8TH GRADE ELA: ARGUMENTATIVE WRITING

ELAGSE8W1: 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.

ESSENTIAL QUESTIONS:• What is argument writing?

• How does it differ from other types of writing?

• What are the steps in the writing process?

• How do I write effective arguments to support my claims with clear reasons and relevant evidence?

WHAT IS ARGUMENTATIVE WRITING?

The argument is a central idea, claim, or thesis/position statement.

In argumentative essays, the writer will:

• investigate a topic

• collect, generate, and evaluate evidence (e.g. facts, statistics, details, quotations, etc.)

• establish a position on the topic in a concise manner

• address the opposing side

STEPS IN THE WRITING PROCESS

• Brainstorming/Prewriting: This is the stage at which you make notes, lists, or outlines. You need to organize your major supporting details before writing the first draft.

• Drafting: Using your prewriting notes, write a first draft of your paper. Concentrate on getting your ideas down on paper in a logical order.

• Revising/Editing: Carefully reread what you have written to see if your ideas are clear and fully developed. Consider any changes that would make your paper better.

• Final Draft: Rewrite your paper in blue or black in and write neatly. You will have 2 pages to fit your draft.

• Proofreading: When you finish writing your final draft, make any needed corrections on your paper. You may strike through words as long as you do so neatly. Do not use correction fluid.

Discuss what this means? How do you think it could

apply to writing?

HAVE YOU EVER HEARD THE SAYING, “YOU NEVER GET A SECOND CHANCE

TO MAKE A FIRST IMPRESSION”?

INTRODUCTION AND ORGANIZATION

Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

GOOD INTRODUCTIONS INCLUDE:• Grabber

• Quote• Question• Shocking Statement• Onomatopoeia/Exclamation• Anecdote

• Background information about your topic• Strong position statement

GRAB THE READER’S ATTENTION…

• …at the start of the essay (use a question, an anecdote, a quote, a shocking statement, perhaps even humor).

• NEVER start your essay by saying “Today I am going to write about the three reasons cell phones should be allowed in school.” (zzzzz…..BORING!)

• ….also at the end. Close with a bang!

ORGANIZATION :• sustained focus

• logical sequence of ideas

• grouping of ideas in paragraphs

• transitions used between sentences and paragraphs

PRE-WRITING/GRAPHIC ORGANIZERS

• Organize your thoughts in some type of format BEFORE you begin drafting your essay. You may want a list or a web format. It is up to you.

• Look at samples of graphic organizers.

EXAMPLE OF BRAINSTORMING GRAPHIC

Position Statement/

Argument

Controlling idea

Support 1

Support 2

Support 3

…at this point, it is essential to provide solid reasons and evidence to support your

argument.

NOW THAT YOU HAVE THE READER’S ATTENTION, HE/SHE WILL WANT TO

READ ON…

SUPPORTING DETAILS

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

HOW DO I DEVELOP SUPPORTING DETAILS?

• You will need to incorporate research on your topic as you must collect, generate, and evaluate information.

• Consider questions a person reading your essay might have about your position statement and/or topic sentences.

• Activity: For each topic sentence, develop a list of at least 3 supporting details.

UNIVERSAL REASONS• You don’t know who your reader is, but

you want to make sure the reader can relate to your essay. Reviewing and thinking about how you can use the universal reasons to prove your points is a good strategy for ensuring you have solid ideas.

UNIVERSAL REASONS (CONTINUED)• Money

• Finances

• Future

• Safety

• Racism

• Environment

• Community

• Family

• Taxpayers

• Social Skills

• Violence

• Self-Esteem

• Productivity

• Individuality

• Health (Emotional, Social, Physical)

• Discrimination (Sex, race, age, religion)

• Discipline

• Education

MAKE SURE THAT YOUR DETAILS ARE:

• on topic

• relevant to your position statement

• strong reasons to make your argument

• supporting ideas

• explained at an appropriate depth

TRANSITIONS

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

USING TRANSITIONS• Keep in mind that transitional words show

relationships between ideas. Use them as you move from one paragraph to the next, as well as within paragraphs.

• Aim for use of more sophisticated transitions than “First,” Second,” and “Third.”

• Use variety in your transitions (Improves style and organization).

• Complete Transition Paragraph Activity.

STYLE

Establish and maintain a formal style.

FORMAL STYLE• Formal style means using standard English

(e.g., no slang).

• Formal style does not mean boring.

• Consider your word choice. You will need vivid nouns and adjectives and strong verbs.

• You should include sentence variety.

• Awareness of audience and voice are also essential.

NOUNS, ADJECTIVES & ADVERBS

Person, place, or thing

Describes noun

Describes how something is done

AVOIDING DEAD-VERBS• Strive to use strong verbs—action verbs which

show what is going on versus always relying on “dead” verbs that just tell.

• Examples of “dead” verbs include: am, are, be, had, has, have, was, were, looks, sounds, feels, become, became, etc. . . .

• Activity: Rewrite the sentences with a partner.

Show….don’t just tell!

MY POINT IS …

NOT…

plain and boring

CONCLUSION

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

CONCLUSION

• Sum up your argument

• Restate your topic using different words

• Be original

• End with a “zinger” that makes your reader think

CONVENTIONS ARE VERY IMPORTANT:

• Sentence formation (complete sentences; no fragments, run-ons or comma splices)

• Correct usage (subject-verb agreement, word forms, verb tense, homonyms)

• Correct mechanics

ADDITIONAL ACTIVITIES

• The following slides contain additional suggestions that a teacher may want to use depending on where the students are in the writing process. You will need to customize these ideas to fit the needs of your class.

ACTIVITY #1

• Provide students with a sample essay. Evaluate the sample diagnostic essay. Read independently and look for:

• What the writer has done well

• What improvements should be made

• Use of transitions

ACTIVITY #2 • Provide students with a topic for which they

will brainstorm ideas for an argumentative essay.

Students will:

• Work in groups of 4 or 5

• Develop a position statement and a graphic organizer that includes 3 reasons and at least 2 details/examples to support each reason

ACTIVITY #3:

• Provide students with a topic for which they will write an argumentative essay.

Working with a partner or in a small group, students will:

• Develop an introduction to the topic. Make sure you use an attention-grabbing beginning, provide background, and clearly state your position.

WRITING: CONCLUSION

• Now, write the conclusion to that essay. Restate your position, but remember to use different words, sum up your argument, and close with a “zinger” that makes an impact on the reader.