Argument Writing Across Content Areas
2011
Howard County Public School System
Sydney L. Cousin, Superintendent
Board of Education
Howard County Public School System
i
Janet Siddiqui, M.D.
Chairman
Sandra H. French
Vice Chairman
Allen Dyer, Esq.
Brian J. Meshkin
Frank J. Aquino, Esq.
Ellen Flynn Giles
Cynthia L. Vaillancourt
Sydney L. Cousin
Superintendent of Schools
ii
Overview
This document, Argument Writing Across Content Areas, provides resources related to
language, skills, and student expectations regarding argument writing. A second
document, Informational/Explanatory Writing Across Content Areas, addresses language,
skills, and student expectations regarding explanatory writing.
As the Maryland State Department of Education (MSDE) provides additional
information, this document will be revised to address the demands of the Maryland
Common Core Curriculum Framework, English Language Arts and state assessment
expectations.
HCPSS Argument Writing Instructional PowerPoint presentations are available in the
Document Repository, and copies of the texts appear in this document.
iii
Contents
College and Career Readiness (CCR) Anchor Standards for Writing ............................................... 1
Questions and Answers About Non-Language Arts Teacher Expectations ...................................... 2
Common Language Students Know and Use When Writing ............................................................ 4
The Thesis Statement ......................................................................................................................... 5
Argument Writing: What is it ............................................................................................................ 7
Argument Writing Glossary............................................................................................................... 8
Argument Writing Standards for Non-Language Arts Instructors (6-8) .......................................... 9
Argument Writing Rubric (6-8) .......................................................................................................10
Argument Writing Standards for Non-language Arts Instructors (9-10) ..........................................11
Argument Writing Rubric (9-10) ......................................................................................................12
Argument Writing Standards for Non-language Arts Instructors ( 11-12_) ......................................13
Argument Writing Rubric (11-12) (Middle School Rubrics............................................................14
Quick Reference Card (Middle School) ...........................................................................................15
Quick Reference Card (High School) ................................................................................................18
iv
College and Career Readiness (CCR) Anchor Standards for Writing
The CCR anchor standards and high school standards in literacy work in tandem to
define college and career readiness expectations—the former providing broad standards,
the latter providing additional specificity (Common Core State Standards).
Text Types and Purposes*
1. Write arguments to support claims in an analysis of substantive topics or texts
using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and
information clearly and accurately through the effective selection, organization, and
analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details and well-structured event sequences.*
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact
and collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the
credibility and accuracy of each source, and integrate the information while avoiding
plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and
research.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes,
and audiences.
Note:
*Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements
effectively into arguments and informative/explanatory texts. For example in history/social studies, students must be able to incorporate
narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to
write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate
them and (possibly) reach the same results. (Common Core State Standards, page 65)
1
Questions and Answers About Non-Language Arts Teacher Expectations
1.
What is the role of language arts teachers regarding writing?
Language arts teachers provide explicit writing instruction and opportunities for
students to express themselves through the written mode. Such instruction
includes the writing of short and long responses to a myriad of texts, both fiction
and non-fiction.
2.
What are the expectations for all discipline-specific teachers?
Teachers in content areas, other than language arts, are expected to provide
opportunities for students to construct written responses that respond to
discipline-specific objectives.
3.
I am not a language arts teacher. I do not feel comfortable constructing,
assigning, and evaluating writing assignments. Are these papers essays or
BCRs?
First, certain “terms” are strongly discouraged. These terms include, but are not
limited to BCR, ECR, ACE, and other such acronyms and acronym-like
expressions that often do more to promote formulas than writing. This statement
also pertains to the “five-paragraph theme.” Discipline-specific teachers are to
provide opportunities for students to respond to content-specific objectives in the
written mode. Teachers may require students to construct short or long responses.
4.
Do students currently have opportunities in language arts classes to reflect on
their writing?
All middle and high school students maintain writing folders/portfolios for selfreflecting concerning their writing and growth as writers. This collection of
artifacts is used extensively as students complete the Senior Writing Project, a
requirement began in the freshman year and completed in the senior year.
5.
What is considered common language, language that students use in language
arts classes when writing and discussing writing?
Whenever possible, discipline-specific teachers should use the language, which
both Howard County language arts offices use because students are accustomed to
using that language.
Here are several examples to consider:
Discipline-specific teacher observation: Most sentences in a student’s written
response begin with the same word, for example, the, or most of the sentences are
only short or long sentences.

COMMON LANGUAGE: Remind student to consider sentence
fluency when writing.
Discipline-specific teacher observation: The student’s written response is “dry,”
or the response includes slang words or phrases.
2

COMMON LANGUAGE: Remind student to consider his/her
word choice.
Discipline-specific teacher observation: A student’s written response has ideas
that are all “over the place” and lack a clear structure.

COMMON LANGUAGE: Remind student to consider his/her
organization.
Discipline-specific teacher observation: A student’s written response is not clear;
in fact, the teacher has a difficult time determining what the student is actually
saying, what points he or she is making.

COMMON LANGUAGE: Remind student to develop his/her
ideas clearly.
6.
The 2014-2015 state assessments will require students to “write to source.”
What does that mean?
Write to source means students construct a response based on something they
read, referred to as diverse media. The source is “cold text” since students will be
required to respond to sources for which they receive no preparation.
3
Common Language Students Know and Use When Writing*
Word Choice
Word choice is the use of rich, colorful, precise language.
Ideas
The ideas are the heart of the message, the content of the
piece, the main theme or topic, together with all the details
that enrich and develop that theme. The ideas are strong
when the message is clear.
Organization
Organization is the structure of a piece of writing, “the
thread of central meaning, the pattern, so long as it fits the
central idea well.” Strong connections are present.
Sentence Fluency
Sentences vary in length. The writer includes short, long
sentences. A combination of simple, compound, complex
sentences may be present. a pleasure.
Conventions
Conventions are the mechanical correctness of the piecespelling, grammar and usage.
Voice
The voice is the writer coming through the words, the sense
that a real person is speaking to the reader.
Presentation
Presentation combines both visual and verbal elements- it is
the way we "exhibit" our message.
*From 6+1 Traits of Writing™
4
The Thesis Statement
Information in the introduction prepares the reader for the thesis statement, which
traditionally appears at the end of the introduction and which specifically presents the
main point and indicates the purpose of the essay. The thesis statement is the most
important sentence in the introduction because it states the controlling idea or point. It
also clarifies the purpose for the essay and helps to set the tone. The thesis statement is
the keystone of an essay.
The main point in the thesis statement can be:
 a statement of fact
 a statement of opinion
 a dominant impression
 a general truth.
Explanatory/Informational Thesis Statement
The thesis statement for an explanatory essay seeks to explain, support, or clarify. The
thesis statement for an expository essay should be factual and objective. It conveys the
writer’s purpose to increase readers’ knowledge, not to change their minds.
Sample Introduction
In the daytime, we see only one star--our own sun. But when we gaze up into the
evening sky, we see thousands and thousands of stars--or suns. And from our
earthly vantage point, we see few, if any differences among them. However, if we
could travel through space, we would be surprised to find that huge differences
characterize the millions of suns in the universe. We would note that while some
are quite similar to our own sun, most are vastly different, particularly in size and
temperature. [The thesis statement presents a factual main point.]
Argument Thesis Statement
The thesis statement for an argument essay should be a debatable or even highly
controversial assertion. It introduces the writer’s argument for the reader to consider or
accept:
 some interpretation
 an opinion
 a stand on an issue.
It should sound both reasonable and forceful and should indicate that the writer intends to
try to influence the reader’s thinking or actions.
Sample Introduction
When traveling main highways such as Route 29 or 495, it is not out of the
ordinary to have a driver change lanes without signaling. Even on back roads
where the speed limit is much lower, drivers frequently encounter other drivers
5
speeding well above the posted speed. Although in Maryland it is against the law
to use cellular telephones to text others when driving, many drivers ignore this
law. The number of negligent drivers is increasing. To combat this problem,
Maryland state leaders should institute severe penalties for negligent driving and
moving traffic violations. [The thesis statement establishes an argumentative
purpose.]
Prentice Hall, Grammar and Composition, High School (Grade 12)
6
Argument Writing: What is it?
An argument is a "claim" that must be supported by evidence. When writing an
argument, students are required to do more than summarize material or repeat what has
already been said. One strategy for advancing an argument is to anticipate and address
counterarguments or oppositions. By developing counterclaims, the writer discredits the
counterclaims and thereby invalidates reasons the reader might have for not accepting the
writer’s argument.
Here are four examples of claims. Specific types of evidence used to support claims are
discipline-specific.
Claims of
Cause and
Effect
Claims of
Definition or
Fact
Claims About
Values
Claims About Policies
One person or
thing causes
something else
to occur
How a thing is
defined or if
something is an
established fact
How something
is valued by
society
For or against a certain
policy
Friar Laurence
is responsible
for Romeo’s
and Juliet’s
deaths.
Romeo is more
capable of falling
in “like” than
following in
“love.”
Romeo has little
or no respect for
family customs
and traditions.
The Capulets have their
daughter’s well-being in
mind when they make
arrangements for her to
marry Paris.
7
Argument Writing
Glossary
1. Argument must be supported by evidence.
2. Bias is a general tendency or leaning in one direction; a partiality toward one
view over another.
3. Claims are statements about what is true or good or about what should be done or
believed.
4. Cohesion is the arrangement of ideas in such a way that the reader can easily
follow one point to the next (literally “sticking together”). Devices for creating
cohesion are using appropriate transition words and phrases, repeating words as
needed, and the use of clear pronouns.
5. Conventions are commonly accepted rules of language such as spelling,
punctuation, complete sentences, subject-verb agreement, verb tense, and usage.
6. Counterclaim is an argument that negates the writer’s claim.
7. Credible sources are primary or secondary sources that generally:
a. Are written by someone who is considered knowledgeable regarding the
topic
b. Present an objective point of view (free of bias)
c. Are considered legitimate by the reader/audience
d. Present evidence that is current where necessary.
8. Discipline-specific content is text associated with individual subjects or areas of
instruction.
9. Evidence is something that gives a sign or proof of the existence or truth of
something, or that helps somebody to come to a particular conclusion
10. Formal style is free of slang, trite expressions, abbreviations, symbols, email
shortcut language, contractions, and the use of the personal pronoun “I.” The
writer does not speak directly to the reader by using the word you. Formal style
ensures that readers are able to read and understand what is written.
11. Syntax is the way in which the words and phrases of a sentence are ordered to
show how the words relate to each other.
12. Tertiary source is a term used for information that has been compiled from both
primary and secondary sources.
13. Tone is an author's attitude toward a subject.
8
Argument Writing Standards 6-8
The standards below begin at grade 6. The College and Career (CCR) anchor standards
define college and career readiness expectations.
Argument Writing and Its Purpose
1. Write arguments focused on discipline-specific content.
a. Introduce claim(s) about a topic or issue, 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, accurate data and evidence
that demonstrate an understanding of the topic or text, using credible sources.
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.
9
6-8 Rubric for Argument Writing
Write arguments focused
on discipline-specific
content.
Support your claim with
solid evidence from
credible sources.
Anticipate other views
and supply counterclaims.
The reader should clearly
see and easily follow the
organization of your
paper.
Ideas
o Clearly worded, well-defined claim
o Anticipate reader’s opposition
Organization
o Introduce claim(s) about a topic or issue
o Acknowledge and distinguish the claim from alternate or
opposing claims
o Support claim(s) with logical reasoning and relevant, accurate
data and evidence that demonstrate an understanding of the
topic or text, using credible sources.
o Provide a concluding statement or section that follows from
and supports the argument presented.
Connect with the reader
about the position you are
taking. Speak to the
audience and make the
reader feel that your
argument is solid and
better than any other
position.
Select words that clearly
and purposefully support
and advance your
position.
Voice
o Establish and maintain a formal style/voice
o Respectful tone
In order to keep the
reader’s interest, use wellchosen transitions
between and among your
varied sentences as you
advance your argument.
This is not the time to
show carelessness.
Misused words or
incorrect spellings and
other grammatical errors
can get in the way of your
message.
This is the place to show
that you care about a
first impression. Does the
paper look as though you
took pride in what you
Sentence Fluency
o Uses transitional words and phrases between points (however,
such as, most important)
Word Choice
o Use words, phrases, and clauses to create cohesion and clarify
the relationships among claims, counterclaims, reasons, and
evidence.
Conventions
o Paper is clear of mistakes in
 Spelling
 Punctuation
 Capitalization
 Usage
Presentation
o Easy to read handwriting
o Double spaced typing
o Well-defined margins
o Use 12 pt. Times New Roman font and double space.
10
produced?
Argument Writing Standards 9-10
The College and Career (CCR) anchor standards define college and career readiness
expectations.
Argument Writing and Its Purpose
1. Write arguments focused on discipline-specific content.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and
create an organization that establishes clear relationships among the claim(s), counterclaims,
reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each
while pointing out the strengths and limitations of both claim(s) and counterclaims in a
discipline-appropriate form and 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 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 or supports the argument
presented.
11
9-10 Rubric for Argument Writing
Write arguments focused
on discipline-specific
content.
Support your claim with
solid evidence from
credible sources.
Anticipate other views
and supply counterclaims.
The reader should clearly
see and easily follow the
organization of your
paper.
Ideas
o Clearly worded, well-defined claim
o Anticipate reader’s opposition
Organization
o Introduce precise claim(s), distinguish the claim(s) from
alternate or opposing claims, and create an organization that
establishes clear relationships among the claim(s), counterclaims,
reasons, and evidence
o
Provide brief background information that helps to lay the foundation
for stating the claim.
o
Develop claim(s) and counterclaims fairly, supplying data and
evidence for each while pointing out the strengths and
limitations of both claim(s) and counterclaims in a disciplineappropriate form and in a manner that anticipates the
audience’s knowledge level and concerns.
Provide a concluding statement or section that follows from
and supports the argument presented.
o
Connect with the reader
about the position you are
taking. Speak to the
audience and make the
reader feel that your
argument is solid and
better than any other
position.
Select words that clearly
and purposefully support
and advance your
position.
In order to keep the
reader’s interest, use wellchosen transitions
between and among your
varied sentences as you
advance your argument.
This is not the time to
show carelessness.
Misused words or
incorrect spellings and
other grammatical errors
can get in the way of your
message.
This is the place to show
Voice
o Establish and maintain a formal style and objective tone
o
Respectful tone
Word Choice
o Use words, phrases, and clauses 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
Sentence Fluency
o Uses transitional words and phrases between points (however,
such as, most important)
Conventions
o Paper is clear of mistakes in
 Spelling
 Punctuation
 Capitalization
 Usage
Presentation
12
that you care about a
first impression. Does the
paper look as though you
took pride in what you
produced?
o
o
o
o
Easy to read handwriting
Double spaced typing
Well-defined margins
Use 12 pt. Times New Roman font and double space.
Argument Writing Standards 11-12
The standards below begin at grade 6. The College and Career (CCR) anchor standards
define college and career readiness expectations.
Argument Writing and Its Purpose
1. Write arguments focused on discipline-specific content.
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 the claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most
relevant data and evidence for each while pointing out the strengths and limitations of
both claim(s) and counterclaims in a discipline-appropriate form 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 or supports the argument
presented.
13
11-12 Rubric for Argument Writing
Write arguments focused on
discipline-specific content.
Ideas
o Clearly worded, well-defined claim
o Anticipate reader’s opposition
Support your claim with solid
evidence from credible sources.
Anticipate other views and
supply counterclaims.
Organization
o 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 the claim(s), counterclaims, reasons,
and evidence.
The reader should clearly see
and easily follow the
organization of your paper.
o
Provide brief background information that helps to lay the foundation for stating the
claim.
o
Develop claim(s) and counterclaims fairly and thoroughly, supplying the most
relevant data and evidence for each while pointing out the strengths and
limitations of both claim(s) and counterclaims in a discipline-appropriate form
that anticipates the audience’s knowledge level, concerns, values, and possible
biases.
Provide a concluding statement or section that follows from and supports the
argument presented.
o
Connect with the reader about
the position you are taking.
Speak to the audience and make
the reader feel that your
argument is solid and better
than any other position.
Select words that clearly and
purposefully support and
advance your position.
In order to keep the reader’s
interest, use well-chosen
transitions between and among
your varied sentences as you
advance your argument.
This is not the time to show
carelessness. Misused words or
incorrect spellings and other
grammatical errors can get in
the way of your message.
This is the place to show that
you care about a first
impression. Does the paper
look as though you took pride in
what you produced?
Voice
o Establish and maintain a formal style/voice
o Respectful tone
Word Choice
o 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.
Sentence Fluency
o Uses transitional words and phrases between points (however, such as, most
important)
Conventions
o Paper is clear of mistakes in
 Spelling
 Punctuation
 Capitalization
 Usage
Presentation
o Easy to read handwriting
o Double spaced typing
o Well-defined margins
o Use 12 pt. Times New Roman font and double space.
14
Writing Arguments to Support Claims
Grades 6-8
An argument is a "claim" that must be supported by evidence. When writing argument,
students are required to do more than summarize material or repeat what has already been
said. One strategy for advancing an argument is to anticipate and address
counterarguments or oppositions. By developing counterclaims, the writer discredits the
counter argument and thereby invalidates reasons the reader might have for not accepting
the writer’s argument.
Persuasion
 Attempts to convince the




reader to accept thesis as
truth.
Provides facts and evidence
to support the thesis .
Appeals to the credibility,
character, or authority of
the writer.
Is often grounded more in
feelings or “pathos” rather
than in facts.
Is often associated with
speeches and frequently
requires listeners/ readers
to take some sort of action
to remediate an issue.
Argument
 Attempts to convince the





reader to accept a claim as
truth.
Introduces claim(s) and
organizes the reasons and
evidence clearly (Grade 6);
acknowledges alternate or
opposing claims, including
developing counterclaims
(Grade 7); acknowledges
and distinguishes the
claim(s) from alternate or
opposing claims, including
developing counterclaims
(Grade 8)
Supports claim(s) with
logical reasoning and
relevant evidence, using
accurate, credible sources
and demonstrating an
understanding of the topic
or text.
Uses words, phrases, and
clauses to create cohesion
and clarify the relationships
among claim(s),
counterclaims, reasons, and
evidence.
Establishes and maintains
a formal style.
Provides a concluding
statement or section
that follows from the
argument presented.
Types of Evidence
The type of evidence writers use to support a claim related to a literary topic may differ
from the types of evidence students will need to support a claim related to a history,
mathematics, science, or other subject.
Critical Reading
Critical reading is a major part of under- standing argument. Readers must do more than
read texts. Critical reading requires the reader to interact with the text, questioning and
examining what the author is saying.
15
Related Vocabulary
Analyze means to examine, closely study, and evaluate a text by breaking down and examining its
elements to comprehend its meaning.
Bias is a general tendency or leaning in one direction; a partiality toward one view over another.
Claims are statements about what is true or good or about what should be done or believed.
Counterclaim/opposing claim is an argument that negates the writer’s claim.
Evidence is something that gives a sign or proof of the existence or truth of something, or that helps
somebody to come to a particular conclusion.
Formal style is writing that is free of slang, trite expressions, abbreviations, symbols, email shortcut
language, contractions, and the use of the personal pronoun “I.” The writer does not speaking directly to the
reader by using the word you.
Organization structure/patterns are the way facts and details are arranged in a text that helps the reader
understand the text (i.e., cause/effect, problem/solution).
Peripheral information is text information that is not of central importance.
Primary source is an original source, such as someone's diary or journal, a survey or interview, letters,
autobiographies, and observation.
Secondary source is material that other people have gathered and interpreted, extended, analyzed, or
evaluated, such as newspaper articles, a documentary on television, a website, a science text, and an
encyclopedia entry.
Tertiary source is a term used for information that has been compiled from both primary and secondary
sources.
Synthesize means to examine, closely study, and evaluate how individual text elements work together as a
whole by combining the knowledge of one text element to the analysis of an additional element.
Tone is an author's attitude toward a subject.
Responding to Literary Texts
Sample Writing Tasks
Directions: After reading the text, complete the following assignment.





Make a decision to support or refute the claim.
Locate textual evidence to develop the claim selected.
Acknowledge alternate or opposing claims, including developing counterclaims (Grade 7).
Distinguish the claim from alternate or opposing claims, including developing counterclaims (Grade
8).
Provide a concluding statement/paragraph that follows from and supports your claim.
Text: “All Summer in a Day”
Claim: Although Margot misses the precious hour of sun, she has brought this
punishment on herself.
16
Text: Romeo and Juliet
Claim: Although there are many factors that lead to their deaths, Friar Laurence is more
responsible for Romeo’s and Juliet’s deaths than anyone or anything else.
Text: The Outsiders
Claim: Ponyboy and his brothers do not have parents, but they and the other Greasers
define what a real family is like.
Text: “Lift Every Voice and Sing”
Claim: The song “Lift E’vry Voice and Sing,” which was written to describe the African
American experience, represents all groups that struggle in today’s society.
“Argument literacy is fundamental to being educated…” Gerald Graff, 2003 (Common Core, Appendix A)
Responding to Non-fiction Texts
Sample Writing Tasks
Support or refute.
What Makes a Hero?
Locate and read primary and secondary sources about people, places, and events that
provide evidence to support or refute the claim that It is not difficult to be a hero in
today’s world. Provide evidence to support your claim, using logical reasoning. Be
certain to provide a concluding statement/paragraph that follows from and supports
your claim.
Complete the following tasks.
What Is Success?
o Select and read two essays about the philosophy of success located in the “For Your Viewing”
station
o Select and study closely the text and graphics for two of the cartoons representing successful
business people located in the “More than a Smile” station
o Select and listen to two Podcasts recorded by two athletes located in the ”For Your Hearing”
station
o Select and play one of the three videos representing different roads to success located in the “For
Your Listening and Hearing” station
Based on the essays you read, the recordings you heard, the video you watched, and
the cartoons you studied, develop a claim about the essential components for
success. Use evidence from three different sources to support your claim, and be
certain to acknowledge or distinguish alternate or opposing claims. Provide a
concluding statement/paragraph that follows from and supports your claim.
Howard County Public Schools, 2011
17
Writing Arguments to Support Claims
Grades 9-12
An argument is a "claim" that must be supported by evidence. When writing argument,
students are required to do more than summarize material or repeat what has already been
said. One strategy for advancing an argument is to anticipate and address
counterarguments or oppositions. By developing counterclaims, the writer discredits the
counter argument and thereby invalidates reasons the reader might have for not accepting
the writer’s argument.
Persuasion





Attempts to convince the
reader to accept a thesis as
truth.
Provides facts and evidence
to support the thesis.
Appeals to the credibility,
character, or authority of
the writer.
Is often grounded more in
feelings or “pathos” rather
than in facts.
Is often associated with
speeches and frequently
requires listeners/ readers
to take some sort of action
to remediate an issue.
Argument

Attempts to convince the
reader to accept a claim as
truth.
 Introduces precise,
knowledgeable claim(s),
establishes the significance
of the claim(s),
distinguishes the claim(s)
from alternate or opposing
claims, and creates an
organization that logically
sequences claim(s),
counterclaims, reasons, and
evidence.
 Develop claim(s) and
counterclaims fairly and
thoroughly, supplying the
most relevant evidence for
each while pointing out the
strengths and limitations of
both in a manner that
anticipates the audience’s
knowledge level, concerns,
values, and possible biases.
 Uses 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..
 Establishes and maintains a
formal style and objective
tone while attending to the
norms and conventions of
the discipline in which they
are writing.
 Provides a concluding
statement or section
that follows from the
argument presented.
Types of Evidence
The type of evidence writers use to support a claim related to a literary topic may differ
from the types of evidence students will need to support a claim related to history,
mathematics, science, or other subject.
Critical Reading
Critical reading is a major part of under- standing argument. Readers must do more than
read material. Critical reading requires the reader to interact with the text, questioning
and examining what the author is saying
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Related Vocabulary
Analyze means to examine, closely study, and evaluate a text by breaking down and
examining its elements to comprehend its meaning.
Bias is a general tendency or leaning in one direction; a partiality toward one view over
another.
Claim is a statement that clearly introduces an idea or belief that is supported by
evidence
Counterclaim/opposing claim is an argument that negates the writer’s claim.
Evidence is something that gives a sign or proof of the existence or truth of something,
or that helps somebody to come to a particular conclusion.
Formal style is writing that is free of slang, trite expressions, abbreviations, symbols,
email shortcut language, contractions, and the use of the personal pronoun “I.” The writer
does not speaking directly to the reader by using the word you. Formal style ensures that
readers are able to read and understand what is written.
Organization structure/patterns are the way facts and details are arranged in a text that
help the reader understand the text (i.e., cause/effect, problem/solution).
Peripheral information is text information that is not of central importance.
Primary source is an original source, such as someone's diary or journal, a survey or
interview, letters, autobiographies, and observation.
Secondary source is material that other people have gathered and interpreted, extended,
analyzed, or evaluated, such as newspaper articles, a documentary on television, a
website, a science text, and an encyclopedia entry.
Synthesize means to examine, closely study, and evaluate how individual text elements
work together as a whole by combining the knowledge of one text element to the analysis
of an additional element.
Tertiary source is a term used for information that has been compiled from both primary
and secondary sources.
Tone is an author's attitude toward a subject.
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Responding to Literary Texts
Sample Writing Tasks
Directions: After reading the text, complete the following assignment.
 Make a decision to support or refute the claim
 Locate textual evidence to develop your claim
 Develop claims and counterclaims fairly with strong evidence from the text
 Explain the limitation of claims and counterclaims
 Provide a concluding statement/paragraph that follows from and supports your
claim.
Text: A Raisin in the Sun
Claim: The Youngers are not able to accomplish their dreams because of their character
flaws, not because of their social status.
Text: The Great Gatsby
Claim: Fitzgerald’s novel defines the American dream as a nightmare and not as a
dream.
Text: The Catcher in the Rye
Claim: Martha and George are two people who co-exist as a couple but lack feelings of
genuine love for one another.
Text: The Stranger
Claim: Though not a demonstrative person, Meursault is capable of giving and
receiving love.
“Argument literacy is fundamental to being educated…” Gerald Graff, 2003 (Common Core,
Appendix A)
Howard County Public Schools, 2011
Responding to Non-fiction Texts
Sample Writing Tasks
Existentialism
Locate and read (2) primary and (4) secondary or tertiary sources that provide evidence
to support or refute the claim that Existentialism’s literary value rests more with those
who enjoy the theater than with those who appreciate literature. Use evidence to
support you claim, and be certain to address and discredit counterclaims. Provide a
concluding statement/paragraph that follows from and supports your claim.
Complete the following tasks.
Who Cares?
o Select and read two essays located in the “For Your Viewing” station
o Select and study closely the text and graphics for two of the cartoons located in the “More than a
Smile” station
o Select and listen to two Podcasts located in the ”For Your Hearing” station
o Select and play one of the three videos located in the “For Your Listening and Hearing” station
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Based on the essays you read, the recordings you heard, the video you watched, and
the cartoons you studied, develop an argument that addresses the extent to what
compassion plays in the development of one’s personal character. Use evidence
from at least three different types of sources to support your claim, and be certain to
address and discredit counterclaims. Provide a concluding statement/paragraph that
follows from and supports your claim.
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