ELAGSE8W1: WRITE ARGUMENTS TO SUPPORT CLAIMS
WITH CLEAR REASONS AND RELEVANT EVIDENCE.
a. Introduce claim(s), 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
evidence, using accurate, credible sources and
demonstrating an understanding of the topic or text.
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.
ESSENTIAL QUESTIONS:
• What is argument writing?
• How does it differ from other types of
writing?
• What are the steps in the writing process?
• How do I write effective arguments to
support my claims with clear reasons and
relevant evidence?
WHAT IS ARGUMENTATIVE WRITING?
The argument is a central idea, claim, or
thesis/position statement.
In argumentative essays, the writer will:
• investigate a topic
• collect, generate, and evaluate evidence (e.g. facts,
statistics, details, quotations, etc.)
• establish a position on the topic in a concise manner
• address the opposing side
• Brainstorming/Prewriting:
This is the stage at
which you make notes, lists, or outlines. You need to organize your
major supporting details before writing the first draft.
• Drafting:
Using your prewriting notes, write a first draft of your
paper. Concentrate on getting your ideas down on paper in a logical
order.
• Revising/Editing:
Carefully reread what you have written
to see if your ideas are clear and fully developed. Consider any
changes that would make your paper better.
• Final Draft:
Rewrite your paper in blue or black in and write
neatly. You will have 2 pages to fit your draft.
• Proofreading:
When you finish writing your final draft, make
any needed corrections on your paper. You may strike through words
as long as you do so neatly. Do not use correction fluid.
HAVE YOU EVER HEARD THE
SAYING, “YOU NEVER GET A
SECOND CHANCE TO MAKE A FIRST
IMPRESSION”?
Discuss what this means?
How do you think it could
apply to writing?
Introduce claim(s), acknowledge
and distinguish the claim(s) from
alternate or opposing claims, and
organize the reasons and
evidence logically.
INTRODUCTION AND
ORGANIZATION
• Grabber
• Quote
• Question
• Shocking Statement
• Onomatopoeia/Exclamation
• Anecdote
• Background information about your topic
• Strong position statement
• …at the start of the essay (use a
question, an anecdote, a quote, a
shocking statement, perhaps even
humor).
• NEVER start your essay by saying “Today
I am going to write about the three
reasons cell phones should be allowed in
school.” (zzzzz…..BORING!)
• ….also at the end. Close with a bang!
• sustained focus
• logical sequence of ideas
• grouping of ideas in paragraphs
• transitions used between sentences and
paragraphs
• Organize your thoughts in some type of format
BEFORE you begin drafting your essay. You
may want a list or a web format. It is up to you.
• Look at samples of graphic organizers.
EXAMPLE OF BRAINSTORMING GRAPHIC
Support
1
Position
Statement/
Argument
Controlling
idea
Support
3
Support
2
NOW THAT YOU HAVE THE
READER’S ATTENTION, HE/SHE
WILL WANT TO READ ON…
…at this point, it is essential to
provide solid reasons and
evidence to support your
argument.
Support claim(s) with logical
reasoning and relevant
evidence, using accurate,
credible sources and
demonstrating an
understanding of the topic or
text.
SUPPORTING DETAILS
• You will need to incorporate research on
your topic as you must collect, generate,
and evaluate information.
• Consider questions a person reading your
essay might have about your position
statement and/or topic sentences.
• Activity: For each topic sentence,
develop a list of at least 3 supporting
details.
• You don’t know who your reader is, but
you want to make sure the reader can
relate to your essay. Reviewing and
thinking about how you can use the
universal reasons to prove your points is
a good strategy for ensuring you have
solid ideas.
•
•
•
•
•
•
•
•
•
•
Money
Finances
Future
Safety
Racism
Environment
Community
Family
Taxpayers
Social Skills
•
•
•
•
•
Violence
Self-Esteem
Productivity
Individuality
Health (Emotional,
Social, Physical)
• Discrimination (Sex,
race, age, religion)
• Discipline
• Education
• on topic
• relevant to your position statement
• strong reasons to make your argument
• supporting ideas
• explained at an appropriate depth
Use words, phrases, and
clauses to create cohesion and
clarify the relationships among
claim(s), counterclaims,
reasons, and evidence.
TRANSITIONS
• Keep in mind that transitional words show
relationships between ideas. Use them as you
move from one paragraph to the next, as well
as within paragraphs.
• Aim for use of more sophisticated transitions
than “First,” Second,” and “Third.”
• Use variety in your transitions (Improves style
and organization).
• Complete Transition Paragraph Activity.
Establish and maintain a
formal style.
STYLE
• Formal style means using standard English
(e.g., no slang).
• Formal style does not mean boring.
• Consider your word choice. You will need
vivid nouns and adjectives and strong verbs.
• You should include sentence variety.
• Awareness of audience and voice are also
essential.
Person, place, or thing
Describes noun
Describes how
something is done
• Strive to use strong verbs—action verbs which
show what is going on versus always relying on
“dead” verbs that just tell.
• Examples of “dead” verbs include: am, are, be,
had, has, have, was, were, looks, sounds, feels,
become, became, etc. . . .
• Activity: Rewrite the sentences with a partner.
Show….don’t just tell!
plain and boring
Provide a concluding
statement or section that
follows from and supports the
argument presented.
CONCLUSION
• Sum up your argument
• Restate your topic using different
words
• Be original
• End with a “zinger” that makes your
reader think
• Sentence formation (complete
sentences; no fragments, run-ons or
comma splices)
• Correct usage (subject-verb
agreement, word forms, verb tense,
homonyms)
• Correct mechanics
ADDITIONAL ACTIVITIES
• The following slides contain additional
suggestions that a teacher may want to use
depending on where the students are in the
writing process. You will need to customize
these ideas to fit the needs of your class.
• Provide students with a sample essay.
Evaluate the sample diagnostic essay.
Read independently and look for:
• What the writer has done well
• What improvements should be made
• Use of transitions
• Provide students with a topic for which
they will brainstorm ideas for an
argumentative essay.
Students will:
• Work in groups of 4 or 5
• Develop a position statement and a
graphic organizer that includes 3
reasons and at least 2 details/examples
to support each reason
• Provide students with a topic for which
they will write an argumentative essay.
Working with a partner or in a small group,
students will:
• Develop an introduction to the topic.
Make sure you use an attentiongrabbing beginning, provide
background, and clearly state your
position.
• Now, write the conclusion to that
essay. Restate your position, but
remember to use different words,
sum up your argument, and close
with a “zinger” that makes an impact
on the reader.