Hannah Cevoli, NSHSJennifer Daigneault, NSES

Corinne Ferri, HalliwellTracey Nangle, NSMS

Argument Writing

Common Core Review

Introducing The Three Types of Writing

Embedded in the CCSS

Informational/ Explanatory

Narrative

Argument Writing

The Three Types of Writing

Informational/explanatory writing conveys information accurately. This kind of writing serves one or more closely related purposes: to increase readers’ knowledge of a subject, to help readers better understand a procedure or process, or to provide readers with an enhanced comprehension of a concept.

Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure. It can be used for many purposes, such as to inform, instruct, persuade, or entertain.

Argument Writing

Emphasis on Informational Text

RIT.10

Close Reading RIT.1

Analytical Writing

W.1

Collaborative Discussion

SL.1, SL. 2, SL.3, SL.4

ResearchW.7 - 9

Common Core Skills Are Embedded in Argument Writing

Text-Dependent QuestionsR.1 - 3

Definition of Argument

Arguments are used for many purposes—to change the reader’s point

of view, to bring about some action on the reader’s part, or to ask the

reader to accept the writer’s explanation or evaluation of a concept,

issue, or problem. An argument is a reasoned, logical way of

demonstrating that the writer’s position, belief, or conclusion is valid.

Argument vs. Persuasive Activity!

1. Please open the brown bag and take out the food item.

2. Read your prompt and follow the directions on the sheet. Write the name of your food item in the blank space.

3. Be prepared to share in ten minutes.

Argument vs. Persuasive Takeaway

Clearly teachers will need to provide resources for

students to use to find facts. It is just not realistic to

have children constantly completing computer

research. As the children progress through the years,

we can provide them with packets of varying quality

resources that they can evaluate for their usefulness,

importance, and veracity.

Argument vs. Persuasive Writing

* Logic based opinion

* Relies on relevant evidence and logical reasoning

* Research and examine their position and point meticulously

* Judge and evaluate the quality of the evidence

* Purpose is to convince using claims/ evidence, backing, and rebuttals

* Appeals primarily to emotion

* Relies on emotional appeals

* Doesn’t always require research

* Writers select the most favorable evidence

* Purpose is to convince

* Informs

* Clear focus

* Organized

* Appropriate to audience

Argument Persuasive

Argument vs. Persuasive Writing

Many of us have used (and continued to use) the term

“persuasive writing” in referring to what is essentially the

same as the Common Core definition of “argument”. The

Core, however, draws a distinction. This distinction

hovers around one word: evidence. A piece may be

highly persuasive, but appeal primarily to emotion or

(when all else fails) the well-being of the reader. In other

words, persuasive pieces are often about passion.

Argument vs. Persuasive Writing

True argument, by contrast, relies on evidence and logical

reasoning. This means that the writer needs to do his or her

research and examine various perspectives meticulously. This is

not to say that the writer won’t make a forceful or compelling

case in the end, but underlying all that irresistible oratory will be

the heart and soul of any strong argument: reason.

Argument Writing Throughout the Grade Levels

Although young children are not able to produce fully developed logical

arguments, they develop a variety of methods to extend and elaborate their

work by providing examples, offering reasons for their assertions, and

explaining cause and effect. These kinds of expository structures are steps on

the road to argument. In grades K–5, the term “opinion” is used to refer to

this developing form of argument. (please see Grade Span differences chart)

English Language ArtsIn English language arts, students make claims about the worth or meaning of a

literary work or works. They defend their interpretations or judgments with

evidence from the text(s) they are writing about.

History/ Social StudiesIn history/social studies, students analyze evidence from multiple primary and

secondary sources to advance a claim that is best supported by the evidence, and

they argue for a historically or empirically situated interpretation.

ScienceIn science, students make claims in the form of statements or conclusions that

answer questions or address problems. Using data in a scientifically acceptable

form, students marshal evidence and draw on their understanding of scientific

concepts to argue in support of their claims.