Argumentative Writing:
Logical Progression
Grade 7
Copyright © 2015 Write Score LLC
Review:
Elements of Argumentative Writing
 Claim (versus thesis)
 Logic (versus emotion in persuasive writing) –
based on evidence
 Explanation of how evidence supports the claim
 Counterclaims
A THESIS is a statement that
explains, supports, or clarifies
a main point.
A CLAIM is a statement that is
always
. Claims are
used in argumentative writing.
A PERSUASIVE paper often relies on EMOTION.
An ARGUMENTATIVE paper has to rely on LOGIC.
An argumentative paper must present the opposing
viewpoint (a counterclaim)
Support claim(s) with logical reasoning and relevant
evidence, using accurate, credible sources and
demonstrating an understanding of the topic or text.
Use words, phrases, and clauses to create cohesion
and clarify the relationships among claim(s),
counterclaims, reasons, and evidence.
Logical Progression:
- the flow of ideas in the essay,
particularly in the body
paragraphs
Argumentative Essay
The BODY of an argumentative paper: Please note that
the number of paragraphs is completely dependent on the
content of your paper and the time/length requirements.
Optional paragraph (might also be part of the
introduction)
 Background— provide a foundation and any info on
your topic that might be necessary to further understand the claim.
Argumentative Essay
Evidence / Elaboration paragraphs –as many as you
need
 Topic Sentence: What point will you make to get
people to understand / support your claim?
 Introduce and State Evidence: Use signal phrases
and provide evidence from the text to support your
claim. What supporting evidence (reasons, examples,
facts, statistics, and/or quotations) can you include
to prove/support/explain your topic sentence?
Argumentative Essay
 Elaborate on Evidence: You cannot just plug it in.
You have to show how the evidence proves the point
you are trying to make in this paragraph. Give more
detail.
 Concluding Sentence: End your paragraph with a
concluding sentence that reasserts the claim and
moves into your next point.
Argumentative Essay
Grade 8 standards require that you “distinguish” the
claim from a counterclaim. As opposed to grade 7, you
need to present why one is better.
 Do not go into much detail but name a counterclaim
briefly and briefly explain your reason why the
counterclaim is faulty.
Let’s take a look at signal words/phrases
before we move on.
Signal Phrases introduce the support and evidence
(summaries, direct quote, or paraphrases).
Here are a few examples
The first passage states that….
The article “____________” explains how….
The author of _________ agrees by explaining
____________
According to ____________________
Other signal words/phrases
addresses
confirms
mentions
recommends
suggests
adds
declares
notes
reports
writes
agrees
estimates
observes
says
believes
focuses on
points out
sees
claims
implies
questions
states
Sample #1
Assume the student sample on the following pages
was written after the student read about whether or
not children should be allowed to own a smartphone.
Sample #1: The Introduction
When my little sister was in fourth grade last year,
she said almost half of her classmates had their own cell
phones - smartphones to be exact. These are nine and
ten year olds! Some parents want their kids to be able to
get in touch easily, but there are several problems with
kids having cell phones. One issue is that most kids who
are ten or eleven don’t have the will power to keep the
phone from being a distraction. Another problem is the
potential safety issue with social media, potential bullying,
and Internet content. Due to these and other issues, kids
as young as ten should not have and use smartphones.
Sample #1:
Evidence and Elaboration Paragraphs
Owning a smartphone is a big responsibility that
requires students to have the ability to “unplug”
from their smartphone and “plug in” to learning.
 Topic Sentence
Sample #1:
Evidence and Elaboration Paragraphs
Owning a smartphone is a big responsibility that
 Topic Sentence
 Signal Phrase
requires students to have the ability to “unplug”
 Text Evidence
from their smartphone and “plug in” to learning.
According to the article, “Smartphone Nation”
instances of off task behavior in school increased by 47 percent
when students were allowed to own and carry smartphones in
school. This dramatically impacted the success of students in middle
and high school, since as many as 75 percent of 10 to 16 year olds
had their own smart phones.
Sample #1:
Evidence and Elaboration Paragraphs
Owning a smartphone is a big responsibility that
 Topic Sentence
 Signal Phrase
requires students to have the ability to “unplug”
 Text Evidence
from their smartphone and “plug in” to learning.
 Elaboration
According to the article, “Smartphone Nation”
instances of off task behavior in school increased by 47 percent
when students were allowed to own and carry smartphones in
school. This dramatically impacted the success of students in middle
and high school, since as many as 75 percent of 10 to 16 year olds
had their own smart phones. Students often use their cell phones
during class to send and receive messages or play games. Students
have also been known to use their cell phones to cheat on tests.
Many students lack the willpower to turn off and ignore their
smartphone.
Sample #1:
Evidence and Elaboration Paragraphs
Topic Sentence
Owning a smartphone is a big responsibility that 
 Signal Phrase
requires students to have the ability to “unplug”  Text Evidence
from their smartphone and “plug in” to learning.  Elaboration
 Concluding Sentence
According to the article, “Smartphone Nation”
instances of off task behavior in school increased by 47 percent when
students were allowed to own and carry smartphones in school. This
dramatically impacted the success of students in middle and high
school, since as many as 75 percent of 10 to 16 year olds had their
own smart phones. Students often use their cell phones during class
to send and receive messages or play games. Students have also
been known to use their cell phones to cheat on tests. Many
students lack the willpower to turn off and ignore their smartphone.
While smartphones can be a helpful tool, in schools they provide an
easy distraction and disruption to learning.
Sample #2:
Evidence and Elaboration Paragraphs





Topic Sentence
Signal Phrase
Text Evidence
Elaboration
Concluding
Sentence
Smartphones allow students to access the internet. While
this can be helpful when looking for legitimate information,
this access to the World Wide Web can also be dangerous.
According to James O’Brian, a child psychologist,
smartphones allow students to interact with one another
through social media. He stated in a recent report that,
“smartphones give students the opportunity to communicate with people
from all walks of life, including bullies.” Bullies have begun using text
messages and social media to victimize others. With smartphones,
bullying can happen 24 hours a day. Students who are bullied often feel
as though they have no refuge from bullying since the bullies follow them
home via their smartphone. Bullies who use social media are often much
meaner than face to face bullies, because they don’t have to see their
victims. Sadly, smartphones increase the likelihood that a students’
health and safety will be at risk.
Sample #2:
Evidence and Elaboration Paragraphs





Topic Sentence
Signal Phrase
Text Evidence
Elaboration
Concluding
Sentence
Smartphones allow students to access the internet. While
this can be helpful when looking for legitimate information,
this access to the World Wide Web can also be dangerous.
According to James O’Brian, a child psychologist,
smartphones allow students to interact with one another
through social media. He stated in a recent report that,
“smartphones give students the opportunity to communicate with people
from all walks of life, including bullies.” Bullies have begun using text
messages and social media to victimize others. With smartphones,
bullying can happen 24 hours a day. Students who are bullied often feel
as though they have no refuge from bullying since the bullies follow them
home via their smartphone. Bullies who use social media are often much
meaner than face to face bullies, because they don’t have to see their
victims. Sadly, smartphones increase the likelihood that a students’
health and safety will be at risk.
Write two paragraphs that progress logically and support
your claim. Should people run barefoot?
You will use several things as you write:
1) Handout: Logical Progression: Using Evidence
and Elaboration
2) Introduction (Written by YOU previously)
3) Article: Running without Shoes: A Harmful
Trend
4) Article: Running Barefoot and Fancy Free
Write a body paragraph using these elements:
 Topic sentence: Include a sentence with one reason that
supports your claim.
 Introduce and State Evidence: Use a signal phrase/word
and provide evidence (reasons, examples, facts, statistics,
and/or quotations) from the text to support your claim.
 Elaborate on Evidence: Show how the evidence proves
the point you are trying to make in this paragraph. Give
more detail.
 Concluding Sentence: End your paragraph with a
concluding sentence that wraps up this paragraph and
moves into your next point.
Checklist for
and
of your paper.
Use the following questions to revise
and elaborate your essay.
____ What’s the most important thing I want to say about my subject?
____ Is my claim clearly defined (narrow) and arguable?
____ Where is the most important point located? Is this the best place for it?
____ How many reasons did I give for my claim?
____ How much support (elaboration--DRAPES) did I give for each reason?
____ Did I overlap or repeat any points?
____ Did I leave any points out or add some that aren’t relevant to the claim?
____ How many paragraphs did I use to talk about each point?
____ Why did I talk about them in this order?
____ Should the order be changed?
____ Can I substitute better examples, reasons, or details?
____ Did I mention the opposition (a counterclaim) and offer a rebuttal?
____ How does my paper end?
____ Did I prove the claim I made at the beginning of the paper?