1. Argument Writing, Argument Thinking Kristen Hawley Turner krturner@fordham.edu

2. How do I write an argument? O Using the blank sheet of paper provided, answer this question. O You may use any form of writing that works for you.

3. Session Objectives O To recognize the elements of Toulmin argument (Content Knowledge) O To connect Toulmin argumentation to the current framework for teaching argument writing O To participate in gateway activities that build competence in writing and thinking (Planning)

4. Your somewhat conservative parent has yet to meet the latest love of your life, but today is the day. You anticipate, though, that this meeting could lead to some discord—for reasons that will be obvious to you shortly. Knowing you must be prepared, you write out a detailed argument that you will deliver to your parent prior to the meeting. Your goal is to get your parent’s blessing for the relationship. After you have identified your love from the photos you are about to see, take 3 minutes to write out the details of the argument you feel will help you achieve your goal.

5. Mary John Mary

6. We know that… O Teens argue all the time. O They can do so effectively.

7. The Problem Ray’s Position Paper on Title IX

8. Analyzing Ray’s Argument

9. The Problem O Lack of substance O Lack of logic O Lack of analysis and overall thinking

10. “Writing is thinking” (Hillocks, 2002). How do I help my students think about what they are writing?

11. Planning for Active Engagement and Flow O Choose activities that allow participants to exercise some control. O Select tasks that have clear goals and objectives. O Select tasks that are appropriately complex. O Select tasks that provide clear feedback. O Create tasks that allow students to work through inquiry collaboratively. See Hillocks (2011) or Smith & Wilhelm (2002) for discussions of flow.

12. Slip or Trip?

13. EvidenceRuleConclusion

14. ClaimEvidence What’s your conclusion?What do you see or know? What is the rule?

15. Toulmin Model ClaimEvidence BACKING The way people talk. What’s your point? What have you got to go on? So what? Who says?

16. How do I write an argument? O Look back at your brainstorming. Do you see any elements of the Toulmin model represented? O If not, can you add them into your writing?

17. Toulmin Model ClaimEvidence BACKING The way people talk. What’s your point? What have you got to go on? So what? Who says?

18. Conversational Partners What’s your point? What have you got to go on? So what? CLAIM EVIDENCE WARRANT

19. Conversation with my parent about John What’s your point? What have you got to go on? So what? You should accept John for who he is. You have often said, “Don’t judge a book by its cover.” A person who espouses this belief should act accordingly.

20. How does your argument hold up? With a partner, follow the Toulmin conversational pattern to see whether you can locate evidence, state a rule, and articulate a claim in your written argument. Revise your written argument if you need to do so to make it stronger.

21. So how do I teach this kind of thinking? Consider declarative and procedural knowledge. Hillocks, 1995

22. DeclarativeProcedural Form What is an argument? How do we create an argument? Substance What is the content? How do we get the content?

23. So how do I teach this kind of thinking? O Consider declarative and procedural knowledge. O Develop gateway activities to engage students in the strategies and features of argument Hillocks, 1995

24. Strategies and Features of Argument O Taking a Stance O Creating Claims O Developing Sub-claims O Locating Evidence O Evaluating Evidence O Articulating Warrants O Analyzing Arguments

25. What Next? Text a code to 37607 to vote. O Claims (235192) O Qualities of good claims, crafting and evaluating claims, 4 corner and 1v1 debate O Evidence (235232) O Ping pong debate, minute mystery, hierarchy of evidence O Warrant (235254) O Fit to Be King, concept mapping

26. CLAIMS

27. Taking a Stance O Four Corner Debate All schools should create dress codes for teachers and students. O Move to the corner that best represents your opinion. O Talk with the people in your corner and record your thoughts. One person will present your thoughts (30 seconds) to the class. O Change corners (if you want). O Write a paragraph stating your opinion.

28. Qualities of Good Claims O Debatable – more than one point of view exists O Controversial – someone will take up the argument O Clearly stated – the audience will understand

29. Predicting the outcome of the World Series Convincing others of the merits of a movie Deciding who should be the next President Scenarios Run the test: debatable, controversial, clearly stated?

30. Developing Sub-Claims (Nested Arguments) O One-on-one debates Any Content O Pairs select topic to argue and read background information. O Together develop a claim. O Select opposing sides of the claim and individually prepare sub-claims to support the individual positions. O Present claims in a one-on-one debate. O Partner evaluates the sub-claims that make up the nested argument. O Pair reports what they learned about argument.

31. EVIDENCE

32. Locating Evidence O Class Volley (Ping-Pong Debate) “The Lady or the Tiger” Was it the lady or the tiger? O Assign sides O Read and locate details O Volley O Write the ending

33. The Case of the Dead Musician From Hillocks, G. (2011). Teaching Argument Writing, Grades 6-12

34. What counts as evidence? O Depends in large part on the rhetorical situation O One audience might find personal testimony compelling. O Another might require data that only experimental studies can provide.

35. Hierarchy of Evidence O Scientific law O Statistical Data O Expert Opinion O Opinion of Noted Individual O Anecdotal Experience or Observation

36. WARRANTS

37. Science Argument Carol throws a bowling ball at 6.79 miles per hour. The lane is 60 feet, and it takes Carol’s ball 6 seconds to reach the pins. Since… Distance = Rate x Time

38. Math Argument The two triangles cannot be proven similar. One triangle has an angle of 90 degrees and one of 30 degrees. The other has an angle of 90 degrees with no way of proving that it has a 30 degree angle. Since… AA rule and RAR rule

39. Humanities Argument Title IX has created athletic options for females at a price. Many educational institutions have cut opportunities for males, instead of raising the number of opportunities for females (InterMat Wrestling, Page 1). So what? Cutting programs is a price to be paid.

40. So what? The warrant… O Warrants often go unstated. O Stating a warrant explicitly can expose a fundamental flaw in an argument.

41. Fit to be King?

42. Concept Mapping

44. ANALYZING ARGUMENTS

45. Analyzing Arguments O Letters to the Editor Any local newspaper O Bring in a clipping O Highlight claim O Document evidence O Articulate warrant O Make a judgment

46. Letter to the Editor - Keep the drinking age at 21 By M. C. December 03, 2008, 3:32PM To the editor: Whether the government should lower the drinking age back to 18 instead of keeping it at 21 has been a very debatable topic. According to an article recently published on DontServeTeens.gov, "More than 10% of eighth graders, 22% of sophomores, and 36% of seniors report recent binge drinking." Would you want your high school child to be one of these percentages that have the highest risk of drug addictions, alcoholism and serious health problems? Alcohol can also lead to poor academic performance. Research shows that the human brain develops well in to a person's early 20s and exposure to alcohol consumption may increase the likelihood for them to become alcoholics and have learning disabilities. For teens, alcohol is doubly crippling because it also interferes with motivation. Alcohol is a leading cause in death and injury among teens and we should do more in our power to try and stop it from ever happening. Drinking should only be legal at the mature age of 21. This will keep the death count low, stop future alcoholism, and stop many serious health problems. http://www.nj.com/independentpress/index.ssf/2008/12/letter_to_the_editor_keep_the.html

47. Whether the government should lower the drinking age back to 18 instead of keeping it at 21 has been a very debatable topic. According to an article recently published on DontServeTeens.gov, "More than 10% of eighth graders, 22% of sophomores, and 36% of seniors report recent binge drinking." Would you want your high school child to be one of these percentages that have the highest risk of drug addictions, alcoholism and serious health problems? Alcohol can also lead to poor academic performance. Research shows that the human brain develops well in to a person's early 20s and exposure to alcohol consumption may increase the likelihood for them to become alcoholics and have learning disabilities. For teens, alcohol is doubly crippling because it also interferes with motivation. Alcohol is a leading cause in death and injury among teens and we should do more in our power to try and stop it from ever happening. Drinking should only be legal at the mature age of 21. This will keep the death count low, stop future alcoholism, and stop many serious health problems.

48. How do we teach kids to write an argument?

49. Another struggle which Esmeralda went through when she came to the United States was that once she became aware of all of the different cultures and customs around her, she wasn’t sure if it was right or not for her to change. Esmeralda came into contact with many Italians, African Americans, other Hispanics, and Jews at her school and in her neighborhood. Esmeralda expresses her feelings by saying, “I felt disloyal for wanting to learn English, for liking pizza, for studying the girls with the big hair and trying out their styles at home, locked in the bathroom where no one could watch.” (230) Esmeralda didn’t want to loose her own personal heritage, and at the same time she wanted nothing more than to fit in with and understand her peers. Also, Esmeralda describes her father’s behavior before she left for the United States by saying, “He bought me magazines with pictures of Fabian and Bobby Rydell and encouraged me to accept what was coming with no questions, no backwards glances.” (208) This quote shows how Esmeralda’s father gave her an idea of what her life in the Unites Sates would be like before she got there. He seemed to pressure her into embracing American culture almost as if she would have to become an “American” to be accepted in the new country.

50. Help students to… O Look at data to develop claims. O Make reasonable (and insightful) claims. O Support claims with evidence. O Supply rules (warrants) tying evidence to claims. O Qualify the claims and evidence as necessary. O Provide backing for warrants when needed.

52. Thank you for your time!