, but every person has a piece to contribute.
Conflict Resolution Styles, part 1
Conflict Scale Questionnaire
Writing Unit for Argumentative: Secondary © WRITE Institute, October 2012
_____ 16. Stay away from people who disagree with you.
_____ 17. Fields are won by those who believe in winning.
_____ 18. Kind words are worth much and cost little.
_____ 19. Tit for tat is fair play.
_____ 20. Only the person who is willing to give up his monopoly on truth can profit
from the truths that others hold.
_____ 21. Avoid quarrelsome people as they will only make your life miserable.
_____ 22. A person who will not flee will make others flee.
_____ 23. Soft words ensure harmony.
_____ 24. One gift for another makes good friends.
_____ 25. Bring your conflicts into the open and face them directly—only then will the
best solution be discovered.
_____ 26. The best way of handling conflicts is to avoid them.
_____ 27. Put your foot down where you mean to stand.
_____ 28. Gentleness will triumph over anger.
_____ 29. Getting part of what you want is better than not getting anything at all.
_____ 30. Frankness, honesty and trust will move mountains.
_____ 31. There is nothing so important you have to fight for it.
_____ 32. There are two kinds of people in the world, the winners and the losers.
_____ 33. When one hits you with a stone, hit him with a piece of cotton.
_____ 34. When both people give in halfway, a fair settlement is achieved.
_____ 35. By digging and digging, the truth is discovered.
Argumentative: Secondary © WRITE Institute, October 2013
Conflict Resolution Styles, part 2
Tally of Conflict Resolution Styles
DIRECTIONS: Place the number you have written on the Conflict Scale
Questionnaire (i.e., 1, 2, 3, 4 or 5) by the item numbers listed
below and total each column.
WITHDRAWING
TYPE I
FORCING
TYPE II
SMOOTHING
TYPE III
COMPROMISING
TYPE IV
CONFRONTING
TYPE V
1. _____
2. _____
3. _____
4. _____
5. _____
6. _____
7. _____
8. _____
9. _____
10. _____
11. _____
12. _____
13. _____
14. _____
15. _____
16. _____
17. _____
18. _____
19. _____
20. _____
21. _____
22. _____
23. _____
24. _____
25. _____
26. _____
27. _____
28. _____
29. _____
30. _____
31. _____
32. _____
33. _____
34. _____
35. _____
T = _____
T = _____
T = _____
T = _____
T = _____
Argumentative: Secondary © WRITE Institute, October 2013
!
Conflict Resolution Styles
Type I
The turtle withdraws.
Turtles tend to withdraw into their shells to avoid conflicts. They give up their
personal goals and relationships. They stay away from issues over which conflict
might take place and from people with whom they might have conflict. Turtles
believe it is hopeless to try to resolve conflict. They tend to feel helpless in conflict
situations and believe it is easier and better to withdraw (physically and
psychologically) from conflict than to face it.
!
Conflict Resolution Styles
Type II
The shark forces.
Sharks try to overpower opponents by forcing them to accept the forcer’s solutions
to the conflict. Sharks’ goals are highly important to them, while their relationships
with others with whom they are in conflict are of minor importance. Sharks tend to
seek to achieve their own goals at all costs. They care little if other people like or
accept them. Sharks assume that conflicts are settled by one person winning and
one person losing—and by gum, they are not going to lose! Winning gives sharks a
sense of pride and achievement. Losing gives them feelings of weakness,
inadequacy, and failure. Sharks try to win in conflict by attacking.
Conflict Resolution Styles
Type III
The teddy bear smoothes.
To teddy bears relationships with others is of great importance, while their own
goals are of little importance. Teddy bears generally want to be liked and accepted
by other people. They feel that conflict should be avoided in favor of harmony and
that conflicts cannot be discussed or handled without damaging relationships.
Teddy bears are afraid that if conflict continues, someone will get hurt and that this
will ruin the relationship. Teddy bears say, “ I’ll give up my wants or desires in
order to keep peace and harmony.”
!
Argumentative: Secondary © WRITE Institute, October 2013
!
Conflict Resolution Styles
Type IV
The fox compromises.
Foxes are moderately concerned with their own goals and about their relationships with other
people. Foxes seek a compromise in conflict situations. They give up part of their goals and
try to convince the others involved in the conflict to give up part of their goals. They seek a
solution to conflict where both sides gain something less than what they really want. Foxes
are willing to sacrifice part of their goals and part of their relationships with others in order
to reach agreement.
!
Conflict Resolution Styles
Type V
The owl confronts.
Owls highly value their own goals and their relationships with others involved in the
conflict. They view conflicts as problems to be solved and they seek solutions that achieve
both their own goals and the goals of others in the conflict. Owls see conflict as an
opportunity to improve relationships by reducing tensions between people. They typically
begin discussions to try to identify the conflict as a problem. By seeking solutions that
satisfy both self and others, they maintain good relationships. Owls generally are not
satisfied that conflict has been resolved until the goals of both sides have been met and until
interpersonal tensions and negative feelings have been eliminated.
!
Icon%Cards%for%Conflict%Resolution%
Argumentative: Secondary © WRITE Institute, October 2013
%
%
%
%
%
%
%
Conflict Resolution Board
Argumentative: Secondary © WRITE Institute, October 2013
Deal two cards at a time and discuss:
1. Interaction
(How might these two types interact?)
2. Proactive Intervention
(How might I effectively react and/or intervene?)
3. Proactive Self-Control
(What awareness do I need if I find myself behaving as one of these types?
Name _______________________________ Class ______________________ Date ________________
Argumentative: Secondary © WRITE Institute, October 2013
Claim: As we reach voting age, it is our responsibility as Americans to learn how the
Patriot Act will increase national security and reduce terrorist organizations’ ability to
function within the United States.
Evidence:
A. Law enforcement agencies will be able to access bank statements, library records
and emails without notifying the individuals being searched.
B. The FBI and the CIA will establish greater collaboration on issues that threaten out
national security.
C. The “sunset clause” will keep this law into effect until 2005.
Claim: By providing our federal government an inordinate amount of power, the
Patriot Act is fundamentally unconstitutional, as it will infringe upon our civil rights
as Americans.
Evidence:
A. Law enforcement agencies will be able to access bank statements, library records
and emails without notifying the individuals being searched.
B. The bill was pushed quickly through Congress as a response to the terrorist attacks
on September 11, 2001.
C. Librarians will be in the precarious position of secretly monitoring their clients’ use
of research resources without their clients’ knowledge.
Creating Claims: Claims and Evidence
!
!
Argumentative: Secondary © WRITE Institute, October 2013
Creating Claims: Narrowing the Focus
Unfocused thesis statement:
Drug use causes harm to society.
Focused thesis statement:
Illegal methamphetamine abuse is a major cause of teen death
and disability in San Diego.
Let’s talk
about this
issue…
Critical Questioning:
Is it drug use or drug abuse that causes harm?
(ex: drug abuse)
What kinds of drugs cause harm? (ex: illegal, methamphetamines)
Who uses the drugs? (ex: teens)
Where are they using the drug?
Why do they take the drugs?
How does teen methamphetamine use affect me?
How does it affect those who abuse it?
What can I do to make sure that I don’t take it?
What can I do to make sure my brothers and sisters don’t take it?
What do I think about illegal methamphetamine use among teens
Name ______________________ Class __________________ Date _______________
Argumentative: Secondary © WRITE Institute, October 2013
Creating Claims
Claim
Evidence
Explanation
Name ______________________________ Class __________________________ Date ___________________________
Argumentative: Secondary © WRITE Institute, October 2013
My Point of View
____________________
____________________
____________________
Supporting Evidence:
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
Opposing Point of View
____________________
____________________
____________________
Supporting Evidence:
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
My Counterarguments
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
Creating Claims: Supporting a Claim
Claim:
Argumentative: Secondary © WRITE Institute, October 2013
Emotion vs. Rationality Name________________________ Class ____________ Date________
Emotional Response:
Incident
Rational Response:
Consequences:
Consequences:
Emotional Response:
Incident
Rational Response:
Consequences:
Consequences:
Emotional Response:
Incident
Rational Response:
Consequences:
Consequences:
Language Frames
Argumentative: Secondary © WRITE Institute, October 2013
Expressing an Opinion, Position, or Point of View
consider(s) _______________________________________.
___________
(someone)
strongly
firmly
think(s)
believe(s)
feel(s)
that
_______________________.
It is a fact
There is no doubt
that
___________________________________.
Giving Reasons to Support an Opinion, Position, or Point of View
_____________
(someone)
should
must
need(s) to
has/have to
(do what?)
because
_______________________.
(doing what?)
is the correct course of action
because
________________________.
A strong argument
One argument
in favor of
for
in support of
against
in opposition to
is
__________________________.
One reason for
One advantage of
Another point in favor of
A further argument supporting
One other advantage of
One of the main arguments in favor of
(doing what?)
is
__________________________.
There are many reasons why
There are several reasons to
____________________________________________.
Language Frames
Argumentative: Secondary © WRITE Institute, October 2013
Citing Evidence
The evidence clearly shows
Statistic clearly show
There is strong evidence to suggest
The facts indicate
The evidence implies
that
______________________________________.
This
is
shown
exemplified
illustrated
by
______________________________________________.
For example,
For instance,
To illustrate,
As proof,
____________________________________________________________.
___________________
shows
exemplifies
illustrates
that
__________________________.
Consider ________________________________,
for example.
_________________________________________
is a case in point.
Language Frames
Argumentative: Secondary © WRITE Institute, October 2013
Presenting Another’s Opinion, Position, or Point of View
(someone)
maintain(s)
say(s)
think(s)
feel(s)
argue(s)
assert(s)
believe(s)
claim(s)
point(s) out
is of the opinion
seem(s) to believe
that
________________________________.
The opinion of ____________________ is
(someone)
It is ____________________’s opinion
(someone)
It can be argued
According to
In the view of
_________________,
(someone)
______________________________________.
Criticizing Someone Else’s Opinion, Position or Point of View
One disadvantage of
One objection to
One argument against
__________________
is
__________________________.
The evidence does not support
________________________________________________.
Argumentative: Secondary © WRITE Institute, October 2013
Language Frames
Emerging
Enhancing
Bridging
The thesis statement
includes the claim and
purpose.
I think that ________.
I feel that __________.
I strongly think that __________.
I firmly believe that ___________.
I strongly consider that ____________is ________.
There is no doubt that ______________________.
The writer includes
sufficient supporting facts,
opinions and/or examples.
There are many reasons
why ________________.
There are several reasons to
____________________.
One argument for ____________ is _________________.
A strong argument in support of ____________ is
__________________.
Another point in favor of ____________ is
___________________.
One of the main arguments in favor of _________ is
___________________.
The writer acknowledges
the opposing viewpoint.
__________ says that
_________________.
__________ think that
_________________.
This is shown by ________.
For example, __________.
__________ maintains that________________.
According to _____________________.
__________ shows that ________________.
___________ illustrates that _____________.
It can be argued that _________________.
It is the view of _____________ that __________________.
The evidence clearly shows that __________________.
The writer uses a
counterargument to
address the opposing
viewpoint.
The evidence does not
support _____________.
One disadvantage of ____________ is __________________.
One objection to ______________ is __________________.
One argument against _______________is ________________.
Clearly, there is strong evidence to suggest that
___________________.
The conclusion includes a
summary of the
interpretation, a
commentary and/or a
reflection.
In conclusion, the author
tells us that ___________.
Overall, the author ______.
This reminds me of…
I think that…
The story concludes with (sentence), which shows (main idea).
Through this (book/article/story), the author conveys (main idea).
Language Frames
Argumentative Signal Words
Argumentative: Secondary © WRITE Institute, October 2013
Introductory Phrases
I believe
It seems to me that
I maintain that
In my opinion,
From my point of view,
I (dis)agree
It is my belief that
There is no doubt that
I question whether
Concluding Phrases
For the reasons
above,
To sum up,
In short,
In brief,
As you can see,
To be sure,
Undoubtedly,
In any event,
As I have noted,
Without a doubt,
In conclusion,
In any case,
In other words,
In summation,
Obviously,
In conclusion,
On the whole,
Unquestionably,
Summarizing,
Supporting Opinions
First,
Furthermore,
Besides,
Further,
Second,
In addition,
Next,
Again,
Third,
Also,
Moreover,
Similarly,
Finally,
Last,
Introducing Details
For example,
For instance,
In support of this,
In fact,
As evidence,
Cause and Effect
Since…,
As might be expected,
leads to
Because of…,
This results in
brought about
Due to…,
Consequently,
made possible
For this reason,
Accordingly,
caused by
Therefore,
As a result of
give rise to
If…, then
In effect,
was responsible for
Language Frames
Argumentative Signal Words
Argumentative: Secondary © WRITE Institute, October 2013
Compare and Contrast
Similarly,
Contrasting,
Rather than…,
as well as
Compared to…,
On the contrary,
Even though…,
as opposed to
In like manner,
Contrary to…,
Likewise,
all are
On the other
hand,
To the contrary,
In the same way,
have in common
Nevertheless,
Conversely,
In spite of…,
although
Whether or
not….,
the same as
Countering
I realize you
I question
but/yet
I understand you
I feel
Let me explain:
Even though you…,
I maintain
However,
Although you…,
I want
On the other hand,
Some people
I favor
On the contrary,
It may be that you
I support
To the contrary,
Your idea to ____ deserves
some merit
I argue
Contrary to…,
I believe
I state
Nevertheless,
I doubt
Argumentative: Secondary © WRITE Institute, January 2014
Name___________________________________________________________ Class _________________________ Date __________________
QUARREL
DEBATE
BOTH
Mini Debate - Part 1
subjective
inconsiderate
"ghting"
hurtful
insulting
defensive
argument
rational
thoughtful
considerate
ground rules
supported
by evidence
structured
process
two-sided
controversial
verbal
emotional
irrational
Mini-Debates-Part 2
Argumentative: Secondary © WRITE Institute, January 2014
Position
Statements
1. A B
Counterarguments
2. A B
Audience Questions and Answers
3.
Audience Reflection
4.
I believe…
I don’t agree.
I believe…
You said…
I don’t agree because…
?
?
You said…
I don’t agree because…
Mini-Debates-Part 3
Argumentative: Secondary © WRITE Institute, January 2014
Reflection
Which is the most difficult position in a debate,
A or B? Why?
Summary of A
Summary of B
Which side made the stronger case? (Not which one you agree with)
Why?
•
•
•
•
Transitional Sentence
Transitional Sentence
Argumentative: Secondary !© WRITE Institute, October 2013
Essay Organizer
for
Argumentative Essay
Knowledgeable Claim
Hook
Introduction
Summarizes Key Points
Restate Claim
1 Topic Sentence and Supporting Facts & Examples
2
Topic Sentence and Supporting Facts & Examples
3
Topic Sentence and Supporting Facts & Examples
Conclusion
The Big Picture
Name___________________________________________________ Class_________________________________ Date______________
Argumentative: Secondary © WRITE Institute, October 2013
Argumentative Essay Organizer
My issue:
My position on this issue:
The opposing position:
Reasons/Facts/Examples
that support my opinion:
Reasons/Facts/Examples
that my opponent might use:
My Counterarguments
Name _________________________________ Class___________________ Date ______________
Argumentative: Secondary © WRITE Institute, October 2013
Creating an Outline for an Argumentative Essay - A
I. Introductory Paragraph
A. Hook your specific audience by including an anecdote, statistic, etc.
B. Make a claim and tell the reader why this topic is important in your thesis.
C. Provide three reasons to support your claim.
II. Development Paragraph
A. Restate the first reason that supports your claim.
B. Give examples, facts and details that support this claim.
C. Restate your claim in a transitional sentence.
III. Development Paragraph
A. Restate the second reason that supports your claim.
B. Give examples, facts and details that support this claim.
C. Restate your claim in a transitional sentence.
IV. Development Paragraph
A. Acknowledge the opposing viewpoint(s).
B. Provide a counterargument to refute the opposing viewpoint.
C. Restate your claim in a transitional sentence.
V. Concluding Paragraph
A. Summarize the key points.
B. Restate the claim (purpose).
Name _________________________________ Class___________________ Date _____________
Argumentative: Secondary © WRITE Institute, October 2013
Creating an Outline for an Argumentative Essay - B
I. Introductory Paragraph
A. Hook your specific audience by including an anecdote, statistic, etc.
B. Make a claim and tell the reader why this topic is important in your thesis.
C. Provide three reasons to support your claim.
II. Development Paragraph
A. Restate the first reason that supports your claim.
B. Give examples, facts and details that support this claim.
C. Acknowledge the opposing viewpoint.
D. Provide a counterargument to refute the opposing viewpoint.
E. Restate your claim in a transitional sentence.
III. Development Paragraph
A. Restate the second reason that supports your claim.
B. Give examples, facts and details that support this claim.
C. Acknowledge the opposing viewpoint.
D. Provide a counterargument to refute the opposing viewpoint.
E. Restate your claim in a transitional sentence.
IV. Development Paragraph
A. Restate the third reason that supports your claim.
B. Give examples, facts and details that support this claim.
C. Acknowledge the opposing viewpoint.
D. Provide a counterargument to refute the opposing viewpoint.
E. Restate your claim in a transitional sentence.
V. Concluding Paragraph
A. Summarize the key points.
B. Restate the claim (purpose).
Name ___________________________________________________ Class_____________________________ Date _______________
Argumentative: Secondary © WRITE Institute, October 2013
Who?
What?
How?
How I Persuade…
Argumentative: Secondary © WRITE Institute, October 2013
Persuading Me
Basis of
Persuasion
A Situation
Where I Was Persuaded
Why I Chose to
Respond The Way I Did
Compliance
Identification
Internalization
Compliance: following someone else’s rules
Identification: agreeing to do something as a favor or sense
of obligation to another person or group
Internalization: doing something because it makes logical
sense to me
Name __________________________ Class ________________ Date ______________
Argumentative: Secondary © WRITE Institute, October 2013
Topic/issue: _______________________
Persuasive Techniques: The Art of Persuasion
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Bandwagon
Repetition
Testimonial
Emotional
Words
Humor
Rhetorical
Questions
Argumentative: Secondary © WRITE Institute, October 2013
!
Persuasive Techniques: Teacher Notes
Encourage students to analyze how persuasive techniques are used in
advertising. Propaganda or persuasive techniques often use purely emotional
appeals to manipulate people. Reinforce that critical thinking skills are the
best safeguard against propaganda. Guide students to find an example from
the media of the following persuasive techniques to share with the class:
Informs us: (Uses reason to appeal to our logic.)
Symbols (words, designs, places, music, etc.)
Hyperbole (Use “hype”, or vague language that sounds impressive: The
greatest ever! The best in a century!)
Fear (Scares us: if we don’t buy it, something bad may happen…)
Scapegoating (Blames the problem on a group or individual.)
Humor (Uses humor to entertain.)
Lie (It’s a real sham.)
Testimonial (I can vouch for that!)
Repetition (This is the best product. This is fantastic.)
Name calling (That no good liar doesn’t know what he’s talking about.)
Flattery (Someone as intelligent as you ought to understand this one!)
Bribery (Buy one, get one free.)
Straw Man (Presents an illogical idea as one the opponent supports and
then refutes the idea to appear logical.)
Card-stacking (Tells only part of the story.)
Bandwagon (Everyone is doing it!)
Plain Folks (Says, “We’re one of the guys/gals…”)
Nostalgia (Remembering the good ol’days…)
Warm and Fuzzy (Uses sentimental images such as mothers and babies.)
Beautiful people (Star power sells.)
Simple solutions (Attaches many problems to a very simple solution.)
!
Name _______________________ Class ________________ Date ________________
Argumentative: Secondary © WRITE Institute, October 2013
Persuasive Techniques
Analyzing Advertising
Source: ___________ Product/service: _______________
Persuasive Intent: ________________________________
Target Audience: _________________________________
Tone: (Circle) serious comical urgent playful informative
Techniques/Strategies: ____________________________
_______________________________________________
_______________________________________________
My Critical Response: _____________________________
_______________________________________________
Source: ___________ Product/service: _______________
Persuasive Intent: ________________________________
Target Audience: _________________________________
Tone: (Circle) serious comical urgent playful informative
Techniques/Strategies: ____________________________
_______________________________________________
_______________________________________________
My Critical Response: _____________________________
_______________________________________________
Name _______________________ Class _________________ Date _______________
Argumentative: Secondary © WRITE Institute, October 2013
Point of View
Hate Speech
Tattoos &
Piercing
Immigration
Gun Control
Military Draft
Censorship of
School
Newspapers
PRO
CON
Name______________________________________________________ Class__________________________ Date _____________
Argumentative: Secondary © WRITE Institute, October 2013
Here’s the situation . . .
Is the problem debatable?
SUVs should be illegal
Recycling is good for the earth
Schools should provide
healthy lunches
Smoking is bad for your health
Vending machines selling
soda and candy should be
banned from schools
Smoking should be banned in
all public areas
Point of View: Is The Problem
Debatable?
P
Name __________________________ Class ________________ Date ____________
Argumentative: Secondary © WRITE Institute, October 2013
Point of View: Opposing Views
View
View
Name __________________________ Class ________________ Date ____________
Writing Unit for Argumentative: Secondary © WRITE Institute, October 2012
Point of View: Opposing Views
View
View
Facts:
25% of pregnancies in the US end in abortion.
The percentage of US abortions is decreasing.
Since 1973, US women have had the right to obtain early abortions.
Both points of view want to reduce the number of abortions.
43% of US women have had a surgical abortion.
43% of US women who use IUDs will expel at least one fertilized egg
annually.
Debate: At what point does life become a human person?
Source: www.religioustolerance.org
• Life begins at the instant of
conception.
• Abortion clinics are death camps.
• Abortions are immoral, criminal
acts.
Continuum of Pro-life supporters:
1. Abortion should never be
accepted.
2. Abortion should be accepted
under unusual conditions. (i.e.,
rape, incest.)
3. Abortion should be accepted to
prevent serious harm to the
woman’s health.
• Life begins later in the gestation or at birth.
• Abortion clinics provide a necessary service.
• Abortions are a moral issue; the government
should not legislate morals.
Continuum of Pro-choice supporters:
1. Same as # 2 and 3 of opposing view.
2. Abortion should be accepted very early on in
gestation and/or during the first trimester.
(Miscarriage rationale)
3. Abortion should be accepted before the fetus
is viable. (Death rationale: If death is the lack
of electrical activity in the brain’s cerebral
cortex, life begins with electrical activity –
approx. 20 weeks)
4. Abortion at any time during gestation should
be accepted.
Name ___________________________________ Class ___________________________ Date ________________________
Argumentative: Secondary © WRITE Institute, October 2013
Point of View: Mini Debates
DEBATE
QUARREL
BOTH
argument
subjective
two-sided
controversial
verbal
emotional
considerate
ground rules
thoughtful
supported by
evidence
structured
process
rational
irrational
Inconsiderate
“fighting”
hurtful
insulting
defensive
Point of View: Mini-Debates
A rgumentative: Secondary © W RITE Institute, October 2013
Position
Statements
1. A B
Counterarguments
2. A B
Audience Questions and Answers
3.
Audience Reflection
4.
I believe…
I don’t agree.
I believe…
You said…
I don’t agree because…
?
?
You said…
I don’t agree because…
Point of View: Mini-Debate Reflection
A rgumentative: Secondary © W RITE Institute, October 2013
Which is the most difficult position in a debate,
A or B? Why?
Summary of A
Summary of B
Which side made the stronger case? (Not which one you agree with)
Why?
•
•
•
•
Name ________________________________ Class ____________________ Date __________
Argumentative: Secondary © WRITE Institute, October 2013
Position Statement:
_______________________________________________
Audience
Hook/Arguments/ Facts/Examples
Target Your Audience
!
Argumentative: Secondary © WRITE Institute, October 2013
Sample Teacher-Modeled Essay
Educating the World’s Poorest Women:
an Economic, Public Health and Moral Issue
[hook➔]An equivalent to five jetliners of women disappear every day in the
world. In fact, there are more “missing women” today (estimates range between 60 to 120
million) than men killed in all of the wars of the 20
th
century. The low status that women
hold in much of the developing world is largely to blame for these crimes against women.
[claim➔] In their new book, Half the Sky, New York Times reporters, Nicholas Kristof
and Sheryl WuDunn, make a persuasive case for educating the world’s poor women.
[three reasons that support the claim➔] The Pulitzer-Prize winning authors stress that
educating the world’s poor women is an economic, public health and moral issue.
[first supporting point ➔] One reason the authors claim we need to educate
women in developing countries is to foster social stability and economic growth. Experts
Kristof and WuDunn interviewed from the World Bank and global aid organizations
agree that educating women and girls is the best way to fight poverty and extremism.
[opposing viewpoint ➔] Although some people argue that global aid should be
distributed equally among men and women in developing countries, the authors cite that
women who receive small loans, or microloans, almost always spend the money on food,
medicine and housing. As a consequence of education, poor women have fewer and
healthier children. [counterargument➔] Men, on the other hand, frequently spend the
money on alcohol or items that don’t necessarily impact their entire families.
In addition to fostering social stability and economic growth, [second supporting
point➔] educating women also strengthens public health worldwide. With effective
public health systems in place, countries can better respond to public health emergencies
and ongoing diseases, such as HIV/AIDS, SARS, tuberculosis, and malaria. Furthermore,
low-resource countries can prevent diseases better through early detection. [opposing
viewpoint ➔] While some may claim that poor countries should pay for their own
healthcare, [counterargument ➔] clearly controlling the spread of disease is a global
healthcare concern. In fact, the number of children under five who die due to a lack of
vaccines and health care has dropped from by 10 million since the early 1960s.
Not only is educating the world’s poorest women a way to advance economies
and public health systems, but Kristof and WuDunn also argue that [third supporting
point ➔] educating disadvantaged women is a moral necessity. The authors make clear
that the low status that women hold in much of the world is at the heart of this issue.
From beatings to burnings, women’s suffering is not considered real news. “When
100,000 girls were kidnapped and trafficked into brothels [in China], we didn’t even
consider it news,” they explain. [opposing viewpoint ➔ ] Although it is easy to become
numb to enormous numbers, [counterargument ➔] it is difficult to ignore the call to
action that Kristof and WuDunn make. After reading this book, it is simply impossible to
ignore this pressing humanitarian issue.
[restate claim & summarize key points ➔] Educating the world’s poorest
women and girls has huge economic and public health consequences. Most importantly, it
is the right thing to do. According to Kristof and WuDunn, we can all be agents of
change.