Writing Arguments and Conducting Research:

A Focus on Using Evidence

Persuasion vs. Argument

• Ethos (author credibility)• Pathos (emotional appeal)Persuasio

n

• Logos (logical appeal)• ReasonArgument

3

convincing readers

• logic of claims

• merit of reasoned proofs

• logos

• emotions of readers/audience

• credibility of the writer

• pathos, ethos

Argument Persuasion

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Defining Argument Writing

4

convincing readers

Argument Persuasion

26

Defining Argument Writing

We should go to my favorite restaurant because -

you love meI’m on the road all the timeyou want to make me happy

We should go to my favorite restaurant because -

• According to Yelp reviews was voted the number one best restaurant in our city for

2013• It has 5 stars in Open Table reviews

• The head chef recently won on “Chopped” - Food Network

• They have the most extensive wine list in the county as stated by “The Wine

Enthusiast”

5

Key Writing Anchor Standards•A1. “Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.”

•A7. “Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.”

27www.corestandards.org

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Deconstruct the Standard• Do/What Process• A1. “Write arguments to support claims in an analysis of

substantive topics or texts, using valid reasoning and relevant and sufficient evidence.”

6

Do What• write• support• analyze• analyze• use• use

• arguments• claims in an analysis• substantive topics• text• valid reasoning• relevant and sufficient

evidence

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Kinder• Use a combination of drawing, dictating, and writing to compose opinion pieces

in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is…).

Grade 1

• Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

Grade 2

• Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

Grade 3

• Write opinion pieces on topics or texts, supporting a point of view with reasons. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. Provide reasons that support the opinion. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. Provide a concluding statement or section.

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Grade 4

• Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose. Provide reasons that are supported by facts and details. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). Provide a concluding statement or section related to the opinion presented.

Grade 5

• Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose. Provide logically ordered reasons that are supported by facts and details. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). Provide a concluding statement or section related to the opinion presented.

Grade 6

• Write arguments to support claims with clear reasons and relevant evidence. Introduce claim(s) and organize the reasons and evidence clearly. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. Establish and maintain a formal style. Provide a concluding statement or section that follows from the argument presented.

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Reasons

Claim

Evidence

Elements of Argument

(Counterclaim)

46

Conclusion

11

Elements of Argument

47

CLAIM

Reason

Evidence Evidence Evidence Evidence Evidence Evidence

COUNTERCLAIMCONCLUSION

Reason Reason

PG page 8

12

Types of Claims

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PG page 8

Fact(Substantiation)

Value(Evaluation)

Policy(Recommendation)

Claim that something exists or that it is a fact

Claim aboutthe value of something

Claim that somethingshould be done

Example:Standardized test scores have improved over the last 10 years.

Example:Standardized tests are an effective way to measure student achievement.

Example:Standardized tests should be replaced with portfolio assessment.

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Grades K–6Label each statement with a C for claims or an X for non-claims.

• ___ Tropical fish make the best pets.• ___ Virginia Hamilton wrote many famous novels for young adults.• ___ The paper crane was a magic crane.

Grades 7–12Label the claim types by writing F for fact, V for value, and P for

policy.

• ___ The U.S. should build a colony in space.• ___ William Shakespeare could not have written all the work he has

been credited with writing.• ___ Dr. Martin Luther King, Jr. was the most influential American of the

20th century.

Types of Claims

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Fact(Substantiation)

Value(Evaluation)

Policy(Recommendation)

Claim that something exists or that it is a fact

Claim aboutthe value of something

Claim that somethingshould be done

Evidence must:• provide definitions• present accurate and recent data• include statistics• rely on generally accepted knowledge

Evidence must:• establish standards for evaluation • offer comparisons• provide specific examples

Evidence must:• establish a need• make a proposal/plan • outline the benefits• acknowledge a counterclaim

PG page 8

14

Making a Valid Claim

56

PG page 11

Step 1 Reread an exemplar text from your grade level. Refer to PG pages 11–17.

Develop a valid claim about the text or an aspect of the text.

Consider evidence you might use to support this claim.

Step 2

Step 3

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Understanding Counterclaims

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CLAIM

Turn Back to your own claim and explain why it

is better

Turn Against your own claim - point

out holes

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Using Academic Language

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Everyday Words Precise Words and Phrasesagree concur, contend that, subscribe todisagree dispute, oppose, would counter withgood compelling, convincing, relevant,

striking, strong

bad alarming, distressing, disturbing, troubling, unnerving

enough adequate, substantial, sufficientmany substantial numbers of, a high

percentage of

few a decrease in, a low percentage of

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Recognizing Fact and OpinionTOPIC: ____________________________________

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PG page 19

The world’s most violent storms

Type Text-Based Fact My Opinion

Source 1:Hurricanes: Earth’s Mightiest Storms by Patricia Lauber

Hurricanes, typhoons, and cyclones are three types of storms.

Cyclones are the deadliest storms of them all!

Hurricanes develop from warm, damp air in tropical areas.