Transcript The Common Core and Argument Writing

The Common Core
and Argument Writing
Write:
 What was your best writing experience?
 What was your worst writing experience?
Common Core: Anchor Standards
Text Types and Purposes*
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective
selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured
event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject
under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate
the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of tasks, purposes, and audiences.
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*These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.
Three Text Types
 1. Argument
 2. Informational/Explanatory
 3. Narrative
Persuasion vs. Argument
Persuasion
Argument
• Ethos (author credibility)
• Pathos (emotional
appeals)
• Logos (logical appeals)
• Reason
Persuasion vs. Argument
"With its roots in orality, rhetoric has a bias for viewing
audiences as particular. Aristotle said, ‘The persuasive is
persuasive to someone.’ In contrast to rhetoric, writing has a
bias for an abstract audience or generalized conception of
audience. . . . For this reason, a particular audience can be
persuaded, whereas the universal audience must be
convinced; particular audiences can be approached by way of
values, whereas the universal audience (which transcends
partisan values) must be approached with facts, truths, and
presumptions.”
~Miller & Charney
Argument
Common Core: What is Argument?
To change reader’s point of view
To bring about some action on the reader’s part
To ask the reader to accept the writer’s explanation
or evaluation of a concept, issue, or problem
Is it argument or persuasion?
Is it argument or persuasion?
 http://www.youtube.com/watch?v=O9z71iNrlew
Is it argument or persuasion?
Is it argument or persuasion?
Is it argument or persuasion?
Is it argument or persuasion?
Is it argument or persuasion?
Elements of Argument
 Claim
 Evidence: relevant and verifiable
 Warrant: explanation of how the evidence supports the
claim; often common sense rules, laws, scientific principles
or research, and well-considered definitions.
 Backing: support for the warrant (often extended definitions)
 Qualifications and Counter-arguments: acknowledgement of
differing claims
Arguing Both Sides
 What can students learn?
Audience
How do writers’ assumptions about audience affect production of a text?
 1. How much to elaborate based on what they anticipate readers know
 2. How much to tailor the development of claims
 3. How much to care, since writers’ concerns are bigger when audience
matters
 4. How to accommodate audiences if writers don't identify with them
“Considering the audience, therefore, is not simply a matter of selecting
the information that readers need to understand the argument. Instead,
writers must anticipate objections and questions and develop persuasive
appeals, including building on common ground, refuting opposing
claims, offering an acceptable reader-writer relationship, and presuming
upon appropriate beliefs and values."
~Miller & Charney
Choosing an arguable issue
 Arguments need. . .
 Arguments fail with. . .
 An issue
 No disagreement or
 An arguer
reason to argue
 Risky or trivial issues
 Difficulty establishing
common ground
 Standoffs or fights that
result in negative
outcomes
 An audience
 Common ground
 A forum
 Audience outcomes
Common Core: What is Argument?
To change reader’s point of view
To bring about some action on the reader’s part
To ask the reader to accept the writer’s explanation
or evaluation of a concept, issue, or problem
Mascots should be
strong or tough and
represent the area. They
should be something
people would be proud
to be.
Explanation
A Miner would be a
good mascot selection
for our school.
Evidence
Claim
Creating an argument
Our area has mining as
one of its primary
industries, so the choice
would represent our
area. In addition,
miners need to be
tough because they do
strenuous work—and
dangerous work. They
work hard to fill a need
for people everywhere.
That’s something to be
proud of.
General qualities of effective
writing
 Grouping ideas into sentences and paragraphs that carry
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meaning efficiently and move ideas forward
Creating an effective thesis
Introducing an idea effectively
Connecting ideas (between sentences and paragraphs)
Punctuating correctly
Creating and maintaining an appropriate tone
Concluding meaningfully
Using words eloquently
The structures and language of
argument
 Incorporating others’ words or ideas
 Subordinating opposing views
 Organizing for greatest effect
 Maintaining an academic tone
 Analyzing and explaining data/sources adequately
 Recognizing the difference between reasons and evidence
 Evaluating quality of evidence/research