1. Arguments That Make a Difference:
Collaborative Critical Thinking in a Year-Long Plan for Writing Instruction

2. Who We Are Dr. Jenny Martin: Teacher Education Department
Dr. Alice Trupe: English Department

3. Developing Effective Argumentative Writing
Takes time
Requires development of critical reading and evaluative skills
Requires development of research skills
Involves practice in developing arguments that show audience awareness, acknowledge complexity, and exhibit logical reasoning and fluency

4. Overview: A Year-Long Process
Develop an understanding of real-world argumentation: teacher models and students practice analysis of a range of texts.
Create an issue board, posting issues that affect the class community.
Form collaborative groups based on interest in issues.
Research a variety of perspectives on a chosen issue. Teacher models how to identify intended audience, purpose, use of evidence, genre features, etc.

5. …in 4- to 6-week Units
Practice civil public discourse: direct instruction in listening skills, suggestions for framing disagreement in respectful ways, etc., facilitates small-group collaboration in discussing differing perspectives.
Develop a position as an individual, consider the audience desired to reach, and choose a suitable genre.
Students create multiple issue-oriented texts during the year, including written, oral, and multimodal genres to produce a final portfolio of multiple genres of argumentative writing.

6. Planning Your Unit

7. The Power of Active Listening

8. Sample Issue Board

9. Issue Board: Practice Read a set of related texts.
Brainstorm the issues.
Identify a potential audience and text genre for making an argument.
List possible arguments.
Identify what you might need to research.

10. Modeling: Analyzing an Argument

11. Modeling: Analyzing Visual Argument

12. Modeling: Analyzing a Visual Argument

13. Modeling Writing A Paragraph
Introductory Claim
Context & Background
Evidence
Analysis
Implications
Concluding Claim
From Understanding Rhetoric: A Graphic Guide to Writing, 2nd ed., by Elizabeth Losh, Jonathan Alexander, Kevin Cannon, and Zander Cannon (Bedford/St. Martin’s, 2017)

14. Potential Focal Points for Other Units
Analyzing and addressing a counter-argument
Arguments in fiction or movies
Arguments about interpreting literature
Visual arguments: advertisements, posters and billboards, historical posters and ads, graphic novels
Arguments in poems (including spoken-word poetry) and songs
Targeting different audiences

15. Handouts Lesson Plan for Modeling Argumentative Writing
Rubric for Argumentative Text
Self-Assessment of Argumentative Essay
End-of-Unit Reflective Writing
Resources
Characteristics of Active Listening
Tips for Talking about Issues When There’s Disagreement
Lesson Plan for Analyzing Arguments Against Citizenship

16. Contact Information
Dr. Jenny M. Martin,
Dr. Alice L. Trupe,
Bridgewater College
402 E. College St.
Bridgewater, VA 22812

17. References
Argano, T. (2018, Jan. 25). California Today: Two Immigration Ads, One Dark, the Other Sunny. New York TimesCensus Citizenship question: 5 Arguments against it—And why they’re all bogus. (2018, April 5). Investor’s Business Daily.
C3WP Secondary Resources Friedrich, L., Bear, R. & Fox. T. (2018). For the sake of argument: An approach to teaching evidence-based writing. American Educator, 42(1),

18. References 2
Gallagher, K. (2011). Write like this: Teaching real-world writing through modeling and mentor texts. Stenhouse.
Hillocks, G., Jr. (2011). Teaching argument writing, grades 6-12: Supporting claims with relevant evidence and clear reasoning. Heinemann.
Kittle, P. (2008). Write beside them: Risk, voice, and clarity in high school writing. Heinemann.
Losh, E., Alexander, J., Cannon, K., & Cannon, Z. (2017). Understanding rhetoric: A graphic guide to writing, 2nd ed. Bedford/St. Martin’s.
Smagorinsky, P. (2007). Teaching English by design: How to create and carry out instructional units. Heinemann.

19. References 3
Smagorinsky, P., Kahn, E.A., Johannessen, L., & McCann, T.M. (2010). The dynamics of writing instruction: A structured approach for middle and high school. Heinemann.
Teaching Students to Write Argument. (2011). Teaching Students to Write Series. Heinemann.
Turner, K. H., & Hicks, T. (2016). Argument in the real world: Teaching adolescents to read and write digital texts. Heinemann.
Weimer, M.E. (2013). Learner-centered teaching: Five key changes to practice., 2nd ed. San Francisco, CA: Jossey Bass.
Wilhelm, J. D., Smith, M.W., & Fredricksen, J.E. Get it done: Writing and analyzing informational texts to make things happen.

20. Disclaimer
Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.