Argumentative Writing: A Key to Teaching Constructed Response

6/23/2015

®Copyright 2015 GED Testing Service LLC. All rights reserved. 1

GEDtestingservice.com • GED.com

Argumentative Writing:

A Key to Teaching

Constructed Response

Bonnie Goonen & Susan Pittman – June 23, 2015


Session Objectives

• Dig deeper into strategies to

improve students’ constructed

response writing skills

– Creation of

arguments/counterarguments

and use of evidence

– Development of ideas and

organizational structure

– Clarity and command of standard

English conventions

– Integration of process for teaching

extended responses and short

answers

2


“Most Missed” Analysis

Ability to reason—qualitatively and quantitatively

• In RLA, Science, and Social Studies, “Most Missed” Items require:

– Analysis of written material—including the role of details, central ideas,

thematic support, and relationships within written sources;

– Extraction of evidence (facts, statistics, or expert knowledge) from

written material and the ability to draw logical inferences or make valid

claims; and

– “Connecting the dots”—understanding relationships (between people,

places, things like processes and events, etc.) and the analysis of

cause-and-effect relationships, both simple and complex.

3

6/23/2015



What are the challenges?

RLA, Social Studies, and Science

• What we’re seeing:

Many students are earning few if any points

Students are summarizing, not analyzing and evaluating

Students are not connecting and explaining how the

evidence supports the claim

Students are not writing enough “original” material to

receive any points on Trait 3 (grammar and sentence

structure)

4


Where is the original text?

5

Now the safety issue comes up again, in the yearly switch to and from DST.

One study shows pedestrian fatalities from cars increased immediately

after clocks were set back in the fall. Arguments continue with another

study that shows 227 pedestrians were killed in the week following the

end of DST compared with 65 pedestrians killed the week before DST

ended. lt is also stated that the adjustment period drivers endure each year

is a dangerous time for pedestrians, and DST may be the reason. Instead

of a gradual transition in the morning or afternoon by just minutes of

sunlight each day, the immediate shift of one hour forward or backward

fails to provide drives and pedestrians time to adjust. These opponents

believe the consideration of cost and confusion are simply not worth all of the

trouble. With everything there are pros and cons no matter what, so in the end

we can only hope the good outweighs the bad.


Constructed Response

What are the expectations?

6

6/23/2015



RLA Expectations

• Determine which position presented is better

supported by evidence

• Explain why the position is better supported

• Defend argument with multiple pieces of

evidence to build main points thoroughly

• Put main points in logical order (with details)

7


RLA Expectations

• Organize the response carefully

• Use transitional words/phrases

• Choose words carefully

• Vary sentence structure

• Reread and revise as needed

• Correct errors in grammar, usage,

punctuation

8


Argumentative Writing – We know the

format . . .

• Analyze/evaluate the

source material

• Make a claim

• List evidence and

reasoning

• Identify counterclaims

and provide rebuttals

• Conclude with take-

away points

9

The Question

Your Claim

Your

Evidence

Your

Reasoning

Counterclaims/Rebuttals:

Summary of your argument:

6/23/2015



Argumentative Writing – We know the

format . . .

But how do we dig

deeper into teaching

students how to

develop and draft

an effective

argumentative

response?

10


To create more

effective writers,

we must teach . . .

11


Qualifications and rebuttals refute competing claims

A claim Based on evidence

A warrant explains how evidence supports the claim

Backing supports the warrants

Toulmin’s concept

Looking at the Elements of an Argument

12

6/23/2015



Do What

Unpacking a Prompt – Do/What?

The article presents arguments from both supporters and critics of Daylight Saving

Time who disagree about the practice’s impact on energy consumption and safety.

In your response, analyze both positions presented in the article to determine which

one is best supported. Use relevant and specific evidence from the article to

support your response.

Type your response in the box. This task may require approximately 45 minutes.

Do What

Analyze Both positions

Determine Best supported position

Use Relevant evidence from passage

Type Response

Take About 45 minutes

13


Getting Started . . .

Read the stimulus

material, underline

the evidence

supporting the pro

side of daylight

savings time. Circle

the evidence

supporting the con

side of daylight

savings time.

14

Benefits of DST Many studies have investigated the benefits and costs

of DST. Research in the 1970s found that DST saved

about 1% per day in energy costs. On average, most

electricity used is for lighting and appliances. It makes

sense that more sun at the end of the day meant less

need for electricity. This follows right along with Ben

Franklin's argument over 200 years ago.

Arguments against DST Opponents of DST cite other studies that disagree

with these outcomes. A 2007 study in California

indicated that DST had little or no effect on energy

consumption that year. A three-year study of counties

in Indiana showed that residents of that state spent

$8.6 million more each year for energy, and air

pollution increased after the state switched to DST.

The researchers theorized that the energy jump was

caused in part by increased use of air conditioning as

a result of maximizing daylight hours.


Close Reading

After they have read the excerpt(s), can your students

answer these questions?

• What is the author’s argument?

• What position does the author take (for or against)?

• What is one point that supports the author’s argument?

• What evidence does the author give to support

this point?

• What is the point of view of the author?

• What is one point that refutes the

author’s point of view?

15

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&docid=_jXlGZ6k6_VvfM&tbnid=-qaqQU6iO1YkEM:&ved=0CAUQjRw&url=http://inspiringteachingnow.com/tag/poster/&ei=Z0FtU_n6PJbgoASkoYK4CA&bvm=bv.66330100,d.aWw&psig=AFQjCNGsyVq-NUWig8mpCosl8sfRicOpsA&ust=1399755473525262

6/23/2015



Identify the evidence in order to

develop a claim.

16

Looking at Both Sides

• Question

• Evidence (both sides)

• Decision

• Reasons (rational)


Analyzing and Evaluating

• Examine form, content, and

organization

• Examine the author’s purpose

and perspective

• Identify the author’s claim and

the reasons

• Determine if evidence is

sufficient and accurate

• Determine logical fallacies

(errors in reasoning)

• Evaluate the purpose of the

argument

• Recognize the main claim and

evaluate how it is expressed

• Understand and evaluate the

structure of the argument

• Evaluate the reliability of

evidence

• Understand and evaluate

reasoning about the evidence

17

Analyzing Evaluating


Start with the Planning Process

• Claim

• Evidence

• Bridge – the logical

connection between the

evidence and the claim

• Counterclaim

• Rebuttal

• Conclusion

18

6/23/2015



Claim (thesis statement)

• States what is being argued;

what point is being made.

• A claim must be

– Debatable: reasonable people could

disagree

– Narrow: not too big to deal with in a

writing

– Valid: evidence needs to support the

claim

19


Start with Writing Frames

Although _____________________ (believes, demonstrates,

argues) that ____________________________________,

_________________ supports/provides the clearest evidence

_________________________ because ________________.

Looking at the arguments regarding ____________, it is clear

that _____________________________________________.

When comparing the two positions in this article,

____________ provides the clearest evidence that

___________________________ because ___________.

20


Sample Claim

In the argument for daylight

savings time, the pro

daylight savings position is

better supported because

the research is more timely

and reliable.

21

Explanation

Why?

What your

evidence will

support!

6/23/2015


GEDtestingservice.com • GED.com 22


Where’s the Claim?

Between the two positions

in this article, the one

against Daylight Saving

Time is better supported . . .

because the evidence is

more specific and thorough.

23


Evidence (data support)

• Supports the claim; not opinions but,

information from reliable sources that

may include:

– Facts or statistics

– Expert opinion

– Examples

24

6/23/2015



Show Me the Evidence! Frames for

Incorporating Evidence

In the article, “ ________________, _________________

maintains that __________________________________.

___________’s point is that ________________________.

_______________’s claim rests upon the questionable

assumption that _______________________________.

One reason that __________________ maintains the position

of ____________________ is that _____________________.

25



Evidence

• While the first author used studies from the

1970s, this one mentions a study done in

2007.

• The writer gives the states in which the

studies were conducted, and the reasons

why the researchers believe they got those

results.

• . . . One study took place in the 1970s

27

6/23/2015



Bridge (the connection piece)

• Explains the pieces of evidence

(arguments) and connects

them to the claim.

• A bridge (warrant)

– Is logical – makes sense

– Is reasonable – avoids excessive emotion

– Does not assume – sticks with the evidence

28


Claim

What is your claim?

Using a Direct Quote

What direct quote supports the claim?

Paraphrasing

How can you rewrite the direct quote in your own words?

Explanation

How does the evidence support or connect to the claim?

Explaining and Connecting the

Evidence

29



Evidence

30

Claim

Daylight savings time is a positive part of American lives because the research is more timely and reliable.

Using a Direct Quote

“Nearly three decades of research shows an 8-11% reduction in crashes involving pedestrians and a 6-10% decrease in crashes for vehicle occupants after the spring shift to DST.”

Paraphrasing

Research over a long period of time has shown a reduction in automobile accidents.

Explanation

Because of the extended daylight hours when fewer crashes tend to occur.

6/23/2015




Connected Evidence

The second position is much

better supported, especially

compared to the somewhat

lacking arguments of the

previous position. The writer's

information is precise, and he

seems to use more studies

than the first author.

32


Evidence


Counterclaim and Rebuttal

• Disagrees with the claim.

• Reasonable people can

disagree with a specific claim.

– What do they think?

(counterclaim)

– What is their evidence?

• Explains why the counterclaim

is wrong.

• A person can reasonably

disagree with the counterclaim.

– Why is the counterclaim

wrong?

– What is the evidence as to

why a counterclaim is wrong

or less effective?

33

Counterclaim Rebuttal

6/23/2015



Words of Counterclaims and Rebuttals

• One might object that . . .

• It might seem that . . .

• According to the research . . .

• Admittedly . . .

• Of course . . .

• Although . . . , there is

evidence to support . . .

• The other side states that . . .

• Nevertheless

• But

• However

• Otherwise

• On the contrary

• In contrast

• On the other hand

• Although . . . , research

supports . . .

34

Counterclaim Rebuttal



Sample Counterclaim and

Rebuttal

The writer brings up expenses,

safety, and crime rates, all of

which are supposedly improved

through the use of DST.

However, the evidence he uses

to support this claim seems

general and outdated.

36

Example of Claim and Counterclaim

6/23/2015



Point

A claim

or thesis

Evidence

Evidence &

examples

to support

the claim

Explana-

tion

Explana-

tion of the

evidence

(how and

why it

supports

the claim)

Link

A link

(transition)

to the next

point or

from the

last point

Style

A formal

style

throughout

Effective argumentative writing includes . . .

37


Structure for Constructed Response

Beginning

• The introduction states the main idea or position. It sets the stage or context for the position that is being argued and provides a “hook” to get the reader’s attention. The beginning introduces the claim or thesis.

Middle

• Answer the question first.

• Offer data (reasons/evidence) to support the claim.

• This is where you go to the text(s) and provide examples/evidence and important details to support the answer.

• Show connections between the evidence and the claim.

• Provide a counterclaim and rebuttal supported by evidence.

• Include background information as required by the prompt.

Ending

• Write a closing that summarizes the position taken or restates the claim or thesis statement in a different way. Share the significance of the claim and what the reader should “take away”

38


Don’t Forget to Revise and Edit

• Structure and content

• Make changes to the

substance of the writing

from one draft to another

• Make corrections

• Ensure adherence to standard

English conventions

• Use editing checklist

A dd

R emove

M ove

S ubstitute

L ists

I ntroductory

E xtra

information

S entences

39

6/23/2015



Challenges in Social Studies

Integrating strategies in social studies extended response

40


So What is Different About the Social

Studies Extended Response?

• Requires students to identify “enduring issue”

from an excerpt

• Requires students to identify evidence from two

passages (a quote and text or two short texts)

• Requires students to share their own knowledge

about the enduring issue

41


Sample Social Studies Prompt

Excerpt

All too, will bear in mind this

sacred principle, that though

the will of the majority is in all

cases to prevail, that will, to be

rightful, must be reasonable;

that the minority possess their

equal rights, which equal laws

must protect, and to violate

which would be oppression.

- Thomas Jefferson, 1801

In your response, develop an

argument about how the

author's position in her letter

reflects the enduring issue

expressed in the excerpt from

Thomas Jefferson. Incorporate

relevant and specific evidence

from the excerpt and the letter

as well as your own knowledge

of the enduring issue and the

circumstances surrounding the

case to support your analysis.

42

6/23/2015



What Are Enduring Issues?

The prompts for the GED® Social Studies Extended Response

will always fall under the category of Civics and Government.

Know the major themes will provide you with a frame of

reference for prompts that may arise.

The themes of Civics and Government are:

• An individual’s rights versus the good of the community

• Separation of powers

• Checks and Balances

• States’ rights versus federal power.

43


It’s still a constructed response!

• Creation of Arguments and Use of Evidence

– Claim (text-based argument)

– Evidence

– Connected

• Development of Ideas and Organizational

Structure

• Clarity and Command of Standard English

Conventions

44


Challenges in

Science Short Answer

45 45

6/23/2015



Short Answer Types

Two Short Answer Responses

• Short Answer Type 1

o Respond to textual stimulus material

o Examine relationships

• Short Answer Type 2

o Design a scientific investigation

o Describe the experiment

46

Remember! Each SA has its own Scoring Rubric

and Scoring Tool!


Science Short Answer Type 1

Prompt

Cite multiple pieces of data from the table that

support why wind energy would be a preferred

energy source over coal. Explain how a significant

increase in the use of wind energy would affect the

energy supply of coal.

Type your response in the box. This task may

require approximately 10 minutes to complete.

47


It’s still a constructed response!

48

Wind energy is far more resourceful

compared to coal. Coal has ongoing fuel

costs, and has many more impacts to the

environment as wind energy does not. Wind

does not produce any Co2 emissions, as where

coal produces 200 pounds of CO2 emissions

per kWh. Coal has many impacts that will affect

the environment in the long run, as to wind

energy. Simple inconveniences are the main

issue. The effects of wind energy would help

with the coal consumption. Projections show

that coal resources will only last 100 years if we

don’t find alternate energy sources.

What is the

claim?

What are the

• key words

• phrases

• ideas

• data

that support the claim

from the excerpt or

the hypothesis?

Does it completely

answer the prompt?

6/23/2015



Putting It All Together

Think about your classroom and

reflect on the following . . .

• What do my students need to

be successful in creating an

argumentative writing sample?

• What can I do to improve my

teaching of the argumentative

writing process?


Don’t forget that once is not enough . . .

When teaching a new strategy:

• Activate background knowledge

• Discuss the strategy

• Model the strategy

• Have students memorize the steps for

the strategy

• Support students learning to

implement (scaffolding)

• Establish independent practice to gain

mastery

I do

We do

You do


Need more information?

http://www.gedtestingservice.com/educators/2014

testresources

51

6/23/2015



52


“High achievement always occurs in

the framework of high expectation.”

Charles F. Kettering (1876-1958)

Bonnie Goonen

[email protected]

Susan Pittman

[email protected]

53

Documents

Argumentative Writing: A Key to Teaching Constructed Response