English Language Arts and Reading.8.8.E.i

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The student is expected to

analyze characteristics and structures of argumentative text by:

 

identifying the claim and analyzing the argument;

multiple genres TEKS talk image

Knowledge and Skills Statement

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
Students are expected to have a strong understanding of the particular attributes of multiple genres as well as the structures common to those genres. Students should know that argumentative texts have unique characteristics such as a claim, an intended audience, and the use of facts in support or refutation of an argument. Students should also understand that argumentative texts tend to be structured based on the structure of the claim. For instance, if the claim is that one course of action might be better than another, an advantage/disadvantage structure might be used.
Students are expected to analyze, or carefully examine, how authors construct and develop their arguments. Students should use their understanding of how various types of evidence work to support ideas within the text to better understand the complexities and weaknesses of the author’s claim.
a position on a topic or issue developed through appeals to the audience and largely based upon logic, reasoning, and evidence
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.
When students read an argumentative text, they are expected to determine the claim, or position, that the author holds about the topic or issue being discussed. The claim is usually the main idea, or arguable statement, that represents the author’s position on a topic. A claim must offer facts and reasons to show the author's point of view and be backed up with evidence.

Research

1. 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 from a position of expertise and experience. The tool allows students to learn how to analyze opposing positions and develop questions from a critical perspective. The tool fosters reading comprehension and writing skills.

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

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

3. Nussbaum, E. M., & Schraw, G. (2017). Promoting argument-counterargument integration in students' writing. The Journal of Experimental Education, 76(1), 59–92. Retrieved from https://doi.org/10.3200/JEXE.76.1.59-92        

Summary: This study provides instructional strategies to improve students' ability to construct an argument for or against a position. A graphic organizer is suggested as a means to identify the argument and counterargument before developing a final conclusion. Although the participants in this study were undergraduates, the practical application of the strategy is consistent with lower grades. The process also increased the students' reasoning and ability to create rebuttals.

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

5. 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. Retrieved from https://dx.doi.org/10.1598/RRQ.45.4.4

Summary:  In this study, Klein and Rose examine how students response 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).

6. 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 a claim, 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.