argument writing across content areas -...

Argument Writing Across Content Areas2011

Howard County Public School SystemSydney L. Cousin, Superintendent

Board of EducationHoward County Public School System

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Janet Siddiqui, M.D.Chairman

Sandra H. French Frank J. Aquino, Esq.Vice Chairman

Allen Dyer, Esq. Ellen Flynn Giles

Brian J. Meshkin Cynthia L. Vaillancourt

Sydney L. CousinSuperintendent of Schools

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Overview

This document, Argument Writing Across Content Areas, provides resources related to language, skills, and student expectations regarding argument writing. A second document, Informational/Explanatory Writing Across Content Areas, addresses language, skills, and student expectations regarding explanatory writing.

As the Maryland State Department of Education (MSDE) provides additional information, this document will be revised to address the demands of the Maryland Common Core Curriculum Framework, English Language Arts and state assessment expectations.

HCPSS Argument Writing Instructional PowerPoint presentations are available in the Document Repository, and copies of the texts appear in this document.

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Contents

College and Career Readiness (CCR) Anchor Standards for Writing............................................... 1Questions and Answers About Non-Language Arts Teacher Expectations...................................... 2Common Language Students Know and Use When Writing............................................................ 4The Thesis Statement......................................................................................................................... 5Argument Writing: What is it............................................................................................................ 7Argument Writing Glossary............................................................................................................... 8Argument Writing Standards for Non-Language Arts Instructors (6-8) .......................................... 9Argument Writing Rubric (6-8) .......................................................................................................10Argument Writing Standards for Non-language Arts Instructors (9-10) ..........................................11Argument Writing Rubric (9-10) ......................................................................................................12Argument Writing Standards for Non-language Arts Instructors ( 11-12_)......................................13Argument Writing Rubric (11-12) (Middle School Rubrics............................................................14Quick Reference Card (Middle School) ...........................................................................................15Quick Reference Card (High School)................................................................................................18

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College and Career Readiness (CCR) Anchor Standards for Writing

The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity (Common Core State 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 Writing4. 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 Knowledge7. 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 Writing10. 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.Note:*Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. For example in history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results. (Common Core State Standards, page 65)

Questions and Answers About Non-Language Arts Teacher Expectations

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1. What is the role of language arts teachers regarding writing?Language arts teachers provide explicit writing instruction and opportunities for students to express themselves through the written mode. Such instruction includes the writing of short and long responses to a myriad of texts, both fiction and non-fiction.

2. What are the expectations for all discipline-specific teachers?Teachers in content areas, other than language arts, are expected to provide opportunities for students to construct written responses that respond to discipline-specific objectives.

3. I am not a language arts teacher. I do not feel comfortable constructing, assigning, and evaluating writing assignments. Are these papers essays or BCRs?First, certain “terms” are strongly discouraged. These terms include, but are not limited to BCR, ECR, ACE, and other such acronyms and acronym-like expressions that often do more to promote formulas than writing. This statement also pertains to the “five-paragraph theme.” Discipline-specific teachers are to provide opportunities for students to respond to content-specific objectives in the written mode. Teachers may require students to construct short or long responses.

4. Do students currently have opportunities in language arts classes to reflect on their writing? All middle and high school students maintain writing folders/portfolios for self-reflecting concerning their writing and growth as writers. This collection of artifacts is used extensively as students complete the Senior Writing Project, a requirement began in the freshman year and completed in the senior year.

5. What is considered common language, language that students use in language

arts classes when writing and discussing writing?Whenever possible, discipline-specific teachers should use the language, which both Howard County language arts offices use because students are accustomed to using that language.

Here are several examples to consider:

Discipline-specific teacher observation: Most sentences in a student’s written response begin with the same word, for example, the, or most of the sentences are only short or long sentences.

COMMON LANGUAGE: Remind student to consider sentence fluency when writing.

Discipline-specific teacher observation: The student’s written response is “dry,” or the response includes slang words or phrases.

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COMMON LANGUAGE: Remind student to consider his/her word choice.

Discipline-specific teacher observation: A student’s written response has ideas that are all “over the place” and lack a clear structure.

COMMON LANGUAGE: Remind student to consider his/her organization.

Discipline-specific teacher observation: A student’s written response is not clear; in fact, the teacher has a difficult time determining what the student is actually saying, what points he or she is making.

COMMON LANGUAGE: Remind student to develop his/her ideas clearly.

6. The 2014-2015 state assessments will require students to “write to source.” What does that mean?Write to source means students construct a response based on something they read, referred to as diverse media. The source is “cold text” since students will be required to respond to sources for which they receive no preparation.

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Common Language Students Know and Use When Writing*

Word ChoiceWord choice is the use of rich, colorful, precise language.

IdeasThe ideas are the heart of the message, the content of the piece, the main theme or topic, together with all the details that enrich and develop that theme. The ideas are strong when the message is clear.

OrganizationOrganization is the structure of a piece of writing, “the thread of central meaning, the pattern, so long as it fits the central idea well.” Strong connections are present.

Sentence FluencySentences vary in length. The writer includes short, long sentences. A combination of simple, compound, complex sentences may be present. a pleasure.

ConventionsConventions are the mechanical correctness of the piece- spelling, grammar and usage.

VoiceThe voice is the writer coming through the words, the sense that a real person is speaking to the reader.

PresentationPresentation combines both visual and verbal elements- it is the way we "exhibit" our message.

*From 6+1 Traits of Writing™

The Thesis Statement

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Information in the introduction prepares the reader for the thesis statement, which traditionally appears at the end of the introduction and which specifically presents the main point and indicates the purpose of the essay. The thesis statement is the most important sentence in the introduction because it states the controlling idea or point. It also clarifies the purpose for the essay and helps to set the tone. The thesis statement is the keystone of an essay.

The main point in the thesis statement can be: a statement of fact a statement of opinion a dominant impression a general truth.

Explanatory/Informational Thesis StatementThe thesis statement for an explanatory essay seeks to explain, support, or clarify. The thesis statement for an expository essay should be factual and objective. It conveys the writer’s purpose to increase readers’ knowledge, not to change their minds.

Sample IntroductionIn the daytime, we see only one star--our own sun. But when we gaze up into the evening sky, we see thousands and thousands of stars--or suns. And from our earthly vantage point, we see few, if any differences among them. However, if we could travel through space, we would be surprised to find that huge differences characterize the millions of suns in the universe. We would note that while some are quite similar to our own sun, most are vastly different, particularly in size and temperature. [The thesis statement presents a factual main point.]

The thesis statement for an argument essay should be a debatable or even highly controversial assertion. It introduces the writer’s argument for the reader to consider or accept:

some interpretation an opinion a stand on an issue.

It should sound both reasonable and forceful and should indicate that the writer intends to try to influence the reader’s thinking or actions.

Sample IntroductionWhen traveling main highways such as Route 29 or 495, it is not out of the ordinary to have a driver change lanes without signaling. Even on back roads where the speed limit is much lower, drivers frequently encounter other drivers speeding well above the posted speed. Although in Maryland it is against the law to use cellular telephones to text others when driving, many drivers ignore this law. The number of negligent drivers is increasing. To combat this problem,

Argument Thesis Statement

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Maryland state leaders should institute severe penalties for negligent driving and moving traffic violations. [The thesis statement establishes an argumentative purpose.]

Prentice Hall, Grammar and Composition, High School (Grade 12)

Argument Writing: What is it?

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An argument is a "claim" that must be supported by evidence. When writing an argument, students are required to do more than summarize material or repeat what has already been said. One strategy for advancing an argument is to anticipate and address counterarguments or oppositions. By developing counterclaims, the writer discredits the counterclaims and thereby invalidates reasons the reader might have for not accepting the writer’s argument.

Here are four examples of claims. Specific types of evidence used to support claims are discipline-specific.

Claims of Cause and Effect

Claims of Definition or Fact

Claims About Values

Claims About Policies

One person or thing causes something else to occur

Friar Laurence is responsible for Romeo’s and Juliet’s deaths.

How a thing is defined or if something is an established fact

Romeo is more capable of falling in “like” than following in “love.”

How something is valued by society

Romeo has little or no respect for family customs and traditions.

For or against a certain policy

The Capulets have their daughter’s well-being in mind when they make arrangements for her to marry Paris.

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Argument WritingGlossary

1. Argument must be supported by evidence.2. Bias is a general tendency or leaning in one direction; a partiality toward one

view over another.3. Claims are statements about what is true or good or about what should be done or

believed.4. Cohesion is the arrangement of ideas in such a way that the reader can easily

follow one point to the next (literally “sticking together”). Devices for creating cohesion are using appropriate transition words and phrases, repeating words as needed, and the use of clear pronouns.

5. Conventions are commonly accepted rules of language such as spelling, punctuation, complete sentences, subject-verb agreement, verb tense, and usage.

6. Counterclaim is an argument that negates the writer’s claim.7. Credible sources are primary or secondary sources that generally:

a. Are written by someone who is considered knowledgeable regarding the topic

b. Present an objective point of view (free of bias)c. Are considered legitimate by the reader/audience d. Present evidence that is current where necessary.

8. Discipline-specific content is text associated with individual subjects or areas of instruction.

9. Evidence is something that gives a sign or proof of the existence or truth of something, or that helps somebody to come to a particular conclusion

10. Formal style is free of slang, trite expressions, abbreviations, symbols, email shortcut language, contractions, and the use of the personal pronoun “I.” The writer does not speak directly to the reader by using the word you. Formal style ensures that readers are able to read and understand what is written.

11. Syntax is the way in which the words and phrases of a sentence are ordered to show how the words relate to each other.

12. Tertiary source is a term used for information that has been compiled from both primary and secondary sources.

13. Tone is an author's attitude toward a subject.

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Argument Writing Standards 6-8

The standards below begin at grade 6. The College and Career (CCR) anchor standards define college and career readiness expectations.

Argument Writing and Its Purpose1. Write arguments focused on discipline-specific content.a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize thereasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

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.

6-8 Rubric for Argument Writing 13

Write arguments focused on discipline-specific content.

Support your claim with solid evidence from credible sources. Anticipate other views and supply counterclaims.The reader should clearly see and easily follow the organization of your paper.

Ideaso Clearly worded, well-defined claimo Anticipate reader’s opposition

Organizationo Introduce claim(s) about a topic or issueo Acknowledge and distinguish the claim from alternate or

opposing claimso Support claim(s) with logical reasoning and relevant, accurate

data and evidence that demonstrate an understanding of the topic or text, using credible sources.

o Provide a concluding statement or section that follows from and supports the argument presented.

Connect with the reader about the position you are taking. Speak to the audience and make the reader feel that your argument is solid and better than any other position.

Voiceo Establish and maintain a formal style/voiceo Respectful tone

Select words that clearly and purposefully support and advance your position.

Word Choiceo Use words, phrases, and clauses to create cohesion and clarify

the relationships among claims, counterclaims, reasons, and evidence.

In order to keep the reader’s interest, use well-chosen transitions between and among your varied sentences as you advance your argument.

Sentence Fluencyo Uses transitional words and phrases between points

(however, such as, most important)

This is not the time to show carelessness. Misused words or incorrect spellings and other grammatical errors can get in the way of your message.

Conventionso Paper is clear of mistakes in

Spelling Punctuation Capitalization Usage

This is the place to show that you care about a first impression. Does

Presentationo Easy to read handwriting

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the paper look as though you took pride in what you produced?

o Double spaced typing o Well-defined margins o Use 12 pt. Times New Roman font and double space.


The College and Career (CCR) anchor standards define college and career readiness expectations.

Argument Writing and Its Purpose1. Write arguments focused on discipline-specific content.a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from or supports the argument presented.

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9-10 Rubric for Argument Writing Write arguments focused on discipline-specific content.

Support your claim with solid evidence from credible sources. Anticipate other views and supply counterclaims.The reader should clearly see and easily follow the organization of your paper.


Organizationo Introduce precise claim(s), distinguish the claim(s) from

alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence

o Provide brief background information that helps to lay the foundation for stating the claim.

o Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.



Voiceo Establish and maintain a formal style and objective toneo Respectful tone


Word Choiceo Use words, phrases, and clauses to link the major sections of

the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims


Sentence Fluencyo Uses transitional words and phrases between points

(however, such as, most important)




This is the place to show that you care about a first impression. Does the paper look as though you took pride in what you produced?

Presentationo Easy to read handwritingo Double spaced typing o Well-defined margins o Use 12 pt. Times New Roman font and double space.

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The standards below begin at grade 6. The College and Career (CCR) anchor standards define college and career readiness expectations.

Argument Writing and Its Purpose1. Write arguments focused on discipline-specific content.a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from or supports the argument presented.

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11-12 Rubric for Argument Writing

Write arguments focused on discipline-specific content.

Support your claim with solid evidence from credible sources. Anticipate other views and supply counterclaims.

The reader should clearly see and easily follow the organization of your paper.


Organizationo Introduce precise, knowledgeable claim(s), establish the significance of the

claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.

o Provide brief background information that helps to lay the foundation for stating the claim.

o Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.



Voiceo Establish and maintain a formal style/voiceo Respectful tone


Word Choiceo Use words, phrases, and clauses as well as varied syntax to link the major

sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.


Sentence Fluencyo Uses transitional words and phrases between points (however, such as, most

important)




This is the place to show that you care about a first impression. Does the paper look as though you took pride in what you produced?

Presentationo Easy to read handwritingo Double spaced typing o Well-defined margins o Use 12 pt. Times New Roman font and double space.

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Writing Arguments to Support ClaimsGrades 6-8

An argument is a "claim" that must be supported by evidence. When writing argument, students are required to do more than summarize material or repeat what has already been said. One strategy for advancing an argument is to anticipate and address counterarguments or oppositions. By developing counterclaims, the writer discredits the counter argument and thereby invalidates reasons the reader might have for not accepting the writer’s argument.

Persuasion Argument Attempts to convince the

reader to accept thesis as truth.

Provides facts and evidence to support the thesis .

Appeals to the credibility, character, or authority of the writer.

Is often grounded more in feelings or “pathos” rather than in facts.

Is often associated with speeches and frequently requires listeners/ readers to take some sort of action to remediate an issue.

Attempts to convince the reader to accept a claim as truth.

Introduces claim(s) and organizes the reasons and evidence clearly (Grade 6); acknowledges alternate or opposing claims, including developing counterclaims (Grade 7); acknowledges and distinguishes the claim(s) from alternate or

opposing claims, including developing counterclaims (Grade 8)

Supports claim(s) with logical reasoning andrelevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Uses words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

Establishes and maintains a formal style.

Provides a concluding statement or sectionthat follows from the argument presented.

Types of EvidenceThe type of evidence writers use to support a claim related to a literary topic may differ from the types of evidence students will need to support a claim related to a history, mathematics, science, or other subject.

Critical ReadingCritical reading is a major part of understanding argument. Readers must do more than read texts. Critical reading requires the reader to interact with the text, questioning and examining what the author is saying.

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Related VocabularyAnalyze means to examine, closely study, and evaluate a text by breaking down and examining its elements to comprehend its meaning.

Bias is a general tendency or leaning in one direction; a partiality toward one view over another.

Claims are statements about what is true or good or about what should be done or believed.

Counterclaim/opposing claim is an argument that negates the writer’s claim.

Evidence is something that gives a sign or proof of the existence or truth of something, or that helps somebody to come to a particular conclusion.

Formal style is writing that is free of slang, trite expressions, abbreviations, symbols, email shortcut language, contractions, and the use of the personal pronoun “I.” The writer does not speaking directly to the reader by using the word you.

Organization structure/patterns are the way facts and details are arranged in a text that helps the reader understand the text (i.e., cause/effect, problem/solution).

Peripheral information is text information that is not of central importance.

Primary source is an original source, such as someone's diary or journal, a survey or interview, letters, autobiographies, and observation.

Secondary source is material that other people have gathered and interpreted, extended, analyzed, or evaluated, such as newspaper articles, a documentary on television, a website, a science text, and an encyclopedia entry.

Tertiary source is a term used for information that has been compiled from both primary and secondary sources.

Synthesize means to examine, closely study, and evaluate how individual text elements work together as a whole by combining the knowledge of one text element to the analysis of an additional element.

Tone is an author's attitude toward a subject.

Responding to Literary TextsSample Writing Tasks

Directions: After reading the text, complete the following assignment. Make a decision to support or refute the claim. Locate textual evidence to develop the claim selected. Acknowledge alternate or opposing claims, including developing counterclaims (Grade 7). Distinguish the claim from alternate or opposing claims, including developing counterclaims (Grade

8). Provide a concluding statement/paragraph that follows from and supports your claim.

Text: “All Summer in a Day” Claim: Although Margot misses the precious hour of sun, she has brought this punishment on herself.

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Text: Romeo and Juliet Claim: Although there are many factors that lead to their deaths, Friar Laurence is more responsible for Romeo’s and Juliet’s deaths than anyone or anything else.

Text: The OutsidersClaim: Ponyboy and his brothers do not have parents, but they and the other Greasers define what a real family is like.

Text: “Lift Every Voice and Sing”Claim: The song “Lift E’vry Voice and Sing,” which was written to describe the African American experience, represents all groups that struggle in today’s society.

“Argument literacy is fundamental to being educated…” Gerald Graff, 2003 (Common Core, Appendix A)

Responding to Non-fiction TextsSample Writing Tasks

Support or refute.What Makes a Hero?

Locate and read primary and secondary sources about people, places, and events that provide evidence to support or refute the claim that It is not difficult to be a hero in today’s world. Provide evidence to support your claim, using logical reasoning. Be certain to provide a concluding statement/paragraph that follows from and supports your claim.

Complete the following tasks.What Is Success?

o Select and read two essays about the philosophy of success located in the “For Your Viewing” station

o Select and study closely the text and graphics for two of the cartoons representing successful business people located in the “More than a Smile” station

o Select and listen to two Podcasts recorded by two athletes located in the ”For Your Hearing” station

o Select and play one of the three videos representing different roads to success located in the “For Your Listening and Hearing” station

Based on the essays you read, the recordings you heard, the video you watched, and the cartoons you studied, develop a claim about the essential components for success. Use evidence from three different sources to support your claim, and be certain to acknowledge or distinguish alternate or opposing claims. Provide a concluding statement/paragraph that follows from and supports your claim.

Howard County Public Schools, 2011

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Writing Arguments to Support ClaimsGrades 9-12

An argument is a "claim" that must be supported by evidence. When writing argument, students are required to do more than summarize material or repeat what has already been said. One strategy for advancing an argument is to anticipate and address counterarguments or oppositions. By developing counterclaims, the writer discredits the counter argument and thereby invalidates reasons the reader might have for not accepting the writer’s argument.

Persuasion Argument Attempts to convince the

reader to accept a thesis as truth.

Provides facts and evidence to support the thesis.

Appeals to the credibility, character, or authority of the writer.

Is often grounded more in feelings or “pathos” rather than in facts.

Is often associated with speeches and frequently requires listeners/ readers to take some sort of action to remediate an issue.

Attempts to convince the reader to accept a claim as truth.

Introduces precise, knowledgeable claim(s), establishes the significance of the claim(s), distinguishes the claim(s) from alternate or opposing claims, and creates an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

Develop claim(s) and counterclaims fairly and thoroughly, supplying themost relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

Uses words, phrases, and clauses as well as varied syntax to link the majorsections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims..

Establishes and maintains a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Provides a concluding statement or sectionthat follows from the argument presented.

Types of Evidence

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The type of evidence writers use to support a claim related to a literary topic may differ from the types of evidence students will need to support a claim related to history, mathematics, science, or other subject. Critical ReadingCritical reading is a major part of understanding argument. Readers must do more than read material. Critical reading requires the reader to interact with the text, questioning and examining what the author is saying

Related VocabularyAnalyze means to examine, closely study, and evaluate a text by breaking down and examining its elements to comprehend its meaning.

Bias is a general tendency or leaning in one direction; a partiality toward one view over another.

Claim is a statement that clearly introduces an idea or belief that is supported by evidence

Counterclaim/opposing claim is an argument that negates the writer’s claim.

Evidence is something that gives a sign or proof of the existence or truth of something, or that helps somebody to come to a particular conclusion. Formal style is writing that is free of slang, trite expressions, abbreviations, symbols, email shortcut language, contractions, and the use of the personal pronoun “I.” The writer does not speaking directly to the reader by using the word you. Formal style ensures that readers are able to read and understand what is written.

Organization structure/patterns are the way facts and details are arranged in a text that help the reader understand the text (i.e., cause/effect, problem/solution).

Peripheral information is text information that is not of central importance.

Primary source is an original source, such as someone's diary or journal, a survey or interview, letters, autobiographies, and observation.

Secondary source is material that other people have gathered and interpreted, extended, analyzed, or evaluated, such as newspaper articles, a documentary on television, a website, a science text, and an encyclopedia entry.

Synthesize means to examine, closely study, and evaluate how individual text elements work together as a whole by combining the knowledge of one text element to the analysis of an additional element.

Tertiary source is a term used for information that has been compiled from both primary and secondary sources.

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Tone is an author's attitude toward a subject.

Responding to Literary TextsSample Writing Tasks

Directions: After reading the text, complete the following assignment. Make a decision to support or refute the claim Locate textual evidence to develop your claim Develop claims and counterclaims fairly with strong evidence from the text Explain the limitation of claims and counterclaims Provide a concluding statement/paragraph that follows from and supports your

claim.

Text: A Raisin in the SunClaim: The Youngers are not able to accomplish their dreams because of their character flaws, not because of their social status.

Text: The Great GatsbyClaim: Fitzgerald’s novel defines the American dream as a nightmare and not as a dream.

Text: The Catcher in the RyeClaim: Martha and George are two people who co-exist as a couple but lack feelings of genuine love for one another.

Text: The StrangerClaim: Though not a demonstrative person, Meursault is capable of giving and receiving love.

“Argument literacy is fundamental to being educated…” Gerald Graff, 2003 (Common Core, Appendix A)

Howard County Public Schools, 2011

Sample Writing TasksExistentialism

Locate and read (2) primary and (4) secondary or tertiary sources that provide evidence to support or refute the claim that Existentialism’s literary value rests more with those who enjoy the theater than with those who appreciate literature. Use evidence to support you claim, and be certain to address and discredit counterclaims. Provide a concluding statement/paragraph that follows from and supports your claim.

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Responding to Non-fiction Texts

Complete the following tasks.Who Cares?

o Select and read two essays located in the “For Your Viewing” station o Select and study closely the text and graphics for two of the cartoons located in the “More than a

Smile” stationo Select and listen to two Podcasts located in the ”For Your Hearing” station o Select and play one of the three videos located in the “For Your Listening and Hearing” station

Based on the essays you read, the recordings you heard, the video you watched, and the cartoons you studied, develop an argument that addresses the extent to what compassion plays in the development of one’s personal character. Use evidence from at least three different types of sources to support your claim, and be certain to address and discredit counterclaims. Provide a concluding statement/paragraph that follows from and supports your claim.

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argument writing across content areas -...

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