If I wanted to make the unit even more student-centered, I would provide the mini-lessons in written or video format and let students work through them at their own pace, without me teaching them. To learn more about this approach, read my post on self-paced learning.
As students begin to complete their essays, the mini-lessons would focus more on matters of style and usage. Only then do we start fixing the smaller mistakes. Finally, the finished essays are handed in for a grade. Use the comments section below to share your techniques or ask questions about the most effective ways to teach argumentative writing. English language arts , Grades , Grades , teaching strategies.
This is useful information. It is a classic model that immediately gives a solid structure for students. Thanks for the recommendation, Bill. I will have to look into that! Great examples of resources that students would find interesting. I enjoyed reading your article. Students need to be writing all the time about a broad range of topics, but I love the focus here on argumentative writing because if you choose the model writing texts correctly, you can really get the kids engaged in the process and in how they can use this writing in real-world situations!
I think an occasional tight focus on one genre can help them grow leaps and bounds in the skills specific to that type of writing. Later, in less structured situations, they can then call on those skills when that kind of thinking is required.
This is really helpful! Hi, Thank you very much for sharing your ideas. I have applied it many times and my students not only love it but also display a very clear pattern as the results in the activity are quite similar every time. I hope you like it. I looked at the unit, and it looks and sounds great. The description says there are 4 topics. Can you tell me the topics before I purchase? Social Networking in School should social media sites be blocked in school?
I teach 6th grade English in a single gendered all-girls class. We just finished an argument piece but I will definitely cycle back your ideas when we revisit argumentation. Thanks for the fabulous resources! I read this and found it helpful but have questions. First I noticed that amount of time dedicated to the task in terms of days. My questions are how long is a class period? I have my students for about 45 minutes. I also saw you mentioned in the part about self-paced learning that mini-lessons could be written or video format.
I love these ideas. Any thoughts on how to do this with almost no technology in the room and low readers to non-readers? Thank you for any consideration to my questions. Hey Jones, To me, a class period is anywhere from 45 minutes to an hour; definitely varies from school to school. As for the question about doing self-paced with very little tech? I think binders with written mini-lessons could work well, as well as a single computer station or tablet hooked up to a class set of videos. You might also give students access to the videos through computers in other locations at school like the library and give them passes to watch.
The thing about self-paced learning, as you may have seen in the self-paced post , is that if students need extra teacher support as you might find with low readers or non-readers , they would spend more one-on-one time with the teacher, while the higher-level students would be permitted to move more quickly on their own. My primary goal for next semester is to increase academic discussion and make connections from discussion to writing, so I love how you launch this unit with lessons like Philosophical Chairs.
I am curious, however, what is the benefit of the informal argument before the not-so-informal argument? Or, am I overthinking the management? Thanks so much for input. My 6th graders are progressing through their argumentative essay. Your suggestions will be used. Students need to feel comfortable knowing that writing is a craft and needs to evolve over time. I think more will get done in class and it is especially important for the struggling writers to have peers and the teacher around while they write.
Something that I had students do that they liked was to have them sit in like-topic groups to create a shared document where they curated information that MIGHT be helpful along the way. By the end of the essay, all will use a fantastic add-on called GradeProof which helps to eliminate most of the basic and silly errors that 6th graders make. I LOVE the idea of a shared, curated collection of resources!
That is absolutely fantastic! Are you using a Google Doc for this? Other curation tools you might consider are Padlet and Elink. If your school requires more frequent grades, you could assign small point values for getting the incremental steps done: So in Step 3 when students have to write a paragraph stating their point of view you could take points for that.
Another option would be to just give a small, holistic grade for each week based on the overall integrity of their work—are they staying on task?
Making small improvements to their writing each day? Taking advantage of the resources? If students are working diligently through the process, that should be enough.
Since it comes naturally for me, I have a hard time breaking it down into such tiny steps that he can begin to feel less overwhelmed. I LOVE the pre-writing ideas here. We are ready to start writing our essay. Our outline looks like this: It is not a good idea to open a university in every town. R efutation of counter argument: While writing your essay, make sure that your arguments are developed sufficiently.
Let's go back to the outline and provide adequate formal reasoning and proof for our arguments.. In your refutation you want to show. Summarize the opposite opinion in a sentence or two and provide the context. Problematizing the opposing arguments: It is important that the reader knows that when you write opposing arguments you do not agree with them. You have to make it clear that you are presenting these arguments only to show that you understand the issue from both sides, that you have anticipated the opposing arguments and wish to criticize them.
In order to signal this you have to use special phrases. To problematize something means you make it seem like a problem, to make it seem untrue. However, you should avoid an aggressive approach when you are problematizing your opponent's arguments. See the language summary for Problematizing Arguments. The most common of the contrast markers is "However".
See the sample argumentative essay written using the arguments and strategies we have discussed in this handout. What is an argument? Develop your arguments Who cares?
Printable version What is an argument? Analyze the task What are the two sides of the issue?
The Writing Center-Valle Verde Argumentative Essay Purpose The purpose of an Argumentative Essay is to defend a debatable position on a particular issue.
Argument helps us learn to clarify our thoughts and articulate them honestly and accurately and to consider the ideas of others in a respectful and critical manner. The purpose of argument is to change people’s points of view or to persuade people to a particular action or behavior.
Also known as persuasive writing, argumentative writing is a writing style which intends to persuade the readers to believe or consider a certain stand about a certain issue. In argumentative writing, the writer primarily presents opinions, usually in the form of arguments, supported by facts and opinion from other people. Writing an Argument The purpose of argument writing is to present a position and to have an audience adopt or at least seriously consider your argument. The Writer: Perhaps more than any other kind of writing, argument writing demands a .
The purpose of the argumentative essay is to persuade your readers: you usually write for people who disagree with you. Therefore, your arguments should be . The purpose of argumentative essay? Creative writing program university of montana. #scholarship essay: is #plagiarism always cheating? #education #edtech .