Argument+Writing

Day One Curriculum Workshop "Reading the World: Exploring Daily Argument" developed by Beth Rimer and Linda Denstaedt for CRWP; includes Quick Writes and Writing Sprints

__reality TV mini-unit__ mini-unit developed by Beth Rimer and Linda Denstaedt
 * Text Set Materials**

practice exercises for identifying kinds of forwarding text citations Heather's teaching piece in professional development days Feb. 11 and 14 includes "Talk to the Text" from professional development days Feb. 11 and 14
 * using ** transition words ** in argument writing--a video
 * using a picture book to teach argument writing
 * A ** summary of George Hillocks ** method of teaching argument writing, starting with the data that will become the evidence to develop a thesis statement and support a claim
 * A ** blog writer ** with good posts on argument writing
 * **They Say, I Say** templates -- additional ** sentence stems ** for // They Say, I Say // - includes transitional words ** literature review templates **
 * ** Why Templates? ** Academic writing requires presenting your sources and your ideas effectively to readers. According to Graff and Birkenstein, the first element in the process involves “entering a conversation about ideas” between you—the writer—and your sources to reflect your critical thinking (ix). The templates allow you, the writer, to organize your ideas in relationship to your thesis, supporting evidence, opposing evidence, and the conclusion of the argument.
 * **chapters** from // They Say, I Say // by G. Graff
 * ** The Quote Sandwich ** from // They Say, I Say //

full argumentation teaching rubric from LDC









multiple choice - pick the direct quote that supports the claim


 * USE OF SOURCES (mini-unit menu)**
 * "Chapter 5: Writing from Sources"** //**Close Reading and Writing from Sources**// by Douglas Fisher and Nancy Frey
 * "The move from 'conversation to composition' means that at some point students must commit ideas to paper or screen (116)."
 * "A well-designed writing assignment is a first step in helping students correctly match the task with the approach (119)." "The basic components of a writing prompt are (1) the topic, (2) the audience, and (3) the rhetorical structure or genre to be produced (120)."


 * 1) What is my purpose for writing this piece?
 * 2) Who is my audience?
 * 3) What is the task?
 * Literacy Design Collaborative argumentation task template
 * Summary writing: Stop at three points in video or written text and write one sentence only stating the main point of each segment. After writing a total of three sentences, student revises to write a final brief summary.
 * Precis writing
 * Paraphrasing "Rather, a paraphrase is an accurate and complete representation of an author's ideas, in the order in which it was presented. The paraphrase is cited to signal the source, and the writer does not interpret or selectively omit inconvenient information that does not support one's claims (125-126)."
 * Direct quotations are used to gain support by quoting an authority or to capture vivid or technical language. See "Quote Sandwich" above for a way to combine the quote with the rationale.
 * Linking quotes to reasoning
 * Writing across multiple texts "A reader must construct meaning for herself by building organizational bridges that cross the divide between texts (131)."
 * "Reading and Reasoning: Fostering Comprehension across Multiple Texts" includes THE READER mnemonic for scaffolding writing



Battling Bare image on //Military Spouse// magazine cover used for the "It Says, I Say" portion of the mini-unit // The Story of My Thinking // by Gretchen Bernabei. The book is online with student examples. Lots of text structures for opinion writing.
 * ICE - Introduce, Cite, Explain ** your quotation

a poster showing the vocabulary of argument
 * And What Do I Do Today? ** one day, one page lessons on the elements of argument

introduce argument with conversation about who/what is the best analyze ads for their arguments See the revision below. a revision of the "Focusing on Warrants" lesson; shortens the lesson and provides a structure.

A Gandhi quote is used to illustrate all the Harris moves. from the book //Common Core Standards in Diverse Classrooms//



200 Prompts for Argument Writing from the NY Times. These prompts attach to articles related to the prompts. "Inside the Life of a Piece of Writing" This site documents the process of argument writing, from start to finish, composed by twelfth grade students at Columbus High School in Columbus, Montana. Each student-composed piece took a full quarter of study to research, write, and compile. This argument piece serves as the culminating activity to represent the entirety of each student's argument learning over the span of the semester-long class.

Jean Wolph presented this work at February PD. Mini-lessons to prepare students for on-demand Evidence and warrants designed for Social Studies teachers but can be adapted for other content

The Five Best Free Online Annotation Tools

rubric used at Monett's 3/23/15 PD a 4 point paper from Prairie Lands Writing Project This is the presentation Susie uses to get her students to write good conclusions to arguments. She credits the OWL (Online Writing Lab) at Purdue University for her information. She also found it effective for students to write the conclusions to someone else's essay.