Argumentative Writing in CivicsPresented by Scott M. Petri, Ed.D.SCSSA mini-conference October 17, 2015

Opening Quick Write

• Go To: http://tinyurl.com/nl5f3cq • Please describe the professional development

you have been given on argumentative writing. What types of resources has your school or district provided so that you are able to effectively teach this type of writing.

98 Responses

• I am sorry to say that I have received no real PD on argumentative writing. We do have some resources available for social studies teachers, but most of the training is only reserved for language arts instructors.

• I have not received any training on argumentative writing. I have been getting some tips from our Language Arts teacher but nothing formal.

98 Responses

• My school has not provided me with any materials to help with argumentative writing.

• I have had very little PD on Argumentative Writing. • My district has provided no professional

development for us on any kind of writing. • I am sad to say I have had very little training in

argumentative writing strategies. What little I have had have come from AP Institutes through the years.

98 Responses

• We have had limited PD directed at specifically teaching argumentative writing at my school.

• The expectation of students learning how to write in argumentative approach is handed over to ELA teachers. Our district offers some PD but it is up to the teacher to find resources to make it happen.

• I have gone through no formal professional development about argumentative writing. What I know has been learned through observations and trial and error with my kids.

Roadmap

Elements of an Argument(Toulmin, 1958 as quoted in Hillocks)

1. a claim 2. based on evidence of some

sort3. a warrant that explains

how the evidence supports the claim

4. backing supporting the warrants

5. qualifications and rebuttals or counter arguments that refute competing claims

Claims & Warrants (Furigay)

Hillocks (2011)

• Design writing tasks that have your students do the following: 1. Read & understand data to develop a claim2. Make a reasonable claim, if not an insightful one3. Support it with evidence4. Supply rules (warrants) tying the evidence to the

claim, showing the evidence is relevant 5. Qualify the claim and warrants as necessary (Explain

the examples)6. Provide backing for warrants (authority)

(Fletcher, 2015)

1. Loop Writing2. The Believing & Doubting

GameAsking students to write the thesis first is putting the cart before the horse. It’s hard to ask a question about an on-going conversation when you don’t listen to the conversation first. – Carol Jago

Loop Writing (Fletcher, 2015)

1. When I first think of the Second Amendment,

I think of... 2. Next I think of...3. Then it occurs to me...4. Now I wonder... Opponents say that the Second

Amendment protects an individual’s right to own guns; that guns are needed for self-defense from threats ranging from local criminals to foreign invaders; and that gun ownership deters crime rather than causes more crime.

Proponents of more gun control laws state that the Second Amendment was intended for militias; that deadly, senseless, and costly gun violence would be reduced; and that a majority of Americans, including gun owners, support new gun restrictions.  

Source: ProCon.org

RAFT Writing Task

• You are the President of the United States. Explain how you would change the second amendment. What gun laws would you propose to make our country safer?

The Believing/Doubting Gameadapted from (Fletcher, 2015)

• Divide class in half. One group is the believers, the other group is the doubters.

• Each reads the text to:1. Identify the thesis (main idea)2. Find the evidence3. Paraphrase claims & warrants4. Label backing (underlying assumptions) supporting claims &

warrants5. Evaluate the qualifications of the author(s) and people giving

testimony• Summarize the argument in one paragraph

Claim, Evidence & Reasoning

• https://www.youtube.com/watch?v=vCJacUvo778

Central Question

Should the Bill Of Rights be

strengthened or weakened for

national security?

Pro/Positive Con/Negative

1. _2. _3. _4. _5. _6. _

1. _2. _3. _4. _5. _6. _

Thesis/Summary: The Bill of Rights needs to be ________ because of ______________, _______________, and ______________.

After Sorting Evidence

Help Students Support Their Claims1. Based on this evidence, it appears that_____.2. This statement reveals (suggests) _____.3. When placed into context, this passage takes on a different meaning. Now we see that _____.4. This source tells us about __________________.5. This story/account is told from the perspective of ______.6. The creator of this source appears to be sympathetic to the idea that ______________.

Source: http://teachhistorywell.blogspot.com/2014/06/some-historical-thinking-sentence.html

Turn & Talk

• How can you use Loop writing and/or the Believing/Doubting Game in your classroom practice?

MEAL Paragraphs

• M – Main Idea: Thesis/Topic Sentence• E – Evidence: Proof found in primary

source/book/research• A – Analysis: How the evidence proves

the main idea (explanation/rationale)• L – Link: How a paragraph fits in to what

the paper is trying to prove.

MEAL PROMPT:Was Operation Overlord a triumph of planning or a lucky break?

MEAL or No MEAL?

Main Idea Evidence

MEAL PROMPT:Should WWII island hopping be considered a success or failure?

MEAL Argument Paragraphs

Main Idea Evidence Analysis Link

Turn & Talk

• What types of short assignments can you create so that your students can practice writing MEAL paragraphs?

(Heinrichs, 2007)

References

• Fletcher, J. (2015). Teaching Arguments: Rhetorical Comprehension, Critique, and Response. Stenhouse Publishers.

• Heinrichs, J. (2013). Thank you for arguing: What Aristotle, Lincoln, and Homer Simpson can teach us about the art of persuasion. Three Rivers Press. NY.

• Hillocks Jr, G. (2011). Teaching argument writing, grades 6–12. Heineman. Portsmouth, NH.