Common Core State Standards for Writing – 9-12Anchor Standard #3/Argumentative Writing: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Grade 9-10 CC Writing Standards

Bottom Line: What must the students know (nouns) and be able to do

(verbs) well?

What skills must be

taught to achieve this standard?

How can this type of critical

writing be tied to critical

reading?

Possible Prompts (tie to reading?):

Text Type and Purpose1. Write

arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or

KNOW:-Terms: argument, precise claim, clear reasons, relevant and sufficient evidence, credible sources, logic, counterclaim, rebuttal-Know how facts relate and are relevant to the claim-How to explain the relationships among claims and reasons relate to the position taken-Formal style which keeps the reader in mind and provides sufficient information while acknowledging the reader’s expertise and level of concern-Format for writing an argument that shows a logical reasoning for the argumentBE ABLE TO DO:-Write an argumentative essay with an introduction ending with a thesis statement that clearly states the position; the body is organized around claims and supported by reasons and evidence which shows the strengths and limitations of the claim including a rebuttal and ending with a clear position while giving background information answering the reader’s need for relevance; the conclusion provides a final statement of the argument and an answer to the implied “so what?”-The writer checks to make sure the essay flows seamlessly from thought to thought.

Employ critical reading skills for background material/research -identify facts versus opinions (nuances of specific words) -identify inferences (stated and unstated assumptions) -determine the meaning and the strength of the author’s arguments -make a judgment about whether or not

Should electronic devices be used as teaching tools in the classroom? Think about shows that air during prime time (when young children are watching). Are they appropriate for young audiences? Choose a show that may be suitable for young children and persuade the TV station to change the air time.

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

b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both 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

this argument can be refuted and how-Determine a personal point of view about the argument and understand multiple perspectives of the argument-Be able to state that point of view in terms of a claim that answers the prompt-Use refutation skills-Use appropriate facts, examples, reasons etc. which would prove the writer’s claim-Understand how the organization of the support aids the argument-Use vocabulary with precision to appeal to logic, emotion and ethics to build an argument.

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 and supports the argument presented.

Production and Distribution of Writing

4. Organization - several possible organizations exist. Here is a link to the suggested format for grades 6-12 as also found in iPlanhttps :// docs . google . com / a / dysart . org /

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should

document / d /1 UsA 9 HlgRGZXRaNNu 0 xH - M 8 aL 9 CXI 0 d 2 cjXXwi 5 By 8 W 8/ edit

5. Writing process and the grade-level Language Standards (Criteria for scoring is the holistic rubric.)

6. See above writing process and New Century Learner Skillshttps :// docs . google . com / open ? id =1 b 0 CVIx _ S 1 Cy 8 msHIcATYdlZxe 0 KYxN -1 PtbZZNP - JAO 6 Jj _ kCSS 1 TLQoWNNB

demonstrate command of Language standards 1–3 up to and including grades 9–10.

6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects to answer a

7. Determine the limits and scope of the research necessary by posing questions on a topic. -Narrow the topic by determining relevance and asking what a reader may want to know as a foundation for following for an argument. 8. Create and peruse a list of possible sources through key-word search. -Evaluate the usefulness of the resources found by determining its credibility.-Determine the relevance of the facts and examples; determine a scope for credible research.-Determine the scope of the argument and what questions must be

7. Analysis of what the prompt asks and of what resources provide, where there are gaps and what further research should be done.

World History-1. A list of credible sources should be compiled and provided. i.e. EDU web sites, History.com, PBS, NBC Learns, QR codes.(http://QRcode.Kaywa.com/)

2. Sophomores will

question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source

answered.-Determine what a claim is and how the claim can be supported by reasons/facts and examples through formal technical writing and not an appeal to emotion unless warranted in the prompt. -Determine the opinion and bias of the sources provided.-Resources may be shared within collaborative groups following the research loop process.-Determine a clearly stated thesis that can be the basis for further research.

9. Determine what contextual evidence from a source will be cited (direct and partial quotes, paraphrased material, facts, statistics, examples) and how it will be used as support.

8. Determine what determines a credible source and how to find and test that source against other sources.

-Cite researched sources carefully.students should be able to justify the use of a biased source.

-Use specific contextual evidence which provides strength to the writer’s argument.

-Paraphrase and use examples from the research to support a thesis. This is not a report of facts but the use of resources to prove a point or position.

require a great deal of help and training for the the first and second DBQs. a. time allotted to teach research skills, MLA citing, five paragraph essay, thesis statements.

b. how to work with the documents

c. Rubric should offer additional points for using outside sources for the majority of the essay.

3. Students can share sources with the condition that they are not arguing the same point of view.

4. Currently, five sources must be included, and we would like to keep this number of sources.

5. Because students need to be able to use their own technology in addition to the school’s, it is recommended that at the end of the session students should be required to turn in a product. It will be very difficult to monitor each student every minute while researching;

in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source

-Use background knowledge and materials to conduct a time effective and efficient research.

DISTRICT PROTOCOLS:Critical research, reading and writing are the three components that make up any research project. Research should be thought of in terms of short, highly structured, collaborative, time-monitored tasks as well as the occasional extended paper. The research loop: research; reflect on, share and discuss initial research; continue research to answer

therefore, if they are held accountable for a product, this may minimize social media sites.

6. MLA or APA rules will apply at the teacher’s discretion as appropriate for the assignment.

material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”). b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious

questions that arose from discussion; repeat these steps as time allows to keep the process compact and time effective.Time: no research project should take an exorbitant amount of class time. Students should not only use school resources, but personal technology as appropriate.

Teachers will teach and hold students accountable for using only credible sources. (edu, gov, org); organizations should be identified within the paper to fully inform readers of the source.

All sources

reasoning”). referenced must be cited according to MLA or APA.

DISCUSS: What do you notice about these clusters: Production and Distribution of Writing & Research to Build and Present Knowledge in relation to standard #1? So would that relationship be the same for standards #2 and #3 for writing? What have you learned from the first two columns about teaching these standards?

Anchor Standard #3/Argumentative Writing: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Grade 11-12 CC Writing Standards

Bottom Line: What must the students know (nouns) and be able to do (verbs)

well?

What skills must be

taught to achieve

this/these standard(s)?

Possible Prompts

(tie to reading?):

How can this type of critical

writing be tied to critical

reading?Text Type and Purpose1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 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 claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the

Know:-Terms: argument, claim, opposing claims, counter claims, clear reasons, relevant evidence, credible sources, bias, warrant, rebuttal, logical fallacies, premise, grounds, qualification, and syntax-Identify a thesis in any piece of literature/informational text - both implicit and explicit.-Evaluate relative evidence- Identify and evaluate purpose of an argument and significance.- Understand different appeals and the appropriate uses of each- Common academic vocabulary related to argument; i.e. counterclaim, claim- Evaluate effective argument based on appropriate support- Scan text that significantly supports and negates argument-Know how to validate the most relevant sources avoiding plagiarism and using MLA documentation-Know how facts relate to the claim -How to explain the relationships among claims and reasons (create cohesion)-Formal style (objective tone, proper use of point of view (first person/third person)-Format for writing an argument (Toulmin Model of Argumentation http :// www - rohan . sdsu . edu /~ digger /305/ toulmin _ model . htm

-Read a literary text, then find at least two critics of the text to develop an argument; literary criticism pulls argument into analysis

- Model texts including informational texts at all levels

-Employ critical reading skills -identify facts versus opinions -identify inferences (stated and unstated assumptions) -determine the meaning and the strength of the author’s arguments -make a judgment about whether or not this argument can be refuted and how-Determine a

-Modest Proposal· A Vindication on the Rights of Woman· Macbeth· Beowulf· All the Questions of the Times

-Social issues-School issues-Gender issues-Socioeconomic issues-Rights of women-Rights of inmates

Is Google making us stupid?

Is Facebook a positive social experience.

strengths and limitations of both in a manner 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 and supports the argument presented.

personal point of view about the prompt topic-Be able to state that point of view in terms of the prompt-Use refutation skills-Use appropriate facts, examples, reasons etc. which would prove the writer’s claim-Anticipate counterclaims in opposition to their won assertions-Charting the text (Model the type of writing to give students the idea of what it is supposed to look like and what it accomplishes.-Understand argumentative speech through the use of Socratic Seminars-Understand how the organization of the support aids the argument-Use vocabulary

with precision to appeal to logic, emotion and ethics to build an argument.-parts of the argument-terms for argument-Toulmin Model

Relationship to digital citizenship? - correct citation (MLA)- Requirement of citation

Production and Distribution of Writing4. Produce clear

and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

5. Develop and strengthen writing as needed by

4. Organization - several possible organizations exist. Here is a link to the suggested format for grades 6-12 as also found in iPlanhttps :// docs . google . com / a / dysart . org / document / d /1 UsA 9 HlgRGZXRaNNu 0 xH - M 8 aL 9 CXI 0 d 2 cjXXwi 5 By 8 W 8/ edit

5. Writing process and the grade-level Language Standards (Criteria for scoring is the holistic rubric.)

6. See above writing process and New Century Learner Skillshttps :// docs . google . com / open ? id =1 b 0 CVIx _ S 1 Cy 8 msHIcATYdlZxe 0 KYxN - 1 PtbZZNP - JAO 6 Jj _ kCSS 1 TLQoWNNB

planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12.

6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Research to Build and Present Knowledge7. Conduct short as

7. Determine the limits and scope of the research necessary by posing questions on a topic. -Narrow the topic by determining relevance and asking what a reader may want to know as a foundation for following for an argument. 8. Create and peruse a list of possible sources through key-word search.

7. Analysis of what the prompt asks and of what resources provide, where

well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text

-Evaluate the usefulness of the resources found by determining its credibility.-Determine the relevance of the facts and examples; determine a scope for credible research.-Determine the scope of the argument and what questions must be answered.-Determine what a claim is and how the claim can be supported by reasons/facts and examples through formal technical writing and not an appeal to emotion unless warranted in the prompt. -Determine the opinion and bias of the sources provided.-Resources may be shared within collaborative groups following the research loop process.-Determine a clearly stated thesis that can be the basis for further research.

9. Determine what contextual evidence from a source will be cited (direct and partial quotes, paraphrased material, facts, statistics, examples) and how it will be used as support.

there are gaps and what further research should be done.

8. Determine what determines a credible source and how to find and test that source against other sources.

-Cite researched sources carefully.students should be able to justify the use of a biased source.

-Use specific contextual evidence which provides strength to the writer’s argument.

-Paraphrase and use examples from the research to support a thesis. This is not a report of facts but the use of resources to prove a point or position.

selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).

b. Apply grades 11–12 Reading standards to

-Use background knowledge and materials to conduct a time effective and efficient research.

DISTRICT PROTOCOLS:Critical research, reading and writing are the three components that make up any research project. Research should be thought of in terms of short, highly structured, collaborative, time-monitored tasks as well as the occasional extended paper. The research loop: research; reflect on, share and discuss initial research; continue research to answer questions that arose from discussion; repeat these steps as time allows to keep

literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and 4rtttxcuse of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).

the process compact and time effective.Time: no research project should take an exorbitant amount of class time. Students should not only use school resources, but personal technology as appropriate.-Teachers will teach and hold students accountable for using only credible sources. (edu, gov, org); organizations should be identified within the paper to fully inform readers of the source.-All sources referenced must be cited according to MLA.

DISCUSS: What do you notice about these clusters:Production and Distribution of Writing & Research to Build

and Present Knowledge in relation to standard #1? So would that relationship be the same for standards #2 and #3 for writing? What have you learned from the first two columns about teaching these standards?