1. The Common Core and Argument Writing

2. Write: What was your best writing experience? What was your worst writing experience?

3. Common Core: Anchor Standards 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. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing 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. * These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.

4. Three Text Types 1. Argument 2. Informational/Explanatory 3. Narrative

5. Persuasion vs. Argument Ethos (author credibility) Pathos (emotional appeals) Persuasion Logos (logical appeals) Reason Argument

6. Persuasion vs. Argument "With its roots in orality, rhetoric has a bias for viewing audiences as particular. Aristotle said, ‘The persuasive is persuasive to someone.’ In contrast to rhetoric, writing has a bias for an abstract audience or generalized conception of audience.... For this reason, a particular audience can be persuaded, whereas the universal audience must be convinced; particular audiences can be approached by way of values, whereas the universal audience (which transcends partisan values) must be approached with facts, truths, and presumptions.” ~Miller & Charney

7. Argument

8. Common Core: What is Argument? To change reader’s point of viewTo bring about some action on the reader’s part To ask the reader to accept the writer’s explanation or evaluation of a concept, issue, or problem

9. Is it argument or persuasion?

10. http://www.youtube.com/watch?v=O9z71iNrlew

11. Is it argument or persuasion?

17. 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

18. Arguing Both Sides What can students learn?

19. Audience How do writers’ assumptions about audience affect production of a text? 1. How much to elaborate based on what they anticipate readers know 2. How much to tailor the development of claims 3. How much to care, since writers’ concerns are bigger when audience matters 4. How to accommodate audiences if writers don't identify with them “Considering the audience, therefore, is not simply a matter of selecting the information that readers need to understand the argument. Instead, writers must anticipate objections and questions and develop persuasive appeals, including building on common ground, refuting opposing claims, offering an acceptable reader-writer relationship, and presuming upon appropriate beliefs and values." ~Miller & Charney

20. Choosing an arguable issue Arguments need... An issue An arguer An audience Common ground A forum Audience outcomes Arguments fail with... No disagreement or reason to argue Risky or trivial issues Difficulty establishing common ground Standoffs or fights that result in negative outcomes

21. Common Core: What is Argument? To change reader’s point of viewTo bring about some action on the reader’s part To ask the reader to accept the writer’s explanation or evaluation of a concept, issue, or problem

22. Creating an argument 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.

23. General qualities of effective writing Grouping ideas into sentences and paragraphs that carry meaning efficiently and move ideas forward Creating an effective thesis Introducing an idea effectively Connecting ideas (between sentences and paragraphs) Punctuating correctly Creating and maintaining an appropriate tone Concluding meaningfully Using words eloquently

24. The structures and language of argument Incorporating others’ words or ideas Subordinating opposing views Organizing for greatest effect Maintaining an academic tone Analyzing and explaining data/sources adequately Recognizing the difference between reasons and evidence Evaluating quality of evidence/research