Welcome to: Writing Argument for Secondary Teachers

Muskegon Area Intermediate School DistrictDecember 13, 2011

Learning Goals

1.We will unpack the Common Core Writing Standard 1 for argument writing

2. We will explore resources and techniques for enhancing argument writing instruction

3.We will interact significantly with a grade specific argument writing unit

Introductions and Grounding

• Please introduce yourself to those at your table.

•  As a table group, make a TOP TEN list of good writing.

• When directed, please:– Meet with another table,– Introduce yourselves– And share your lists.

• Please post lists on walls around the room.

Agenda

• Grounding• Anchoring to the Standards• Deeper Understanding of Text Type• Unit Template Examination• Immersion Work• Collaborative Unit Overview• Student Writing Analysis & Annotation• Organize and Integrate

Purposes of Argument

• In contrast to the traditional Western concept of argument as being about disputation or combat…

• … Communication theorists describe an invitational argument, the kind that aims not to defeat another person or group but to invite others to enter a space of mutual regard and exploration.

• (Everything is an Argument, p. 5)

Calvin and Hobbes on Rhetoric…

Purposes of Argument

• In contrast to the traditional Western concept of argument as being about disputation or combat…

• … Communication theorists describe an invitational argument, the kind that aims not to defeat another person or group but to invite others to enter a space of mutual regard and exploration.

• (Everything is an Argument, p. 5)

Common Core State Standards

• Let’s hear from two of the authors, David Coleman and Susan Pimentel.

• Common Core Writing

• http://www.youtube.com/user/TheHuntInstitute#p/u/6/Jt_2jI010WU

Common Core State Standards

1. Read down the 10 writing standards for your grade level vertically.

2. Re-read standard 1 (argument writing) then read it horizontally across the grades K-12, highlighting additions or modifications.

Texts that inform our work

• Everything’s an Argument by Andrea Lunsford and John J. Ruszkiewicz

Texts that inform our work

• They Say, I Say by Gerald Graff and Cathy Birkenstein

Texts that inform our work

• Teaching Argument Writing, Grades 6-12 by George Hillocks Jr.

Argument as Critical Thinking

• Argument is not simply a dispute, as when people disagree with one another or yell at each other.

• Argument is about making a case in support of a claim in everyday affairs – in science, in policy making, in courtrooms, and so forth.

Deeper Understanding of Argument…

• Let's let Monty weigh in on the issue...

• http://www.youtube.com/watch?v=kQFKtI6gn9Y

Rhetoric – focus on “Logos”

• Aristotle, in the Ars Rhetorica, gave logos a different technical definition as argument from reason, one of the three modes of persuasion.

• The other two modes are pathos, persuasion by means of emotional appeal: "putting the hearer into a certain frame of mind",

• and ethos, persuasion through convincing listeners of one's "moral character."

Persuasive Writing vs. Argument…

• “‘In persuasive essay, you can select the most favorable evidence, appeal to emotions, and use style to persuade your readers. Your single purpose is to be convincing’ (Kinneavy and Warriner, 305)

• Argument, on the other hand, is mainly about logical appeals and involves claims, evidence, warrants, backing, and rebuttals.” (Hillocks, xvii)

Elements of Argument

Qualifications and rebuttals refute competing claims

A claim Based on evidence

A warrant explains how evidence supports the claim

Backing supports the warrants

Argument

Toulmin’s concept

They Say … I Say Moves that matter in Academic Writing

Begins As a Result This Practice

Not with an act of assertion, but an act of listening,

of putting ourselves in the shoes of those who think differently from us.

We advise writers to begin not with what they themselves think about their subject (“I say”) but with what others think (“They say”)

Adds urgency to writing, helping it become more authentically motivated. (Graff & Berkenstein, xiii)

Excerpts from They Say / I Say

Reader 1

Reader2

Reader 3

Reader 4

pp. 141- 144

Class Discussions

pp. 145- 149

Reading for the Conversation

pp. 175- 182

Writing in the Social Sciences

pp. 156- 162

Writing in the Sciences

Please prepare a 1-2 minute summary of your text.

Literacy in All Content Areas

The HOW Behind the What

Speaking ReadingWriting Listening

Text Rendering Protocol

• Take a few moments to read the document and mark the sentence, the phrase, and the word that you think is particularly important for our work.

• First Round: Each person shares a sentence of particular significance

• Second Round: Each shares a phrase

• Third Round: Each shares a word

• Debrief as time allows

MAISA Model Units

• Michigan Association of Intermediate School Administrators

• Collaboration of Michigan’s 57 ISDs.

MAISA Model Units• K = Opinion Letter about a book• 1st = Opinion Letter about an issue• 2nd = Reviews• 3rd = Personal Essay• 4th = Personal Essay and Literary Essay• 5th = Personal Essay and Literary Essay• 6th = Letter of Complaint• 7th = Proposal Essay• 8th = Op-Ed• 9th = Personal Essay and Literary Essay

(and Social Issues template option)• 10th = Literary Essay and Op-Ed• 11th = Literary Essay and Editorial • 12th = Literary Essay and Social Commentary (Template)

Generic Unit vs. Specific

Immersion work

• Definition: Reading work done to familiarize students with the text type of the upcoming writing focus.

• Could take place either a week prior to the unit during reading-specific instruction, or is imbedded in the first few sessions of the writing unit.

• Includes both published mentor examples and student work examples (when available).

Immersion work

• Digital Portfolios and Student Writing Project: Michigan Portfolios

• http://maisdwritingunitsccss.wikispaces.com - our county-wide site

Collaborative Unit Overview

• On chart paper write the session number, then the:– words, phrases– bulleted lists – or sketches

for the Teaching and Active Engagement portions of your lesson.

* If you have time, add other tips you think are important to be ready to teach this lesson.

Collaborative Unit Overview

• Participants form a semi circle so everyone can see all the charts.

• Each person reads the teaching point for their session then walks through their charted notes.

• As collaboratively move through the unit, pay attention to any insights, connections between lessons, and questions you might have.

Collaborative Unit Overview

• Before returning to your table, turn to a neighbor and name one new insight you have into this unit’s work. You may also choose to discuss potential challenges that you will want to plan around.

Student Work Samples

• Read through your student writing sample, with your grade level’s Common Core Standard 1.

• Annotate the student writing sample when you notice elements of Standard 1, and possible teaching support moves when needed.

• AFTER annotating based on what YOU notice, take a look at the completed notes on the back.

Organize and Integrate

• Think, write, share:

– Find the “Doable Goals” sheet in your left side pocket.

– Take a moment to capture any plans you have based on this morning’s information.

– Share thoughts with table members.