Writing Arguments and
Conducting Research:
A Focus on Using Evidence
Persuasion vs. Argument
Persuasion
Argument
• Ethos (author credibility)
• Pathos (emotional appeal)
• Logos (logical appeal)
• Reason
Defining Argument Writing
Persuasion
Argument
• logic of claims
• merit of reasoned
proofs
• logos
convincing
readers
• emotions of
readers/audience
• credibility of the
writer
• pathos, ethos
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3
Defining Argument Writing
Persuasion
Argument
We should go to my favorite restaurant because -
•According to Yelp reviews was voted the number
one best restaurant in our city for 2013
•It has 5 stars in Open Table reviews
•The head chef recently won on “Chopped” - Food
Network
•They have the most extensive wine list in the
county as stated by “The Wine Enthusiast”
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convincing
readers
We should go to my favorite restaurant
because you love me
I’m on the road all the time
you want to make me happy
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Key Writing Anchor Standards
•A1. “Write arguments to support claims in an analysis
of substantive topics or texts, using valid reasoning
and relevant and sufficient evidence.”
•A7. “Conduct short as well as more sustained
research projects based on focused questions,
demonstrating understanding of the subject under
investigation.”
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www.corestandards.org
5
Deconstruct the Standard
• Do/What Process
• A1. “Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant
and sufficient evidence.”
Do
•
•
•
•
•
•
write
support
analyze
analyze
use
use
6
What
• arguments
• claims in an analysis
• substantive topics
• text
• valid reasoning
• relevant and sufficient
evidence
6
•
Use a combination of drawing, dictating, and writing to compose opinion pieces in which they
tell a reader the topic or the name of the book they are writing about and state an opinion or
preference about the topic or book (e.g., My favorite book is…).
•
Write opinion pieces in which they introduce the topic or name the book they are writing about, state
an opinion, supply a reason for the opinion, and provide some sense of closure.
•
Write opinion pieces in which they introduce the topic or book they are writing about, state an
opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also)
to connect opinion and reasons, and provide a concluding statement or section.
•
Write opinion pieces on topics or texts, supporting a point of view with reasons. Introduce the
topic or text they are writing about, state an opinion, and create an organizational structure that
lists reasons. Provide reasons that support the opinion. Use linking words and phrases (e.g.,
because, therefore, since, for example) to connect opinion and reasons. Provide a concluding
statement or section.
Kinder
Grade 1
Grade 2
Grade 3
7
7
•
Grade 4
•
Grade 5
•
Grade 6
Write opinion pieces on topics or texts, supporting a point of view with reasons and
information. Introduce a topic or text clearly, state an opinion, and create an organizational
structure in which related ideas are grouped to support the writer's purpose. Provide
reasons that are supported by facts and details. Link opinion and reasons using words and
phrases (e.g., for instance, in order to, in addition). Provide a concluding statement or
section related to the opinion presented.
Write opinion pieces on topics or texts, supporting a point of view with reasons and
information. Introduce a topic or text clearly, state an opinion, and create an organizational
structure in which ideas are logically grouped to support the writer's purpose. Provide
logically ordered reasons that are supported by facts and details. Link opinion and reasons
using words, phrases, and clauses (e.g., consequently, specifically). Provide a concluding
statement or section related to the opinion presented.
Write arguments to support claims with clear reasons and relevant evidence. Introduce
claim(s) and organize the reasons and evidence clearly. Support claim(s) with clear reasons
and relevant evidence, using credible sources and demonstrating an understanding of the
topic or text. Use words, phrases, and clauses to clarify the relationships among claim(s)
and reasons. Establish and maintain a formal style. Provide a concluding statement or
section that follows from the argument presented.
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8
Elements of Argument
Claim
Reasons
(Counterclaim)
Conclusion
Evidence
46
10
PG page 8
Elements of Argument
CLAIM
Reason
Evidence
Reason
Evidence
Evidence
Evidence
Reason
Evidence
Evidence
COUNTERCLAIM
CONCLUSION
47
11
PG page 8
Types of Claims
Fact
(Substantiation)
Value
(Evaluation)
Policy
(Recommendation)
Claim that
something exists
or that it is a fact
Claim about
the value of
something
Claim that
something
should be done
Example:
Standardized test
scores have
improved over the
last 10 years.
Example:
Standardized tests
are an effective way
to measure student
achievement.
Example:
Standardized tests
should be replaced with
portfolio assessment.
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12
PG page 8
Types of Claims
Fact
(Substantiation)
Grades
K–6
Value
(Evaluation)
Policy
(Recommendation)
Label each statement with a C for claims or an X for non-claims.
Claim that
Claim about
Claim that
exists
value
of
something
•something
___ Tropical
fish makethe
the best
pets.
or that it is a fact
something
should be done
• ___ Virginia Hamilton wrote many famous novels for young adults.
•
___ The paper crane was a magic crane.
Evidence
Evidence must:
Evidence must:
Grades
7–12must:
• provide definitions
• establish standards • establish a need
Label
the claim
types by writing
F for fact, V for value,
P for policy.
• present
accurate
for evaluation
• makeand
a proposal/plan
and recent data
• offer comparisons
• outline the benefits
•• include
___ The
U.S. should build
a colony
in space. • acknowledge a
statistics
• provide
specific
generally
examples
counterclaim
•• rely
___on
William
Shakespeare
could not have written all
the work he has
accepted
knowledge
been credited
with writing.
•
___ Dr. Martin Luther King, Jr. was the most influential American of the
20th century.
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13
PG page 11
Making a Valid Claim
56
Step 1
Reread an exemplar text from your
grade level. Refer to PG pages 11–
17.
Step 2
Develop a valid claim about the
text or an aspect of the text.
Step 3
Consider evidence you might use
to support this claim.
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Understanding Counterclaims
Turn Against your
own claim - point
out holes
CLAIM
Turn Back to your own
claim and explain why it
is better
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15
Using Academic Language
Everyday Words Precise Words and Phrases
agree
disagree
concur, contend that, subscribe to
dispute, oppose, would counter with
good
compelling, convincing, relevant,
striking, strong
bad
alarming, distressing, disturbing,
troubling, unnerving
enough
adequate, substantial, sufficient
many
substantial numbers of, a high
percentage of
few
a decrease in, a low percentage of
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16
PG page 19
Recognizing Fact and Opinion
The world’s most violent storms
TOPIC: ____________________________________
Type
Text-Based Fact
My Opinion
Source 1:
Hurricanes, typhoons, and
Cyclones are the deadliest storms of them
cyclones are three types of storms. all!
Hurricanes: Earth’s
Mightiest Storms
by Patricia Lauber
Hurricanes develop from warm,
damp air in tropical areas.
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