- English Language Arts and Reading
- Grade 5
- Multiple genres
recognize characteristics and structures of argumentative text by:
identifying the intended audience or reader; and
Task students with working in small groups to read several single-paragraph excerpts of argumentative texts and identify the intended audience for each. Each paragraph should contain enough information so that students, with minimal inferring, can reasonably be expected to determine for what audience the author is writing.
Possible Questions:
This assessment item requires students to identify the group for whom the author’s message is intended. In order to do this, students must first determine the author’s purpose.
1. Kinsey, B., & Comerchero, V.A. ((2012). Language in style: Formal language and tone. Communique, 41(1), 37.
Summary: This is a one-pager that addresses how language and words imply assumptions, beliefs, and biases. The article provides examples of how word choice and the sequence of words significantly change the meaning. The authors advocate that writing should be appropriate for its audience and the writing style generally should be formal.
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. 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).
4. VanDerHeide, J., & Juzwik, M.M. (2018). Argument as conversation: Students responding through writing to significant conversations across time and place. Journal of Adolescent & Adult Literacy, 62(1), 67–77. doi: 10.1002/jaal.754
Summary: In this article, the author presents an instructional model that reconnects to the why of writing. The model of information reasoning requires students to learn how to make claims, provide supporting evidence of that claim, and create additional examples of the claim through the use of analogies and stories. In this study, students were asked to write a letter in response to an ongoing conversation that was of particular importance to them. Personal experience helps to develop the students' ability to advocate for a position through writing. The approach requires scaffolding on argumentative writing instruction. This study includes multiple templates to guide the writing of the responses. This approach fosters the opportunity for students to participate in conversations that have a historical background. In doing so, students engage in topics of debate that have continued over time and in various spaces. Students are invited to participate in these discussions through their writing positions as arguing for or against a position.