English Language Arts and Reading.7.11.C

The student is expected to

compose multi-paragraph argumentative texts 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.

Task students with writing a multi-paragraph argumentative text. Develop a rubric to assess students' writing. Depending on the specific argumentative text, the rubric can include the following elements:

  • Claim
  • Various types of evidence to support the argument
  • Organizational structure supporting the purpose
  • Print and graphic features
  • Use of language to create mood, voice, and tone
  • Appropriate point of view
  • Use of appropriate rhetorical devices
     

Further Explanation

Students should be able to compose effective, multi-paragraph argumentative papers. Students’ writing must have a clear central argument or claim supported by evidence. Their writing is expected to be organized and coherent and include an introduction and a conclusion. Students at this grade level should understand how to develop a single idea over multiple paragraphs. Students should also be able to develop more than one idea over multiple paragraphs, showing the relationships between the ideas.

Students are expected to compose effective, multi-paragraph argumentative papers. They should understand that argumentative text demonstrates to an audience that a certain position on a topic is logical/correct while other positions are not. Student argumentative writing must have a clear central argument, or claim, that is supported by evidence. Their writing is expected to be organized and coherent and include an introduction and a conclusion. Students at this grade level should understand how to develop a single idea over multiple paragraphs by exploring the nuances of the idea. Students should also be able to develop more than one idea related to the claim over multiple paragraphs, showing the relationships among the ideas through effective transitions.

Research

1. Hillocks, G. (2010). Teaching argument for critical thinking and writing: An introduction. The English Journal, 99(6), 24–32. Retrieved from http://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. 

2. Composition Writing Studio. Argumentative essay/commentary. From the University of Purdue’s Online Writing Lab. Retrieved from https://owl.english.purdue.edu/owl/resource/685/05/

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

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

Summary: Wagemans discusses the impact of presenting an argument from a position of expertise and experience. This article includes Walton's comprehensive tool that can be used for the reconstruction as well as the evaluation of an argument from an expert opinion. The tool provides a template for analyzing opposing opinions and suggestions for posing critical questions of the expert. The tool can be used as a framework to teach writing skills or reading comprehension.