DO THE COMMON CORE
STATE STANDARDS CHANGE
THE WAYS WE TEACH
WRITING?
March 26, 2014
Boston University
Dr. Katherine Frankel
Assistant Professor
Tonight’s Agenda

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Then and Now: Significant Shifts
Opinion  Argument Writing
Student Samples
PARCC
Resources
K. Frankel Table Talk
3/26/14
Then and Now: Significant Shifts
MA Composition Standards
Informational/exposi
tory writing
 Imaginative/literary
writing

Common Core State Standards
Informative/explana
tory writing
 Narrative writing


K. Frankel Table Talk
Opinion/argument
writing
3/26/14
Then and Now: Significant Shifts
A key difference between the MA Composition Standards and
the Common Core State Standards is the addition of
opinion/argument writing as a separate text type that is
distinct from informative/explanatory writing.
K. Frankel Table Talk
3/26/14
Then and Now: Significant Shifts

Reading, writing, and speaking grounded in evidence from texts, both
literary and informational
“The Common Core emphasizes using evidence from texts to present careful
analyses, well-defended claims, and clear information. Rather than asking students
questions they can answer solely from their prior knowledge and experience, the
standards call for students to answer questions that depend on their having read
the texts with care.
“Frequently, forms of writing in K-12 have drawn heavily from student experience
and opinion, which alone will not prepare students for the demands of college,
career, and life. Though the standards still expect narrative writing throughout the
grades, they also expect a command of sequence and detail that are essential for
effective argumentative and informative writing. The standards’ focus on evidencebased writing along with the ability to inform and persuade is a significant shift
from current practice.”
www.corestandards.org/other-resources/key-shifts-in-english-language-arts/
K. Frankel Table Talk
3/26/14
Opinion  Argument Writing
Grades 1-5: Write Opinion Pieces
Grades 6-12: Write Arguments
Grade 5 Standard
 Write opinion pieces
on topics or texts,
supporting a point of
view with reasons and
information.
Grade 6 Standards
 Write arguments to
support claims with
clear reasons and
relevant evidence.
 Write arguments
focused on disciplinespecific content.
K. Frankel Table Talk
http://www.corestandards.org/ELA-Literacy/
3/26/14
What is Opinion Writing?
New Oxford American Dictionary
Common Core State Standards
“A view or judgment
formed about something,
not necessarily based on
fact or knowledge.”
“Young children…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.”
K. Frankel Table Talk
http://www.corestandards.org/assets/A
ppendix_A.pdf
3/26/14
Opinion Writing for Grade 5 Students
Write opinion pieces on topics or texts, supporting a point
of view with reasons and information.
a.
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.
b.
Provide logically ordered reasons that are supported
by facts and details.
c.
Link opinion and reasons using words, phrases, and
clauses (e.g., consequently, specifically).
d.
Provide a concluding statement or section related to
the opinion presented.
K. Frankel Table Talk
http://www.corestandards.org/ELA-Literacy/
3/26/14
What is Argument Writing?

Hillocks (2011):
 “Making
a case in support of a claim in everyday
affairs” (p. xv).
 The core of critical thinking.
 A process of inquiry.
K. Frankel Table Talk
3/26/14
What is Argument Writing?

Arguments include (Toulmin, 2003):
 a claim
 based on evidence
 a warrant
 backing
 Qualifications
 Rebuttals
K. Frankel Table Talk
3/26/14
What is Argument Writing?

Consider the following sketch:
K. Frankel Table Talk
3/26/14
What is Argument Writing?


Hillocks (2011) argues that argument writing is distinct
from persuasive writing.
For example, consider the following prompt from a Texas
writing assessment administered to secondary school
students in the 90s:
Some people believe that all teenagers should be required to perform one year
of unpaid service for their community right after they graduate from high school.
This community service might include helping to clean up parks, delivering food to
the elderly, or working in a hospital.
What is your position concerning this issue? Write a letter to your senator in
which you state your position and support it with convincing reasons. Be sure to
explain your reasons fully.
K. Frankel Table Talk
3/26/14
What is Argument Writing?

Now read one student’s response at the “passing” level and
consider the following question:
What, if any, claims, evidence, or warrants are represented?
As a teenager about to graduate from high school, I think it is rather unfair to
do these services without being paid for it. Therefore, I believe we shouldn’t have
to do these services right when we get out of high school.
First of all, when people graduate from high school, a majority of the people
will either go to a junior college or college. During the summer break, most of
them will get jobs to help pay for college. Another reason is, it takes money to
drive around town and do these services.
Personally, I think you all should use all of the unemployed people that receive
unemployment checks because they’re the ones that have nothing to do.
These are the reasons why I think we shouldn’t have to do these services.
K. Frankel Table Talk
3/26/14
What is Argument Writing?

Finally, consider the scoring commentary:
This controlled, organized response takes a clear position
against requiring community service. The section discussing
the necessity of working for pay is somewhat elaborated
while the solution adds elaboration by offering a ready
alternative…to employing high school graduates. In total,
a minimally sufficient about of evidence is provided, and
the response demonstrates minimal success with the
persuasive task.
K. Frankel Table Talk
3/26/14
What is Argument Writing?

Common Core State Standards: 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.



In 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.
In 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.
In 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.
K. Frankel Table Talk
3/26/14
Argument Writing for Grade 6 Students
Write arguments to support claims with clear reasons and
relevant evidence.
a.
Introduce claim(s) and organize the reasons and evidence
clearly.
b.
Support claim(s) with clear reasons and relevant evidence,
using credible sources and demonstrating an
understanding of the topic or text.
c.
Use words, phrases, and clauses to clarify the relationships
among claim(s) and reasons.
d.
Establish and maintain a formal style.
e.
Provide a concluding statement or section that follows from
the argument presented.
K. Frankel Table Talk
http://www.corestandards.org/ELA-Literacy/
3/26/14
The Role of Evidence

Reading, writing, and speaking grounded in evidence from texts, both
literary and informational
“The Common Core emphasizes using evidence from texts to present careful
analyses, well-defended claims, and clear information. Rather than asking students
questions they can answer solely from their prior knowledge and experience, the
standards call for students to answer questions that depend on their having read
the texts with care.
“Frequently, forms of writing in K-12 have drawn heavily from student experience
and opinion, which alone will note prepare students for the demands of college,
career, and life. Though the standards still expect narrative writing throughout the
grades, they also expect a command of sequence and detail that are essential for
effective argumentative and informative writing. The standards’ focus on evidencebased writing along with the ability to inform and persuade is a significant shift
from current practice.”
www.corestandards.org/other-resources/key-shifts-in-english-language-arts/
K. Frankel Table Talk
3/26/14
Student Samples (with Annotations)
Grade 4, Opinion Letter:
“Zoo Field Trip”


What is the student’s
stated opinion?
What are the reasons,
facts, and details?
Grade 6, Argument Letter:
“Dear Mr. Sandler”


What is the student’s
claim?
What are the reasons
and evidence?
What similarities and differences do
you notice between the two pieces?
K. Frankel Table Talk
http://www.corestandards.org/assets/Appendix_C.pdf
3/26/14
Student Samples (without Annotations)
Grade 4, Opinion Essay:
“School Length”


What is the student’s
stated opinion?
What are the reasons,
facts, and details?
Grade 6, Argument Paragraph:
“What the Frack!!”


What is the student’s
claim?
What are the reasons
and evidence?
What similarities and differences do
you notice between the two pieces?
K. Frankel Table Talk
3/26/14
The Standards
Grade 4
Grade 6
Write opinion pieces on topics or texts,
Write arguments to support claims with
supporting a point of view with reasons
clear reasons and relevant evidence.
and information.
a. Introduce claim(s) and organize the
a. Introduce a topic or text clearly, state
reasons and evidence clearly.
an opinion, and create an
b. Support claim(s) with clear reasons
organizational structure in which related
and relevant evidence, using credible
ideas are grouped to support the
sources and demonstrating an
writer’s purpose.
understanding of the topic or text.
b. Provide reasons that are supported
c. Use words, phrases, and clauses to
by facts and details.
clarify the relationships among claim(s)
c. Link opinion and reasons using words
and reasons.
and phrases (e.g., for instance, in order
d. Establish and maintain a formal style.
to, in addition).
e. Provide a concluding statement or
d. Provide a concluding statement or
section that follows from the argument
section related to the opinion
presented.
presented.
K. Frankel Table Talk
3/26/14
http://www.corestandards.org/ELA-Literacy/
PARCC (Partnership for Assessment of
Readiness for College and Careers)



The partnership includes the following 16 states (plus
Washington, D.C.): Arizona, Arkansas, Colorado, Illinois,
Indiana, Louisiana, Maryland, Massachusetts,
Mississippi, New Jersey, New Mexico, New York, Ohio,
Pennsylvania, Rhode Island, and Tennessee.
“PARCC test questions measure deeper learning,
critical-thinking and problem-solving skills.”
3 writing measures:
literacy analysis task
 narrative task
 research simulation task

K. Frankel Table Talk
www.parcconline.org
3/26/14
PARCC

1.
2.
Tonight, we’ll focus on the research simulation task
and you’ll be the judge:
Does this new assessment ask students to write and
evaluate arguments as envisioned by the CCSS?
Does the assessment promote deeper learning and
critical thinking?
K. Frankel Table Talk
3/26/14
PARCC

Grade 7 Research Simulation Task
 Evidence-Based
Selected Response items
 Technology-Enhanced Constructed Response items
 3 Passages (9 items total)
and
1
Prose Constructed Response
K. Frankel Table Talk
www.parcconline.org
3/26/14
PARCC

Prose Constructed Response Question:
You have read three texts describing Amelia Earhart. All three include the
claim that Earhart was a brave, courageous person. The three texts are:



“Biography of Amelia Earhart” (biography from AmeliaEarhart.com)
“Earhart’s Final Resting Place Believed Found” (article from news.discovery.com)
“Amelia Earhart’s Life and Disappearance” (video from watchmojo.com)
Consider the argument each author uses to demonstrate Earhart’s bravery.
Write an essay that analyzes the strength of the arguments about Earhart’s
bravery in at least two of the texts. Remember to use textual evidence to
support your ideas.
K. Frankel Table Talk
www.parcconline.org
3/26/14
PARCC
1.
2.
3.
4.
Does this new assessment ask students to write and
evaluate arguments as envisioned by the CCSS?
Does the assessment promote deeper learning and
critical thinking?
What does a student need to know and be able to
do to answer this constructed response question?
How do we prepare students to tackle these kinds
of tasks?
K. Frankel Table Talk
3/26/14
Resources




Barbara Moss (2014), “Teaching Argument:
Resources for Teachers” (see handout)
Massachusetts’ Writing Standards in Action
Common Core Appendices:
 Appendix A: Research Supporting Key Elements of the
Standards & Glossary of Key Terms
 Appendix B: Text Exemplars and Sample Performance
Tasks
 Appendix C: Samples of Student Writing
PARCC Sample Questions
K. Frankel Table Talk
3/26/14
References
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Hillocks, G., Jr. (2011). Teaching argument writing: Supporting claims with
relevant evidence and clear reasoning. Portsmouth, NH: Heinemann.
Moss, B. (2014). Teaching argument: Resources for teachers. Voices from the
Middle, 21(3), 61-63.
National Governors Association Center for Best Practices & Council of Chief
State School Officers. (2010). Common Core State Standards for English
language arts and literacy in history/social studies, science, and technical
subjects with Appendices A-C. Washington, DC: Authors.
Partnership for Assessment of Readiness for College and Careers (PARCC).
(2014). PARCC assessment. Washington, DC: PARCC. Retrieved from
www.parcconline.org.
Toulmin, S. E. (2003). The uses of argument. New York, NY: Cambridge
University Press.
K. Frankel Table Talk
3/26/14