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Writing an Argument
GEAR UP Writing Episode 4
Stephanie SommersMinneapolis Adult Education Program
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Stephanie [email protected]
n.us
“If you can’t win an argument, correct their grammar instead.”
Regional Professional Development Coordinator (Metro Region)
ACES Facilitator & Advisory Group Member ELL User Group member for the LINCS ESL Pro
Project (Open Educational Resources)
Adjunct Instructor, St. Mary’s University, Twin Cities,
(English Language Academy)
Objectives & Agenda
Objectives•Understand the basic parts of an argument
•Learn about some tools & resources to use with students
•Learn ideas for scaffolding a lesson that focuses on argument writing
Agenda•The parts of an argument
•Getting started (even if your students aren’t quite ready)
•Using scaffolding tools, like graphic organizers, sentence frames, and outlines.
•Editing and Evaluating
MaterialsAccess from the Materials Tab in GTT or via e-mail after the
webinar
• Idea planning chart
• Media Bias Text from Points of View Reference Center (Electronic Library of MN- ELM)
• Variety of Graphic Organizers
• Outline Template
• Peer Editing Sheets
• Evaluation Rubric
• Resource List
Parts of an Argument
• claim a statement that is presented as being true
• evidence factual information that supports the claim
• warrant explanation of how the evidence supports the claim
• counterargument a statement that disagrees with the claim
• refutation/rebuttal a reason why the counterargument is
not valid or accurate
Engaging with the Ideas of Others
Although writing may require some degree of quiet and solitude, the “they say / I say” model shows students that they can best develop their argument not just by looking inward but by doing what they often do in a good conversation with friends and family- by listening carefully to what others are saying and engaging with other views.
This approach to writing therefore has an ethical dimension, since it asks writers not simply to keep proving and reasserting what they already believe but to stretch what they believe by putting it up against beliefs that differ, sometimes radically, from their own.
-From the Preface to “They Say/I Say” The Moves that Matter in Academic Writing by Gerald Graff, Cathy Birkenstein, and Russel Durst
Activities for Helping Students to Enter the Conversation
• Theories of Ethics (Immanuel Kant, John Stuart Mill, Aristotle)Reason to Write, Unit 8
Ethics in the Digital Age
• Ethical Question StarLesson available from OER Commonshttp://www.oercommons.org/courses/developing-persuasive-arguments-through-ethical-inquiry-two-prewriting-strategies/view
Using Ethical Questioning Techniques
Uses for Ethical Questioning Activities
• Pre-writing and planning• Students think of a local issue that is of
importance to them• Students imagine that they are going to write a
letter to someone who could create change (e.g. school board, city council, state legislature)
• Students decide how they will use the star to guide their writing. For example, it could help the student to formulate an outline of points to be covered.
Getting Students to Choose a Topic
Examples of Student ResponsesExample 2: Bullying
Thinking about issues in the world I can think of many. But the most important issue to me at this moment is bulling in high schools. Bulling in high school is a huge issue all over the world, its causing teen to commit dangerous crimes and its also pushing teens to kill themselves. Research shows bulling have a huge effect on teenagers ability to learn efficiently, also bulling has a huge negative effect on young adults self-esteem. As a child I was bullied and it affected my social skills also my ability to believe in myself. Bullying is huge issues to me because I have an eight-year-old daughter and I would be sadden and outraged to find out my child was socially incompetent or had low self-esteem due to being bullied. As parents, adults and mentors we need to pay closer attention to our younger peers by educating them on how bad and negative bulling can have on each other. I really believe if we had opened our eyes and educate and be involved in our children/teens life there would be less deaths crimes and suicides in the world.
Example 1: Class SizeStudents can achieve more by reducing class sizes. With fewer students to teach, teachers can get a better performance from students. Smaller class sizes can help students get more help from teachers, while in a bigger class students might not get as much help as they need. In some cases students tend to get lost or easily distracted by a larger group of students. Smaller classes offer teachers the chance to devote more time to each student to improve their learning. Some students feel as if they aren’t getting enough help or attention from teachers, so they tend to shut down or not even try.
Modeling the GED Prompt
In your response, analyze the two texts to determine which position is better supported. Use relevant and specific evidence from the texts to support your response.
Sources for texts:procon.orgPoints of View Reference Center Database (Electronic Library of MN- ELM)
Example Prompt Using the Media Bias Text
The texts present arguments from those who claim the media has a liberal bias and those who claim it has a conservative bias. In your response, analyze both positions presented in the texts to determine which one is better supported. Use relevant and specific evidence from the texts to support your response.
Argument Graphic Organizers
QUESTIONSWhich graphic organizer
(GO) did you choose to use
with the Media Bias reading?
Why did you choose it?
Do you use GOs with your
students?
How do you use them?
Argument Graphic Organizers
Example of a Completed GO Using the Media Bias Text
Choosing SidesWhat has the analysis shown
us?
•Which text has the better supported argument?
The Media has a Liberal BiasThe Media has a Conservative Bias
•Why?
Outline an ArgumentThe Introduction
•Explicitly teach students the structure of an essay.
•Talk about how the introduction moves
from general to specific information.
•The hook is a general statement (or statements) that is designed to capture attention & lure the reader in.
•The hook is followed by connecting information.
•The last sentence in the introduction is usually the thesis statement. In the thesis statement, the writer tells the reader what specific information will be discussed in the body of the essay.
Thesis Statement & Supporting Ideas
Hook
In discussions of the media in the United States, one controversial issue has been whether or not the media has a bias.
Thesis Statement
The better supported position is that the media has a conservative bias because of the expert sources, the number of examples given, and the way the writer clearly connects those examples to the claim being made.
Outline an ArgumentThe Body
Topic Sentences: –Edward S. Herman and Noam Chomsky are experts who have written a book on this subject.
–The Media has a Conservative Bias text gives six categories of ways in which the media has a conservative bias: ownership, advertising, sourcing, flak, anti-ideologies, and the military-industrial-media complex.
–The examples given are clearly connected to the author’s argument.
Outline an Argument
The BodySupporting Information–Evidence
–Warrant
Practicing with Claim, Evidence & Warrant
Look at the picture.
Write 5 claims that can be supported by evidence that you can see in the picture.
Try to add a warrant for each claim. The warrant is a statement that explains how the evidence supports the claim.Note: This activity was originally presented in GEAR UP Episode 2: Identifying and Evaluating Evidence. It was suggested by Chelsey Tulgren.
Practicing with Claim, Evidence & Warrant
Photo taken from the book Crime and Puzzlement
Outline an Argument
The Body–Counterargument
–Refutation
Practicing with Counterargument and Refutation
Practicing with Counterarguments & Refutation
Taken from Great Writing 4: Great EssaysNational Geographic Learning/Cengage Learning
You Try It!
Please use the chat box to write a one-line refutation to one of these
counterarguments. Remember to use a contrasting connection word
to begin your refutation.
1.Those who are against mandatory school uniforms say that students
who wear school uniforms cannot express their individuality.
2. People who illegally download music and movies argue that it
should be legal because it is such a widespread practice and very
difficult to stop.
Outline an ArgumentThe Conclusion
•The conclusion is structured to move from specific
to general information.
•The conclusion should begin by restating the thesis.
•The restated thesis is followed by a summary of the main points from the argument.
•The last sentence in the conclusion is usually a general statement. This can be a prediction, an opinion, or a suggestion.
Tell ‘em all about it!
The introduction tells the reader what you are going to tell him.
The body tells the reader the information.
The conclusion reminds the reader what you have just told him.
Outline an Argument
Outline an ArgumentExample taken from Great Writing 4
• Give students opportunities to practice with using outlines before they create their own.
• As a class, outline an argument text that you have read together.
• Next, provide students with a partially completed outline and let them fill-in the details. These can be their own ideas or they can be pulled from an example text.
Accountable TalkUsing Language Stems to Respectfully Talk through an
Argument
Agreeing
• I agree with ______ because ________.
• I like what _______ said because ________.
• I agree with ________; but on the other hand, __________.
Disagreeing
• I disagree with ______ because ________.
• I’m not sure I agree with what ______ said because ___________.
• I can see that ________; however, I disagree with __________.
Sentence Frames for ArgumentsThe Introduction
In discussions of ________, one controversial issue has been _________. People who believe _______ claim that __________. On the other hand, those who believe ________ assert that ________. Based on the evidence, ___________ is the stronger argument because ________, _________, ______.
There are a variety of opinions on_______. Opponents believe _______, while supporters argue _______. The better supported position is ___________ because ________, ________, _________.
Sentence Frames for ArgumentsThe Body
Counterargument
• Opponents of _______ say ___________.
• Proponents of _______ are right to argue that ______.
• On the one hand, it can be agreed that __________.
Refutation• However, as stated
previously ___________.
• But they are incorrect to claim that _________.
• But on the other hand, it must be pointed out that ____________.
Sentence Frames for ArgumentsThe Conclusion
Restate the Thesis
In conclusion, then, as was suggested earlier, defenders of ________ need to make a stronger argument. Their assertion that ____ is simply not supported by the evidence that has been given.
End with a General Statement
• Ultimately, what is at stake here is ________.
• Although _______ may seem of concern to only a small group of _______, it should, in fact, concern anyone who cares about ___________.
Revise, Revise, Revise• Students need to be reminded that good writers
always revise their work.
• Teach students to look for their own mistakes. Practice peer-editing or group editing.
• Take the time to teach editing marks.
“There is not great writing, only great rewriting.”
-Justice Brandeis
Revise, Revise, RevisePeer Editing Sheets from Great Writing 4
Argument Essay Outline Argument Essay
Evaluation and Feedback
Thank You!Your participation today was greatly appreciated!
Please contact me if you have any questions:
