Argument Writing Introduction with Cornell notes and INB instruction slides added

Argument Writing: Pre-Test (OUTPUT) Write a short definition for each: Definition Expert Testimony Witness Statements Counterargument Repetition Authoritative Quotations Facts/Statistics Textual Evidence Allow students to complete the Pre-Test on their own in the OUTPUT side of the INB. Remaining slides will go through answers.

Prepare your notebook for Cornell notetaking on the INPUT (right) side of your notebook. If students have not yet set up their interactive notebooks (INBs), you may need to take a moment to do this: TOC – suggested first 3 pages, I-VI, front and back, Number all pages (odd on right; even on left) Glossary – suggested last 7 pages, A-Z, ½ page each, front and back

Argument Writing: Take Notes EQ: How can presenting evidence and providing warrants strengthen my arguments? Allow students to copy the EQ.

Argument Writing: Structure Informational Recap Argument Structure Claim Evidence Warrant Example What? Don’t eat that mushroom. Why? Mushrooms are poisonous. So what? Eating poisonous things is dangerous, possibly fatal. Ask students: What are the parts of an informational paragraph? (Topic Sentence, EELFNCCO x2-3 , Red Bow Conclusion) What is a claim? What is the purpose of a claim? (opinion; introduces the paragraph topic and answers the question WHAT?) What is evidence? What is the purpose of presenting evidence? (proof; develop ideas, prove claim, earn audience’s trust and answers the question WHY?) What is a warrant? What is the purpose of providing a warrant? (valid reasoning or explanation; to explain how the evidence proves the claim and answers the question SO WHAT?)

Argument Writing: Strong Claims Clear Arguable Supportable Ask students: What might it mean to be clear with your claim? (strong; avoid I think, In my opinion, I agree/disagree; introduce topic) How do you know a claim is arguable? (some people would disagree; taking a side) How do you know a claim is supportable? (can think of reasons and evidence why you feel the way you do)

Argument Writing: Strong Claims Write down only the statements that are clear, arguable, and supportable: Pollution is bad for the environment. At least 25 percent of the federal budget should be spent on limiting pollution. Drug use is detrimental. Illegal drug use is detrimental to society because it encourages other criminal behaviors. Give students time to work. Then reveal answers and ask WHY for those that aren’t CAS: Pollution is bad for the environment. – NO b/c too broad for one paragraph and might not be arguable enough to be interesting At least 25 percent of the federal budget should be spent on limiting pollution. – YES b/c specific, intros topic, strong, many might argue, and can be supported In my opinion, drug use is detrimental to society. – NO b/c not strong and not specific (ALL drug use-medication, too?) and might be too much for deep discussion in one paragraph Illegal drug use is detrimental to society because it encourages other criminal behaviors. – YES b/c specific, intros topic, strong, many might argue, and can be supported

Info Writing: Make Notes Review your notes and highlight the main idea. Confer with a partner to make sure you have the same ideas noted and highlighted: Add information as needed Change information as needed Delete information as needed Write one higher-level question in the left column of your notes. Focus on open-ended “how” and “why” questions if possible. Instruct students to work alone then with a partner to complete the three tasks (task slides usually have more text on them for clarity of instruction). Circulate and facilitate.

Argument Writing: Definitions Only when necessary DEFINITIONS – Explain unfamiliar words or content area terms. YES: Institutional racism is racism that is structured into political and social institutions. It occurs when organizations, institutions or governments discriminate, either deliberately or indirectly, against certain groups of people to limit their rights. NO: Racism is the belief that all members of each race possess characteristics or abilities specific to that race, especially so as to distinguish it as inferior or superior to another race or races.

Argument Writing: Expert Testimony Definition Not everyone is an expert EXPERT TESTIMONY – Find an expert in the field and explain their support. YES: Dr. Robert Marzano researched the factors that impact vocabulary retention. NO: My English teacher says vocabulary is important.

Argument Writing: Witness Stmts Definition Reliable WITNESS STATEMENTS – Use when someone has seen an action occur. YES: Three witnesses corroborated that the victim did not have a weapon. NO: I saw a video of the incident and you can’t see a weapon in the victim’s hand.

Argument Writing: Counterargument Definition Be specific COUNTERARGUMENT – Recognize the other side of your argument. YES: Parents and teachers will tout the importance of earning good grades, saying that high marks are the key to success after high school. However…. NO: Some might say that earning good grades is important, but they are wrong.

Argument Writing: Repetition Definition “I Have a Dream” REPETITION – Use for convincing effect, not just to fill space. YES: I have a dream… http://www.youtube.com/watch?v=HAMLOnSNwzA (start at 40 sec.) NO: Dr. Martin Luther King’s dream is being realized. His dream is coming true because people are changing and these changes are fulfilling his dream.

Argument Writing: Authoritative Quotes Definition Credible AUTHORITATIVE QUOTATIONS – Use a source with credibility. YES: According to a Consumer Report study from May 29, 2016, the Honda Accord is the most reliable vehicle on the market. NO: My dad says the Honda Accord is the most reliable vehicle on the market.

Argument Writing: Facts/Statistics Definition Specific and Verifiable FACTS/STATISTICS – Use specific facts and verifiable statistics. YES: Approximately 40% of the lakes in America are too polluted for fishing, aquatic life, or swimming. NO: The earth is polluted.

Argument Writing: Text Evidence Definition History, Classical Lit, Religious Texts Cite Source!!! TEXT EVIDENCE – Use direct examples or quotes from historical documents, classical literature, or religious texts; cite source. YES: Altruism is evidenced across cultures, appearing in various religious texts, including the Bible, the Quran, and the Tripitaka. (trip i’ ti cuh) NO: One evidence of altruism in society is when Katniss volunteered herself to replace her sister in the Hunger Games.

Info Writing: Make Notes Review your notes and highlight the main idea. Confer with a partner to make sure you have the same ideas noted and highlighted: Add information as needed Change information as needed Delete information as needed Write one higher-level question in the left column of your notes. Focus on open-ended “how” and “why” questions if possible. Instruct students to work alone then with a partner to complete the three tasks (task slides usually have more text on them for clarity of instruction). Circulate and facilitate.

Argument Writing: Practice Identify evidence for the following claim, using the DEWCRAFT strategy you are assigned: It is imperative that high schools require students to spend a certain number of hours each term doing volunteer work in order to promote good citizenship and cultivate compassion. Give each group one strategy to exemplify. Give students to work through writing their evidence. Then share out.

Argument Writing: Practice Claim Evidence 1 Warrant Evidence 1 Evidence 2 Warrant Evidence 2 Close Instruct students to: Warrant the evidence they provided in the DEWCRAFT activity Add another group’s evidence and warrant Write a closing sentence Revise as needed for fluency

Info Writing: Make Notes Review your notes and highlight the main idea. Confer with a partner to make sure you have the same ideas noted and highlighted: Add information as needed Change information as needed Delete information as needed Write one higher-level question in the left column of your notes. Focus on open-ended “how” and “why” questions if possible. Instruct students to work alone then with a partner to complete the three tasks (task slides usually have more text on them for clarity of instruction). Circulate and facilitate.

Argument Writing: DEWCRAFT You’ve met Elf Nico (EELFNCCO) Now meet Dew Craft (DEWCRAFT), Elf Nico’s angry cousin. Watch out! He likes to argue and he’s crafty!

Argument Writing: Post-Test D E W C R A F T Quiz students over strategies.

Argument Writing: Post-Test Definitions Expert Testimony Witness Statements Counterarguments Repetition Authoritative Quotations Facts/Statistics Text Evidence Allow students to check their answers.

Argument Writing: Reflect on Notes Summarize your notes at the bottom of your INPUT page if you have room or on a sticky note if you don’t have room: Topic sentence = answer the EQ Developing sentences = answer HOT?s Closing sentence = wrap up summary with one final statement – can be a concluding idea, an opinion, or a call (yourself) to action Instruct students to work alone to write the summary. Circulate and facilitate.

Argument Writing: Assessment PROMPT: Write an essay that defends, challenges, or qualifies Horace’s assertion that the role of adversity (financial or political hardship, danger, misfortune, etc.) plays in developing a person’s character. Support your argument with evidence from your reading, observation, or experience PAC the Prompt at the top of your paper. Use DEWCRAFT strategies to make a claim then organize and develop a one paragraph argument. Don’t forget to draw a final conclusion!  This should be written on a loose-leaf sheet of paper and submitted for scoring. Students can glue graded work into their notebooks or put it under the English tab, per your preference.

Info Writing: Assessment PROMPT: Who are you? Write a paragraph in which you explain your personality to someone who has never met you. PAC the Prompt at the top of your paper. Use EELFNCCO strategies to introduce, develop, and organize your paragraph. Don’t forget the Red Bow Conclusion!  This should be written on a loose-leaf sheet of paper and submitted for scoring. Students can glue graded work into their notebooks or put it under the English tab, per your preference.

Setting up your glossary Your last 7 pages will serve as your glossary. As we learn new terms, you can add them here. This will be both content and literary terms. You will set up 4 letters per page Once you are done with set up, grab a textbox and the literary terms paper on the front table to add these terms to your new glossary