ARGUMENT IS EVERYWHERE! Using the Writer’s Notebook in Routine Argument Writing A process designed to introduce and reinforce argument writing i3 College Ready Writers Program National Writing Project 2014 Adapted by Jean Wolph, 2016

Why Routine Argument Writing? Creating Habits Developing and thinking through ideas Developing fluency Developing stamina Developing habit of looking at the world and responding

Leveraging the Writer’s Notebook in Daily Argument Writing Collect ideas, save thinking List writing territories Quick Lists Schedule of My Day Writing Sprints Responding to the world and creating a voice -- Arguments are everywhere.

Quick List 1-2: Two ways you spend your time 3-4: Two things you like that others might not 5-6: Two topics you are talking about 7-8: Two TV shows or books you are watching/reading 9-10: Two things others like but you don’t 11: Anything on your mind Star ones you’re ready to write about.

What Standards Might This Activity Meet? Writing 10Grades 7, 8, 9/10: 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.

Schedule of My Day: Donald Graves Write down your schedule Code the list—mark “A” on each topic that you have an opinion about or could find an argument about Why use this? 5:45 Get up, fix breakfast 5:55 Turn on radio 6:10 Wake kids etc.

What Standards Might This Activity Meet? Writing 10Grades 7, 8, 9/10: 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.

Writing Sprints 1 minute, timed writing Share a “start” with a partner. Why a sprint?

What Standards Might This Activity Meet? Writing 10 Grades 7, 8, 9/10: 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. Speaking/ Listening 1 Grades 7-10: Engage effectively in a range of collaborative discussions (one‐on‐one, in groups, and teacher‐led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Making Claims at a Glance Helps students see themselves as observers of the world Demonstrates how quickly we form opinions Provides practice in reacting in writing Collect photos & articles that will inspire students to form opinions.

Faceinabook - billboard What claim is the library making? What other claims could you make, based on this image?

The animal Rescue League in Berk County Pennsylvania has a Book Buddies Program for children in grades 1-8. The children read to cats that are available for adoption. Yahoo News What claim is the Rescue League making? What other claims could you make, based on this image?

Excerpt: Is your doctor on a drug maker's payroll? Our view The Editorial Board, USATODAY8:44 p.m. EST February 20, 2014 This week, drug and device manufacturers began reporting to the government. A report found 22 doctors who received $500,000 from major drug companies. GlaxoSmithKline announced that it is moving to stop paying doctors for speaking engagements and attending medical conventions. Doctors have long gotten small favors from drug makers: pads with logos, a deli tray sent to the office, tickets to sporting events and free drug samples. But in recent years, those trinkets have evolved into big money for doctors paid to speak to other doctors about new drugs, often using canned scripts provided by the pharmaceutical companies. What claim could you make, based on this news article?

What Standards Might This Activity Meet? Writing 1Write arguments to support claims with clear reasons and relevant evidence. A. Introduce claim(s) Writing 10Grades 7, 8, 9/10: 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.

Critical Reading / Stop and Jot Choose an article that will spark controversy. Mark 3 dots (randomly). Read up to the dot. Pause at dot. Write: Pull a line or react to the text. Possible questions to consider as you respond: – What reactions do you have to the evidence/information or claims in the text? – What do you know about the topic or claims that might be added to the information in the text? – What is your view on the topic or claims in the text? Continue reading, pausing, writing.

Looping / Peter Elbow Read over your “stop and jot” entry. Find a word, phrase, or line that is interesting to you. Write it at the top of a new page. Write ONLY from that phrase. Push for surprise—try to write to discover new ideas. Why Looping?

What Standards Might This Activity Meet? Reading 10By the end of the year, read and comprehend literary nonfiction proficiently, with scaffolding as needed at the high end of the range. Writing 4Grade 7-8-9/10: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 10Grades 7, 8, 9/10: 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.

Exit slip Make a claim about argument writing. List one takeaway from this session.