Writing an Argument Essay Argumentative Writing Relevant Everyday Many thanks to  Gibson County Special School District.  Adapted from https://www.gcssd.org/Page/440

Standards Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Objectives: After today’s lesson you will… Understand what argument writing is and how it differs from persuasive writing. Know and be able to identify the components of an effective argument essay. Know the traits of and be able to identify and compose an effective claim.

Set a Goal for today’s learning! You will have a quick learning check. What is your Goal for the Quick Check: 80/90/100%? Decide on a goal/target for today’s skill! What can you do to make sure you meet/exceed your goal today?

An Overview for Argument Writing While listening to the song, jot down on your guided note sheet any words/phrases that you think are important about argument writing. http://www.teachertube.com/video/all-about-my-claim-the-argument-song-a-parody--431554

Thanks tovani McAleerTEACHERhttp://www. teachertube THE ARGUMENT SONG (Parody of Meghan Trainor's All About That Bass) CHORUS Because you know I’m all about my claim, ‘bout my claim – and reasons I’m all about my claim, ‘bout my claim – and reasons I’m all about my claim, ‘bout my claim – and reasons I’m all about my claim, ‘bout my claim Yea, it’s pretty clear I know how to argue But what steps should I be taking, taking before I do? First, read the writing prompt, and make a T-Chart Then skim through the sources, read through the sources Then find some evidence for both “pros” and “cons” Go over my T-Chart, come on now make a claim.

Then choose two reasons, reasons that tell them why It’s time to plan and write and tell them why I chose my side No, I won’t focus on my opinion and how “I” feel But I will use my sources to cite evidence that’s real Yea, I’ll use facts and statistics to try and prove my point And expert opinions and quotes to support my side CHORUS I’m writing paragraaaaaaaaphs Gotta make sure I have *four paragraphs Intro comes first and conclusion is laaaaaaaast Two in the middle, so one for each reason and your essay is top notch!

No, I won’t focus on my opinion and how I feel But, I will use my sources to cite evidence that’s real Yea, I’ll mention the counterclaim so they see the other side But then I’ll show how my claim is more logical and it’s right CHORUS *four paragraphs are an option, but five are even better 

What key concepts did you note? Compare with a neighbor and discuss the following. Did you have some of the same things written down? Of all the things you wrote down, which thing/things do you think is/are the most important? Why?

What key concepts did you note? Let’s share out! What words or phrases were repeated the most? Claim and reasons Why?

What other key words or phrases did you note? Evidence T-Chart Not my opinion Facts and statistics Expert opinions and quotations Counterclaim Important Difference: 5/6 paragraphs rather than 4

Overview: What is Argument? A statement of the writer’s position regarding an issue

Overview: What is Argument? A statement of the writer’s position regarding an issue Supported by valid, significant reasoning

Overview: What is Argument? A statement of the writer’s position regarding an issue supported by valid, significant reasoning AND relevant, sufficient, thorough, and unbiased evidence

Persuasion vs. Argument relies on Ethos (author credibility) and/or Pathos (emotional appeals) to convince. Persuasion Relies on Logos (logical appeals) to convince. Reason Argument Read box insert—what is difference?

Creating an Argument: Key Components Claim A Miner would be a good mascot selection for our school. Discuss: What would have to have happened in class prior to writing this? In your notes, write a short argument for a new mascot for your school. Share at tables.

Creating an Argument: Key Components Claim A Miner would be a good mascot selection for our school. Reasons/Evidence 1. Mascots should be strong or tough and represent the area. 2. They should be something people would be proud to be. Discuss: What would have to have happened in class prior to writing this? In your notes, write a short argument for a new mascot for your school. Share at tables.

Creating an Argument: Key Components Claim A Miner would be a good mascot selection for our school. Reasons/Evidence 1. Mascots should be strong or tough and represent the area. 2. They should be something people would be proud to be. Explanation/Elaboration 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. Discuss: What would have to have happened in class prior to writing this? In your notes, write a short argument for a new mascot for your school. Share at tables.

Don’t Forget: Just as the video clip pointed out, effective argument writing always recognizes the opposition or counterclaim and addresses it.

Making a Claim In order to write an argumentative essay, one has to have a clear, precise statement regarding his/her position on an issue. This statement is the thesis/claim. thesis/claim is the driving force behind the essay. Everything in the essay should relate to thesis/claim. thesis/claim is the foundation on which the whole essay is built.

What is a claim or thesis statement?

Let’s check out the concept with a video clip! Writing a Killer Thesis Statement

Let’s Recap: Making a Claim It is a statement. It is clear and precise. It takes a position. It can be supported with logical reasons.

Examples Effective: Wind power should continue to be developed and utilized as an alternative energy source in Georgia. Too General: Wind power should continue to be developed and utilized as an alternative energy source in Georgia since it provides substantial benefits. Definitive- “Road map”: Wind power should continue to be developed and utilized as an alternative energy source in Georgia since it provides substantial environmental, health, and economic benefits.

When writing to a prompt, use Key Words/Phrases from the prompt in your thesis/claim. Prompt: It has been said that a positive attitude is the key to success in life. Do you agree or disagree with this statement about the importance of attitude? Take a position on this issue. Support your response with reasons and specific examples.

When writing to a prompt, use Key Words/Phrases from the prompt in your thesis/claim. Prompt: It has been said that a positive attitude is the key to success in life. Do you agree or disagree with this statement about the importance of attitude? Take a position on this issue. Support your response with reasons and specific examples. Possible Claim: Having a positive attitude is the key to success in life. Yes/No? Justify your response. Possible Claim: Yes/No? Having a positive attitude in life is not the key to success. Justify your response. Possible Claim: Determination and hard work are more important to success in life than a positive attitude. Yes/No? Justify your response.

When writing to a prompt, use Key Words/Phrases from the prompt in your thesis/claim. Text Based Prompt: The passage and the poem address a similar theme. Write an essay analyzing how the passage and the poem develop this theme. Use evidence from both the passage and the poem to support your response. (Example Milestone Prompt: requires reading and specific text evidence)

When writing to a prompt, use Key Words/Phrases from the prompt in your thesis/claim. Prompt: The passage and the poem address a similar theme. Write an essay analyzing how the passage and the poem develop this theme. Use evidence from both the passage and the poem to support your response. Possible Claim: __________________________ _______________________________________ Yes/No? Justify your response. Possible Claim: Yes/No? Justify your response.

When writing to a prompt, use Key Words/Phrases from the prompt in your thesis/claim. Text Based Prompt: The passage discusses how the body regulates its internal clock. Write an essay analyzing the importance of the body’s clock to people’s everyday lives. Use evidence from the passage to support your response. (Example Milestone Prompt: requires reading and specific text evidence)

Your turn to create a claim/thesis. Let’s do a Quick Check to assess what we have learned so far!

When writing to a prompt, use Key Words/Phrases from the prompt in your thesis/claim. PROMPT: Think about the benefits of working with a group or working alone. Which do you feel is more beneficial? Write to convince your teacher of your preference, either to work with a group or to work alone. Support your position with reasons and specific examples.

When writing to a prompt, use Key Words/Phrases from the prompt in your thesis/claim. PROMPT: It has been said that first impressions are almost impossible to change. Based on your experiences, do you agree or disagree with this statement? Take a position on this issue. Support your response with reasons and specific examples.

Making a Claim: Application You have already chosen a side on an issue. On one of your post-it notes, write the claim. Trade claims with a neighbor and critique each other’s claims. To Consider: Is it a statement? Is it clear and precise? Does it take a position? Can it be supported with logical reasons?

Standards Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Objectives: After today’s lesson you will… Know and be able to identify the components of an effective introduction. Know at least 4 methods for creating a hook. Write an effective introductory paragraph that includes a hook, explanatory material that maps the context of the issue, and a clear, precise thesis/claim.

Set Goals for today’s learning! Take a look at the rubric which will be used to assess your writing. 3 is considered proficient and 4 is considered outstanding…What are the differences on the rubric for these two scores? Do you want to be a 3 or a 4? Decide on goals/targets for today’s skill!

Once one has a claim and a basic plan, how does he/she go about writing an essay? Begin with an introductory paragraph. It should grab the reader’s attention, explain why the topic is relevant and important, and state my position on the subject/topic.

The introductory paragraph has three basic components/parts: Hook – interest reader’s curiosity Context /Background – Why is this important to my reader? Thesis/Claim – Position taken with reasons to prove it.

Take a look at this Introductory Paragraph! What will our generation do when fossil fuels, such as gasoline, oil, and coal are depleted? Hook

Take a look at this Introductory Paragraph! What will our generation do when fossil fuels, such as gasoline, oil, and coal, are depleted? Advocates of nuclear energy claim that without nuclear power plants the future will see people shivering in the dark. Survivors of the Chernobyl disaster can testify, however, to the risks of nuclear power. Hook Context: Why is my audience interested in this?

Take a look at this Introductory Paragraph! What will our generation do when fossil fuels, such as gasoline, oil, and coal, are depleted? Advocates of nuclear energy claim that without nuclear power plants, the future will see us shivering in the dark. Survivors of the Chernobyl disaster can testify, however, to the risks of nuclear power. The solution to the energy crisis lies in safe, alternative fuel sources: the sun, the wind, and the oceans. Hook Context: Why is my Thesis/Claim audience interested in this?

How many times have you heard that First Impressions are so important? It is true that the first impression—whether it’s a first meeting with a person, the first sentence of a book, the first line of a movie, or the first sentence of an essay—sets the stage for a lasting opinion. The introductory paragraph of any essay, long or short, should start with a sentence that piques the interest of your readers. It HOOKS your readers and pulls them right in! It is your big chance to be so clever that your reader can’t stop reading.

How to Write an Effective Hook Let’s see what Mr. Sato has to say in this short clip about writing an effective hook.

Just in Case you Missed Something Inverted pyramid Startling fact or relevant statistic Anecdote or personal experience Rhetorical question Bold pronouncement

Can you identify the hook of this introduction. Is it effective Can you identify the hook of this introduction? Is it effective? Why/Why not? In 2010, in Newburyport, Massachusetts, a disturbing incident occurred: a group of students bullied classmates by creating a false Facebook account. This anecdote and many similar ones appear in Michelle R. Davis’s article “Students Create Fake Online Profiles to Bully Peers.” How should a school official react in such a case? According to Noor Brara in “Are Facebook ‘Likes’ Protected by the First Amendment?” the answer is a legal dilemma. Experts disagree over whether schools have constitutional authority to punish students in these cases. Regardless of the philosophical debate, the bottom line is that school has to be a safe place for students, and safety reaches farther than the physical school building. School officials need to have jurisdiction to punish students for off-campus social media use if it becomes a safety risk and significant distraction to schools.

Hook In 2010, in Newburyport, Massachusetts, a disturbing incident occurred: a group of students bullied class mates by creating a false Facebook account. This anecdote and many similar ones appear in Michelle R. Davis’s article “Students Create Fake Online Profiles to Bully Peers.” How should a school official react in such a case? According to Noor Brara in “Are Facebook ‘Likes’ Protected by the First Amendment?” the answer is a legal dilemma. Experts disagree over whether schools have constitutional authority to punish students in these cases. Regardless of the philosophical debate, the bottom line is that school has to be a safe place for students, and safety reaches farther than the physical school building. School officials need to have jurisdiction to punish students for off-campus social media use if it becomes a safety risk and significant distraction to schools.

Consider these ideas/methods for creating a strong beginning –Rhetorical Question Rhetorical Question: What will our generation do when fossil fuels, such as gasoline, oil, and coal, are depleted? Advocates of nuclear energy claim that without nuclear power plants, the future will see us shivering in the dark. Survivors of the Chernobyl disaster can testify, however, to the risks of nuclear power. The solution to the energy crisis lies in safe, alternative fuel sources: the sun, the wind, and the oceans.

Consider these ideas/methods for creating a strong beginning - Surprising Fact Surprising Fact: The pentagon has twice as many bathrooms as are necessary. The famous government building was constructed in the 1940s, when segregation laws required that separate bathrooms be installed for people of African descent. This building isn’t the only American icon that harkens back to this embarrassing and hurtful time in our history. Across the United States there are many examples of leftover laws and customs that reflect the racism that once permeated American society.

Consider these ideas/methods for creating a strong beginning - Quotation Quotation: Hillary Rodham Clinton once said that “There cannot be true democracy unless women's voices are heard.” In 2006, when Nancy Pelosi became the nation’s first female Speaker of the House, one woman’s voice rang out clear. With this development, democracy grew to its truest level ever in terms of women’s equality. The historical event also paved the way for Senator Clinton as she warmed her own vocal chords in preparation for a presidential race.

Consider these ideas/methods for creating a strong beginning – Anecdote (Humor) Anecdote: When my older brother substituted fresh eggs for our hard-boiled Easter eggs, he didn’t realize our father would take the first crack at hiding them. My brother’s holiday ended early that particular day in 1991, but the rest of the family enjoyed the warm April weather, outside on the lawn, until late into the evening. Perhaps it was the warmth of the day and the joy of eating Easter roast while Tommy contemplated his actions that make my memories of Easter so sweet. Whatever the true reason, the fact is that my favorite holiday of the year is Easter Sunday.

Drafting Your Hook As you brainstorm and research your topic, you probably will thinkg of or discover many interesting anecdotes, quotes, or trivial facts. This is exactly the sort of thing you should use for an engaging introduction.

Ask two different neighbors to read and evaluate your two hooks and determine which one is the most intriguing/engaging. If they disagree, get a third opinion.

Mapping Context In a typical essay, that first sentence (the hook) leads into a few sentences that provide details about your subject or your process. All of these sentences build up to your thesis/claim statement. They link your hook to your thesis/claim, explaining why your reader should be interested in your topic.

Mapping Context With your group, analyze a couple of the previous examples and take note of exactly how the author maps the context in each. What types of things are included in the mapping context portion of each? What similarities in mapping context do you see between these?

Both mention that there is disagreement on or controversy around the issue/claim. “Advocates of nuclear energy claim that without nuclear power plants, the future will see us shivering in the dark.” “the answer is a legal dilemma. Experts disagree over whether schools have constitutional authority to punish students in these cases. Regardless of the philosophical debate, the bottom line is that school has to be a safe place for students, and safety reaches farther than the physical school building.”

If you are writing in regards to a text/texts, this is the logical place to provide title(s) and author’s name(s) of the piece(s) to which you will be referring. In 2010, in Newburyport, Massachusetts, a disturbing incident occurred: a group of students bullied class mates by creating a false Facebook account. This anecdote and many similar ones appear in Michelle R. Davis’s article “Students Create Fake Online Profiles to Bully Peers.” How should a school official react in such a case? According to Noor Brara in “Are Facebook ‘Likes’ Protected by the First Amendment?” the answer is a legal dilemma. Experts disagree over whether schools have constitutional authority to punish students in these cases. Regardless of the philosophical debate, the bottom line is that school has to be a safe place for students, and safety reaches farther than the physical school building. School officials need to have jurisdiction to punish students for off-campus social media use if it becomes a safety risk and significant distraction to schools.

Effectively mapping context means providing a link/transition from the hook to the thesis/claim. Hillary Rodham Clinton once said that “There cannot be true democracy unless women's voices are heard.” In 2006, when Nancy Pelosi became the nation’s first female Speaker of the House, one woman’s voice rang out clear. With this development, democracy grew to its truest level ever in terms of women’s equality. The historical event also paved the way for Senator Clinton as she warmed her own vocal chords in preparation for a presidential race.

Remember the Thesis/Claim wraps up the Introductory Paragraph In 2010, in Newburyport, Massachusetts, a disturbing incident occurred: a group of students bullied class mates by creating a false Facebook account. This anecdote and many similar ones appear in Michelle R. Davis’s article “Students Create Fake Online Profiles to Bully Peers.” How should a school official react in such a case? According to Noor Brara in “Are Facebook ‘Likes’ Protected by the First Amendment?” the answer is a legal dilemma. Experts disagree over whether schools have constitutional authority to punish students in these cases. Regardless of the philosophical debate, the bottom line is that school has to be a safe place for students, and safety reaches farther than the physical school building. School officials need to have jurisdiction to punish students for off-campus social media use if it becomes a safety risk and significant distraction to schools.

Let’s do a Quick Check to assess today’s lesson and then we will apply what we have learned by creating our own introductory paragraphs!

Drafting the Introductory Paragraph Use the hook that your neighbors deemed most intriguing to begin your essay. Then, add context that maps out the issue/explains why it matters. Conclude your introductory paragraph with your thesis/claim.

Revising Variety is the spice of life; it makes your writing interesting for your reader! Go back and see if you can invert one of your sentences, start one of your sentences with an introductory phrases/clause, use an interrupting phrase/clause, or use some form of “unusual” punctuation (semicolon/colon/dash/parentheses), etc. in one of your sentences to add syntactic variety. Make sure that you have used the most “sophisticated” diction (word choice) you can. Highlight each of the words that you consider sophisticated. Are these the best/most precise/most sophisticated words you know to fit in these particular spots? If not, revise by replacing them with better ones.