1. Argument Literacy & T3C’s
Jillian

2. Argument Writing from Text CCR. W
Argument Writing from Text CCR.W.1 College and Career Ready Writing; Text Types and Purposes: 1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
What does this mean?????
Let’s look at the standard at your grade level.
Jillian
Here is College and Career Ready Writing Standard 1. VALID REASONING is a criteria. Therefore, we must cover reasoning.
What vocabulary might we need to teach just from reading the standard?

3. The Standards
College and Career Readiness Anchor Standard for Writing #11. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Writing Standard #1, 7th Grade
1. Write arguments to support claims with clear
reasons and relevant evidence.
a. Introduce claim(s), acknowledge alternate or
opposing claims, and organize the reasons and
evidence logically.
b. Support claim(s) with logical reasoning and
relevant evidence, using accurate, credible
sources and demonstrating an understanding
of the topic or text.
c. Use words, phrases, and clauses to create
cohesion and clarify the relationships among
claim(s), reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section
that follows from and supports the argument
presented.
Writing Standard #1 6th grade
Write arguments to support claims with clear reasons
and relevant evidence.
a. Introduce claim(s) and organize the reasons
and evidence clearly.
b. Support claim(s) with clear reasons and
relevant evidence, using credible sources and
demonstrating an understanding of the topic
or text.
c. Use words, phrases, and clauses to clarify the
relationships among claim(s) and reasons.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section
that follows from the argument presented.
Jillian
Hand out as guide

4. The Standards…continued
Writing Standard #1, 8th Grade
1. Write arguments to support claims with clear
reasons and relevant evidence.
a. Introduce claim(s), acknowledge and
distinguish the claim(s) from alternate or
opposing claims, and organize the reasons and
evidence logically.
b. Support claim(s) with logical reasoning and
relevant evidence, using accurate, credible
sources and demonstrating an understanding
of the topic or text.
c. Use words, phrases, and clauses to create
cohesion and clarify the relationships among
claim(s), counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section
that follows from and supports the argument
presented.
Jillian

5. What Is the Difference between Persuasive Writing and Writing Argument?
Persuasive - In a persuasive essay, you can select the most favorable evidence, appeal to emotions, and use style to persuade your readers. Your single purpose is to be convincing . The same might be said of propaganda and advertising. Argument, on the other hand, is mainly about logical appeals and involves claims, evidence, warrants, backing, and rebuttals, Argument is at the heart of critical thinking and academic discourse; it is the kind of writing students need to know for success in college and in life—the kind of writing that the Common Core State Standards puts first. Kinneavy and Warriner
Jillian
Why here………what are we used to ..what did old standards emphasis. How did we grow up writing…………………….

6. Let’s do a group practice?

7. What does it take to be a hero?
What are the attributes of a hero?
Complete the Ranking Heroic Action Activity, answer the following questions:
Why are some actions more heroic than others?
What are some key characteristics or rules that could be used to judge whether or not someone’s action is a heroic act?
Leslie
Chart out answers to What are the attributes of a hero? Define Vocabualry
Individually have them complete the ranking heroic actions? Take to your group your top 4. Then as a group come up with your top 4. Share out
Answer questionns under ranking heros.
Go to What are the attributes of a hero chart? Add to clarify…. POINT OUT YOU ARE BUILDING A CONCEPTUAL FRAMEWORK….. A UNIT OF JUSTIFICATION…………JUST DID THIS.
1 – WAY TO TEACH

8. ELA Argument Scientific Argument
Claim-
An assertion or conclusion that answers the original question.
Evidence-
Data from the text that support the claim. The data need to be appropriate & sufficient to support the claim.
Reasoning –
A justification that links the claim & evidence. The reasoning shows why the data count as evidence to support the claim by applying an appropriate ELA framework or established criteria and clearly explaining how the evidence fits the framework or meets the criteria.
Scientific Argument
Claim-
An assertion or conclusion that answers the original question.
Evidence-
Scientific data that support the claim. The data need to be appropriate & sufficient to support the claim.
Reasoning –
A justification that links the claim & evidence & shows why the data count as evidence to support the claim by using the appropriate scientific principles & theories of a conceptual framework.
Leslie
Let’s look at how this might look different in the disciplne of science…. How would the language change for your disciplne?Chart: Invite them to come up with words that best fit their discipline.
Claim
Assertion
Opinion
Message
Thematic assertion
Debatable claim
Proposition
Thesisem to make considerations to their own content………. Sub……….words such as thesis statement, Position statement, Qualification Reservation etc.
Evidence
Details
Facts
Background
Dialogue
Quotes
Context
 Reasoning – Unit of justification, principle, Rervation……………Other langauge Opposing claim, counterargument, reguttal qualification, reservation

9. Elements of Argument Claim Evidence: relevant and verifiable
Warrant: explanation of how the evidence supports the claim; often common sense rules, laws, scientific principles or research, and well- considered definitions.
Backing: support for the warrant (often extended definitions)
Qualifications and Counter-arguments: acknowledgement of differing claims
Leslie
Toulmin—these are parts of argument (discuss) W

10. How can argument writing support the use of T3C’s
1. TOPIC Sentence (debatable claim) 2. Concrete evidence (x3) statistics data experimental results textual evidence 3. Commentary Unit of Justification Reasoning 4. Conclusion
Leslie
Claim An assertion or conclusion that answers the original question.
Evidence-
Scientific data that support the claim. The data need to be appropriate & sufficient to support the claim. Evidence-
Scientific data that support the claim. The data need to be appropriate & sufficient to support the claim.
Reasoning –
A justification that links the claim & evidence & shows why the data count as evidence to support the claim by using the appropriate scientific principles & theories of a conceptual framework.
#4Connecting to Everyday – Make a claim REM is the Best band ever. They have a popular song and I like it. Therefore, they are the best band ever!

11. The Claim or Thesis Statement#1
The Claim or Thesis Statement
…is the most important sentence in your paper …is an assertion …answers the question: “What am I trying to prove?” ...brings focus to the entire essay …lets the reader know the main idea of the paper …is not a factual statement or an announcement of purpose, but a claim that has to be proven throughout the paper.
Leslie

12. Example: Which is a thesis statement?
Parents, often too busy to watch television shows with their families, can monitor their children’s viewing habits with the aid of the V-chip.
To help parents monitor their children’s viewing habits, the V-chip should be a required feature for television sets sold in the U.S.
This paper will describe a V-chip and examine the uses of the V-chip in American-made television sets.
Leslie
The middle one – explain the components

13. Types of Claims
Claims of fact or definition: These claims argue about what the definition of something is or whether something is a settled fact.
Claims of cause and effect: These claims argue that one person, thing, or event caused another thing or event to occur.
Print out, have the participants give examples of each

14. Types of Claims
Claims about solutions or policies: These are claims that argue for or against a certain solution or policy approach to a problem
Claims about value: These are claims made of what something is worth, whether we value it or not, how we would rate or categorize something.
Leslie

15. Is this a Claim?
What some people refer to as global warming is actually nothing more than normal, long-term cycles of climate change.
Leslie

16. Is this a Claim?
A STUDENT READ “DREAMS” AND “DREAM DEFERRED” BY LANGSTON HUGHES, AND HE GENERATED THIS THESIS.
Langston Hughes uses metaphors to illustrate how having to postpone one’s wishes or desires can lead to destruction.
Leslie
NO, this is not a debatable statement but a FACT since Langston does indeed use metaphors to illustrate that one’s wishes and desires can lead to destruction. The statement would actually work well as a thesis for an explanatory response.

17. Is this a Claim?
The adverse affects of using alcohol and tobacco accounts for a disproportionately large fraction of Medicare costs, and therefore need to be taxed more heavily.
Leslie
his handling of domestic issues, such as the banking crisis, and                 through a study of the competent way in which he conducted foreign policy.

18. The Claim or Thesis Statement
REVIEW #1
The Claim or Thesis Statement
…is the most important sentence in your paper …is an assertion …answers the question: “What am I trying to prove?” ...brings focus to the entire essay …lets the reader know the main idea of the paper …is not a factual statement or an announcement of purpose, but a claim that has to be proven throughout the paper.
JILLIAN

19. Concrete evidence from Reading…#2
Strong Evidence should be:
Unified
Specific
Accurate
Adequate
Relevant
Representative
From a source…..
Jillian

20. Current events (local, municipal, state, national, global)
Appropriate Evidence
Current events (local, municipal, state, national, global)
Historical events
Literature (and other academic texts)
Analogies and hypotheticals
Personal anecdotes (if appropriate to the prompt)
Jillian
Examples of sources of evidence

21. #3
Commentary
The why (justification) of the data you used in your claims…making relevant in-depth understanding of text
Jillian
Use rubric to explain commentary

22. Conclusion #4 -Have I ended the discussion of the logical argument?
-Have I restated my claim
-Have a summarized the main points of the argument?
Jillian

23. Creating an Argument Leslie
Claim
A Miner would be a good mascot selection for our school.
Evidence
Mascots should be strong or tough and represent the area. They should be something people would be proud to be.
Explanation
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.
Leslie
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.
Hand out big packet -

24. Leslie
Let’s practice with content specific reading focusing on Claims, Evidence and Argument

25. Let’s Practice T3Cs for Argument
Should the government implement a tax on junk food?
Resources:
Adult Obesity Facts
Would junk food taxes really make people eat better?
Poll: Most Oppose Tax on Junk Food

26. Junk Food Tax
Use the resources to write a claim and support it with evidence and reasoning using the T3C model for argument.
Closely read and annotate the following texts to make your argument.

27. Thank you!