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Writing Opinions and Arguments
A presentation by Teacher Candidates: Heather Dove, Kelly Giambelluca, Kaylee Herbert, Morgan Houston, Domenique Pelagruto, Veronica Turley, Samanth Vail, Professor: Laurie Andes
Salisbury University
Can you convince me?
Convincing arguments often appeal to the logic (logos), the emotion (pathos), and the morality (ethos) of the reader/listener. (Slide show)
http://www.readwritethink.org/classroom-resources/lesson-plans/convince-developing-persuasive-writing-56.html
Identifying the strategies
Play the game of Persuasion…
1. Use a chart with two columns labeled Agree and Disagree. Put an arguable statement at the top, such as Winter is the best season…or, Maryland is the best state. Have participants place their sticky note on the side they agree with.
2. Divide into groups, taking one side or the other. Use the persuasive strategy definitions to state your reasons. Have someone in the group record your statements.
3. Groups share statements, identifying the strategies that are used.
Tools to Use-Use graphic organizers, charts and notes to collect ideas….
Interactive Persuasion Map:
http://www.readwritethink.org/files/resources/interactives/persuasion_map/
Graphic Organizer:
http://www.readwritethink.org/files/resources/lesson_images/lesson56/makepoint.pdf
Role Play Script:
http://www.readwritethink.org/files/resources/lesson_images/lesson268/role.pdf
More tools….
Award winning sample essay to be used as a mentor text:
http://teacher.scholastic.com/dolphin/conwin1.htm
A pre-writing activity to get students to notice persuasion all around them:
http://www.readwritethink.org/files/resources/lesson_images/lesson56/homework1.pdf
A pre-writing activity to get students thinking about strategies: Stating a claim, using big names, Logos, Pathos, Ethos, Kairos, research…
http://www.readwritethink.org/files/resources/lesson_images/lesson56/observation.pdf
Constructing an Argument
State the claim: The idea the writer will argue for
Provide data: Evidence gathered in support
Warrant: Explanation o why or how the data supported the claim
Counterclaim: What would someone say who disagreed with you?
Rebuttal: Evidence that disagrees with counterclaim
Toulmin method (see Weida & Stolley, 2014), cited in Jago, C. (2014), Growing Writers Teaching Argumentative Writing Through Evidence-Based Thinking, in Ganske, K. (2014) Write Now! Empowering Writers in Today’s K-6 Classroom, Newark, DE: International Reading Association.
Sample Lesson
http://change.thinkport.org/#home.html
Other Presentation Formats for Writing Persuasive Pieces:
Planning presentations that use opinion and argument writing:
http://www.readwritethink.org/files/resources/lesson-docs/Five-slide_Planner.pdf
Presentation tool: Brainshark:
http://my.brainshark.com/Quick-Tour-Demo-of-myBrainshark-445639928
Theory to Practice
FROM THEORY TO PRACTICE
Singer, J. & Shagoury, R. (2005). Stirring up justice: Adolescents reading, writing, and changing the world. Journal of Adolescent & Adult Literacy, 49(4), 318–339.
Social justice "can be at the forefront of a secondary English curriculum that simultaneously incorporates traditional skill development and critical analysis." �
In a heterogeneous classroom focusing on social activism, the teacher should place student-generated inquiry questions at the forefront.
Students should explore examples of social activism in order to identify the traits of an agent of change before engaging in their own activism.
Students hone reading skills by applying essential nonfiction reading strategies to texts as they explore their topics.
Writing that aims at affecting social change should be shared publicly.
Students should be given the opportunity to choose activism issues that speak to them personally.
Theory to Practice
Buss, K., & Karnowski, L. (2002). Teaching persuasive texts. In Reading and writing nonfiction genres (pp. 76–89). Newark, DE: International Reading Association.
The main purpose of persuasive texts is to present an argument or an opinion in an attempt to convince the reader to accept the writer's point of view.
Reading and reacting to the opinions of others helps shape readers' beliefs about important issues, events, people, places, and things.
This chapter highlights various techniques of persuasion through the use of minilessons. The language and format of several subgenres of persuasive writing are included as well.
Theory to Practice
Baker, E.A. (2000). Instructional approaches used to integrate literacy and technology. Reading Online, 4. Available: http://www.readingonline.org/articles/art_index.asp?HREF=/articles/baker/index.html
The inquiry approach gives students the opportunity to identify topics in which they are interested, research those topics, and present their findings. This approach is designed to be learner-centered as it encourages students to select their own research topics, rather than being told what to study.
Theory to Practice
Powell, R., Cantrell, S.C., & Adams, S. (2001). Saving Black Mountain: The promise of critical literacy in a multicultural democracy. The Reading Teacher, 54, 772–781.
The Saving Black Mountain project highlighted in this article exemplifies critical literacy in action. Students learn that, in a democratic society, their voices can make a difference.
Critical literacy goes beyond providing authentic purposes and audiences for reading and writing, and considers the role of literacy in societal transformation. Students should be learning a great deal more than how to read and write. They should be learning about the power of literacy to make a difference.
Theory to Practice
Petit, A., & Soto, E. (2002). Already experts: Showing students how much they know about writing and reading arguments. Journal of Adolescent & Adult Literacy, 45(8), 674–682.
Students can discover for themselves how much they already know about constructing persuasive arguments by participating in an exercise that is not intimidating.
Progressing from spoken to written arguments will help students become better readers of persuasive texts.
Theory to Practice
Strangman, N. (2002/2003). Linking literacy, technology, and the environment: An interview with Joan Goble and René De Vries. Reading Online, 6. Available: http://www.readingonline.org/articles/art_index.asp?HREF=voices/goble_devries/index.html
Endangered species and the environment are compelling topics for students of all ages and excellent raw materials for literacy learning.
With only a minimal familiarity with the Internet and computers, students from kindergarten on up to high school can experience the double satisfaction of educating others about the environment and developing better literacy skills.
Sample Lessons…
Sample Lesson…a complete description, step by step of the writing process as it looks with persuasion topics
http://www.heinemann.com/shared/onlineresources/E03395/SMUnit4SampleLesson.pdf
Samples of resources and lessons related to social justice topics
Children’s Literature References and Websites- Women’s History
Anderson, L.H. (2008) Independent Dames, Simon & Schuster Books for Young Children.
http://www.history.com/topics/womens-history/famous-firsts-in-womens-history
http://www.u-s-history.com/pages/h1551.html
http://teacher.scholastic.com/activities/women/notable.htm
http://noceilings.org/home/#stories
Animal Rights
Judge, Lita (2009) Pennies for Elephants, Hyperion Press
Websites used to support:
www.Animalfair.com
www.Pawsweb.org
http://motherboard.vice.com/read/heres-what-will-happen-to-the-ringling-circus-elephants-when-they-retire
Child Labor and Safety
Greenwood, B. (2007) Factory Girl, Kids Can Press Ltd.
Global Child Labor Issues - http://www.unicefusa.org/search/node?search=child%20labor#gsc.tab=0&gsc.q=child%20labor&gsc.page=1
http://www.businessinsider.com/countries-worst-child-labor-risks-2012-1
Overview - http://www.un.org/en/globalissues/briefingpapers/childlabour/
History - https://www.continuetolearn.uiowa.edu/laborctr/child_labor/about/us_history.html
http://www.scholastic.com/teachers/article/history-child-labor
Equal Rights, Protest and Free Speech
Weatherford, C. B. (2005) Freedom on the Menu: the Greensboro sit-ins, Dial Books
https://www.aclu.org/free-speech/know-your-rights-demonstrations-and-protests Demonstrations and Protests: Know Your Rights
http://www.huffingtonpost.co.uk/stephanie-allen/are-protests-still-effect_b_3343141.html? Are Protests Still Effective?
http://www.npr.org/templates/story/story.php?storyId=88461838 Do Street Protests Still Work?
Integration and Civil Rights
Levinson, Cynthia (2012)We’ve Got a Job: the 1963 Birmingham Children’s March, Peachtree Publishers
http://blogs.edweek.org/edweek/top_performers/2014/06/american_schools_back_to_separate_but_equal.html
http://www.archives.gov/education/lessons/brown-v-board/timeline.html
http://study.com/academy/lesson/plessy-v-ferguson-impact-summary-quiz.html
http://kidsinbirmingham1963.org/
http://www.loc.gov/poetry/interviews/levinson.html
Cultural Fusion
Raven, M.T. ( 2004) Circle Unbroken, Macmillan Publishers
Library of Congress: http://www.loc.gov/
CNN: http://www.cnn.com/2013/10/12/us/redskins-controversy/
http://www.culturalsavvy.com/understanding_american_culture.htm
Issues of War
Judge, L. ( 2007) One Thousand Tracings-Healing the Wounds of WWII, Hyperion
Bombings in war
http://old.seattletimes.com/special/trinity/supplement/procon.html
http://apecsec.org/pros-and-cons-of-dropping-the-atomic-bomb/
http://waddelland.weebly.com/uploads/8/2/3/9/8239420/a-bombproscons1.pdf
http://www.ushistory.org/us/51g.asp
References
Ganske, K. Ed. (2014). Write Now! Empowering Writers in Today’s K-6 Classroom. Newark:
DE, International Reading Association.
Harris, K.R., Graham, S. Chambers, A.B., Houston, J.D. (2014) Turning Broccoli Into Ice Cream
Sundaes Self-Regulated Strategy Development for Persuasive Writing Using Informational
Text, Ch. 6 in Write Now! Empowering Writers in Today’s K-6 Classroom. Newark: DE,
International Reading Association.
Jago, C. (2014). Growing Writers Teaching Argumentative Writing Through Evidence-Based
Thinking, Ch. 5 in Write Now! Empowering Writers in Today’s K-6 Classroom. Newark: DE,
International Reading Association.
Weida, S., & Stolley, K. (2014). Organizing your argument. Retrieved from
https://owl.english.purdu.edu/owl/resource/588/03/
Children’s Literature References
Anderson, L.H. (2008) Independent Dames, Simon & Schuster Books for Young Children.
Greenwood, B. (2007) Factory Girl, Kids Can Press Ltd.
Judge, L. (2007) One Thousand Tracings-Healing the Wounds of WWII, Hyperion
Judge, Lita (2009) Pennies for Elephants, Hyperion Press
Levinson, Cynthia (2012) We’ve Got a Job: the 1963 Birmingham Children’s March, Peachtree Publishers
Raven, M.T. (2004) Circle Unbroken, Macmillan Publishers
Weatherford, C. B. (2005) Freedom on the Menu: the Greensboro sit-ins, Dial Books