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Argument Writing. Hannah Cevoli , NSHS Jennifer Daigneault , NSES Corinne Ferri , Halliwell Tracey Nangle , NSMS. Common Core Review. Introducing The Three Types of Writing Embedded in the CCSS. The Three Types of Writing. Informational/ Explanatory. - PowerPoint PPT Presentation
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Hannah Cevoli, NSHSJennifer Daigneault, NSES
Corinne Ferri, HalliwellTracey Nangle, NSMS
Argument Writing
Common Core Review
Introducing The Three Types of Writing
Embedded in the CCSS
Informational/ Explanatory
Narrative
Argument Writing
The Three Types of Writing
Informational/explanatory writing conveys information accurately. This kind of writing serves one or more closely related purposes: to increase readers’ knowledge of a subject, to help readers better understand a procedure or process, or to provide readers with an enhanced comprehension of a concept.
Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure. It can be used for many purposes, such as to inform, instruct, persuade, or entertain.
Argument WritingEmphasis on
Informational Text RIT.10
Close Reading RIT.1
Analytical Writing
W.1
Collaborative Discussion
SL.1, SL. 2, SL.3, SL.4
ResearchW.7 - 9
Common Core Skills Are Embedded in Argument Writing
Text-Dependent QuestionsR.1 - 3
Definition of ArgumentArguments are used for many purposes—to change the reader’s point
of view, to bring about some action on the reader’s part, or to ask the
reader to accept the writer’s explanation or evaluation of a concept,
issue, or problem. An argument is a reasoned, logical way of
demonstrating that the writer’s position, belief, or conclusion is valid.
Argument vs. Persuasive Activity!
1. Please open the brown bag and take out the food item.
2. Read your prompt and follow the directions on the sheet. Write the name of your food item in the blank space.
3. Be prepared to share in ten minutes.
Argument vs. Persuasive Takeaway
Clearly teachers will need to provide resources for
students to use to find facts. It is just not realistic to
have children constantly completing computer
research. As the children progress through the years,
we can provide them with packets of varying quality
resources that they can evaluate for their usefulness,
importance, and veracity.
Argument vs. Persuasive Writing
* Logic based opinion
* Relies on relevant evidence and logical reasoning
* Research and examine their position and point meticulously
* Judge and evaluate the quality of the evidence
* Purpose is to convince using claims/ evidence, backing, and rebuttals
* Appeals primarily to emotion
* Relies on emotional appeals
* Doesn’t always require research
* Writers select the most favorable evidence
* Purpose is to convince
* Informs
* Clear focus
* Organized
* Appropriate to audience
Argument Persuasive
Argument vs. Persuasive Writing
Many of us have used (and continued to use) the term
“persuasive writing” in referring to what is essentially the
same as the Common Core definition of “argument”. The
Core, however, draws a distinction. This distinction
hovers around one word: evidence. A piece may be
highly persuasive, but appeal primarily to emotion or
(when all else fails) the well-being of the reader. In other
words, persuasive pieces are often about passion.
Argument vs. Persuasive Writing
True argument, by contrast, relies on evidence and logical
reasoning. This means that the writer needs to do his or her
research and examine various perspectives meticulously. This is
not to say that the writer won’t make a forceful or compelling
case in the end, but underlying all that irresistible oratory will be
the heart and soul of any strong argument: reason.
Argument Writing Throughout the Grade Levels
Although young children are not able to produce fully developed logical
arguments, they develop a variety of methods to extend and elaborate their
work by providing examples, offering reasons for their assertions, and
explaining cause and effect. These kinds of expository structures are steps on
the road to argument. In grades K–5, the term “opinion” is used to refer to
this developing form of argument. (please see Grade Span differences chart)
English Language ArtsIn English language arts, students make claims about the worth or meaning of a
literary work or works. They defend their interpretations or judgments with
evidence from the text(s) they are writing about.
History/ Social StudiesIn history/social studies, students analyze evidence from multiple primary and
secondary sources to advance a claim that is best supported by the evidence, and
they argue for a historically or empirically situated interpretation.
ScienceIn science, students make claims in the form of statements or conclusions that
answer questions or address problems. Using data in a scientifically acceptable
form, students marshal evidence and draw on their understanding of scientific
concepts to argue in support of their claims.