English Language Arts and Reading.5.12.C

The student is expected to

compose argumentative texts, including opinion essays, using genre characteristics and craft; and

composition strand teks talk image

Knowledge and Skills Statement

Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.

Instruct students to write an essay or letter to be presented to the principal on a topic that has multiple viewpoints. Students should communicate to the principal an opinion regarding the topic. For example, they might suggest that the school should provide students with free healthy snacks. Then have students follow the writing process to compose the argumentative piece using genre characteristics and craft. Evaluate student work for genre characteristics and craft including

  • a statement of their opinion,
  • support of the opinion,
  • recognition of other viewpoints,
  • use of factual and personal examples that support the opinion,
  • clear organization, development of ideas, and the use of grade-appropriate language and conventions such as purposeful word choice; and
  • sentences that are varied and well controlled.
     

Further Explanation

This assessment item requires students to determine an opinion they have regarding a want or need that is unique to the school climate. Students will use information gathered regarding the topic to develop an idea, plan, and organize the essay or letter. Students will apply each of the components in the writing process during this task as they move from a draft to a final piece of writing. Students will create a piece of writing that is organized, has a logical progression of ideas, and effectively uses grade-appropriate language and conventions of writing.

a text written to demonstrate to an audience that a certain position or idea is valid and that others are not The writer appeals to reason, develops, defends, or debates the topic, connecting a series of statements in an orderly way so they lead to a logical conclusion.
Students are expected to compose effective argumentative papers. They are expected to understand that this form of writing is an effective way to demonstrate to an audience that a certain position on a topic is logical/correct while other positions are incorrect. Argumentative writing must have a clear central argument or claim that is supported by evidence. Student writing is expected to be organized and coherent and include an introduction and a conclusion. Additionally, students are expected to demonstrate good command of writing conventions, use correct spelling, and write in complete sentences.
the form, format, elements, and techniques typically used within a particular genre
an essay that describes a position on a particular topic or issue and develops the argument with supporting evidence

Research

1. Klein, P. D., & Rose, M. A. (2010). Teaching argument and explanation to prepare junior students for writing to learn. Reading Research Quarterly, 45(4), 433–461.  doi:10.1598/RRQ.45.4.4

Summary: In this study, Klein and Rose examine how students respond to various writing tasks and assignments. The teachers used the process writing approach, which included creating an outline, drafts, and a final paper. The revision and edit process lends itself to implementing teacher and peer oral and written feedback. The study reveals that there are specific, as well as, varied means to teach the writing process to students. Students must use prior knowledge and have access to relevant external sources (i.e. internet).

2. Wagemans, J. H. M. (2011). The assessment of argumentation from expert opinion. Argumentation, 25, 329–330. doi:10.1007/s10503-011-9225-8 

Summary: This article introduces a tool that can be used to format an argument in response to and for a particular audience. This resource is a advanced deep dive, including charts to illustrate how to analyze opposing positions and develop questions from a critical perspective.

3. Hillocks, G. (2010). Teaching argument for critical thinking and writing: An introduction. The English Journal, 99(6), 24-32. Retrieved from www.ncte.org/library/nctefiles/ej0996focus.pdf

Summary: In this article, Hillocks places an emphasis on the use of culturally related topics to teach the genre characteristics and craft of writing an argumentative essay or commentary. The article addresses the claim, evidence and warrant, backing, qualifications, and rebuttals. Using background knowledge, students are asked to write an argumentative essay that includes supporting evidence, counterarguments, and an analysis of the weaknesses and gaps in the counterarguments. The articles includes graphs and examples. 

4. Composition Writing Studio. Argumentative Essay/Commentary. Retrieved from https://owl.purdue.edu/owl/general_writing/academic_writing/essay_writing/argumentative_essays.html

Summary: This resource provides a comprehensive overview of creating an argumentative essay which include the topic and position in relationship, defining any terms and providing evidence in support of your argument, as well as, examining counterarguments.