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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.

Guíe a los estudiantes para que escriban un ensayo de opinión o carta para el director de la escuela sobre un tópico que tiene varios puntos de vista. Los estudiantes deben comunicarle al director su propio punto de vista. Por ejemplo, podrían comunicarle que la escuela elimine las máquinas de refrescos en lata. Luego, pídales a los estudiantes que escriban el texto siguiendo las características del género y el arte del escritor. Evalúe el trabajo de la clase con base en estas características, que incluyen:

  • oración que expresa la postura
  • apoyo a la postura
  • reconocimiento de otras posturas
  • organización clara, desarrollo de las ideas y uso de lenguaje apropiado para el grado escolar
  • variedad de oraciones y buena construcción de éstas


Further Explanation

Esta evaluación requiere que los estudiantes comuniquen su punto de vista acerca de un tópico. Ellos reúnen información sobre el tópico y desarrollan un plan que concluya en la elaboración de un ensayo o carta. Los estudiantes aplicarán cada etapa del proceso de escritura hasta concluir con un texto terminado. Los estudiantes elaborarán un escrito organizado, que tiene una progresión lógica de ideas y que usa de manera apropiada el lenguaje y las convenciones de escritura.

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
Texto escrito en prosa en el cual se analiza un tópico específico que se desarrolla de forma clara. Su finalidad es mostrar la perspectiva personal del autor sobre ese asunto y las razones por las cuales ha llegado a ese punto de vista en contraposición con otras perspectivas.
Escrito en el que el propósito del autor es convencer al lector de la validez de su argumento.

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.