English Language Arts and Reading.8.8.E.ii

Previous Next
The student is expected to

analyze characteristics and structures of argumentative text by:

 

identifying and explaining the counter argument; and

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.

Task students with working in small groups to read an argumentative text. Ask students to revise their own argumentative essays and make sure they include a counter argument.
 

Further Explanation

Students should be aware of how authors can strengthen their own arguments by recognizing counterpoints and demonstrating why those points are not as valid or convincing as the one the author is trying to make. Students should also understand that when the author can demonstrate a logical deconstruction of opposing views, the reader has an easier time trusting that the stance of the author is valid.

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.
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.
viewpoint or set of reasons in opposition to an argument or thesis
Students in this grade should be able to not only recognize when a counterargument is being acknowledged but also explain the contrary point of view and what arguments it is making in opposition to the main position. Students should understand that authors often use words or phrases to signal to readers that the counterargument is about to be presented.

Research

1. 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 students' reasoning and ability to create rebuttals.

2. Jonassen, D. H,. & Kim. B. (2009). Arguing to learn and learning to argue: Design justification and guidelines. Education Technology & Research Development, 5I(4), 439–457. doi:10.1007/s11423-009-9143-8

Summary: This study suggests that students who experience meaningful learning are also deeply engaged in the learning process. The study focuses on argumentative writing. Jonassen and Kim consider critical thinking as a way to facilitate conceptual change and problem solving. In fact, critical thinking is fundamental to learning how to effectively argue. The study also examines what occurs when a student is unsuccessful in persuading an audience or presenting an argument. The report provides ways to evaluate the arguments for their quality. 

3. Dickson, R. (2004). Developing "real world intelligence": Teaching argumentative writing through debate. The English Journal, 94(1), 34-40. Retrieved from https://www.jstor.org/stable/4128845 

Summary: Students who debate are required to consistently engage in critical thinking, argumentation, and presentation. Dickson suggest that this process also has an implication on the students' ability to write. Combining debate and essay writing is one way to integrate the two concepts.