The Common Core and Argument Writing

The Common Core and Argument Writing

The Common Core and Argument Writing

1Write: What was your best writing experience? What was your worst writing experience?

Share: What do these best/worst experiences mean for us as teachers of writing? 2Common Core: Anchor StandardsText 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.2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.Production and Distribution of Writing4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.Research to Build and Present Knowledge7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.Range of Writing10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.*These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.These match to individual grade-level standards, but the grade-level standards differentiate in qualities: Grade 6, transitions to clarify relationships, but grade 7 adds to create cohesion. DISCUSS in groups and then as whole: What overall view of writing do these standards present? Generate a list3Three Text Types1. Argument2. Informational/Explanatory3. Narrative

Correlation to what you already do?4Persuasion vs. ArgumentRead box insertwhat is difference?5Persuasion vs. Argument"With its roots in orality, rhetoric has a bias for viewing audiences as 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

Next slides: Read sample texts: are these persuasion or argument? How do you tell the difference? 6Argument

Common Core: What is Argument?Read appendix Alast part. What are the distinguishing characteristics they note? How is this final portion of this section an argument? Does it include the elements mentioned? (For instance, that a formal tone is always to be privileged.) What others? In addition, what do the standards SUGGEST? For example, the ordering of statements might suggest that acknowledging opposing claims comes early in the argument. Is that necessary or just a by-product of way this is written?8

Is it argument or persuasion?9Is it argument or persuasion?http://www.youtube.com/watch?v=O9z71iNrlew

Is it argument or persuasion?

11Is it argument or persuasion?

Is it argument or persuasion?

Is it argument or persuasion?

14Is it argument or persuasion?

Now, in groups at tables: look at 3 in packetDont Sugarcoat Cupcake Menace, Riding the Waves with Whales, Tonight At. .. Decide if they are argument or persuasion and why. 15

Is this an argument? Why or why not? How does it differ from academic arguments?16Elements of ArgumentClaimEvidence: relevant and verifiableWarrant: 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 claimsToulminthese are parts of argument (discuss)17Arguing Both SidesWhat can students learn?

For 10 minutes or so in groups of 8. How might an oral exercise like this help students consider elements of argument? 18AudienceHow do writers assumptions about audience affect production of a text?1. How much to elaborate based on what they anticipate readers know2. How much to tailor the development of claims3. How much to care, since writers concerns are bigger when audience matters4. How to accommodate audiences if writers don't identify with themConsidering the audience, therefore, is not simply a matter of selecting the information that readers need to understand the argument. Instead, writers must anticipate objections and questions and develop persuasive appeals, including building on common ground, refuting opposing claims, offering an acceptable reader-writer relationship, and presuming upon appropriate beliefs and values."~Miller & Charney

This issue complicates. How does a genre vs. mode position help? We cant always give students genres. Sometimes, they just write an argument for class. What to do about audience in those situations? 19Choosing an arguable issueArguments need. . . An issueAn arguerAn audienceCommon groundA forumAudience outcomes

Arguments fail with. . . No disagreement or reason to argueRisky or trivial issuesDifficulty establishing common groundStandoffs or fights that result in negative outcomesCommon Core: What is Argument?21Creating an argumentDiscuss: What would have to have happened in class prior to writing this? In your notes, write a short argument for a new mascot for your school. Share at tables. 22General qualities of effective writingGrouping ideas into sentences and paragraphs that carry meaning efficiently and move ideas forwardCreating an effective thesisIntroducing an idea effectivelyConnecting ideas (between sentences and paragraphs)Punctuating correctlyCreating and maintaining an appropriate toneConcluding meaningfullyUsing words eloquently

The structures and language of argumentIncorporating others words or ideasSubordinating opposing viewsOrganizing for greatest effectMaintaining an academic toneAnalyzing and explaining data/sources adequately Recognizing the difference between reasons and evidenceEvaluating quality of evidence/research

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