Hannah Cevoli , NSHS Jennifer Daigneault , NSES Corinne Ferri , Halliwell

1. Argument Writing Hannah Cevoli, NSHS Jennifer Daigneault, NSES Corinne Ferri, Halliwell Tracey Nangle, NSMS

2. Common Core Review

5. Introducing The Three Types of Writing Embedded in the CCSS

6. The Three Types of Writing Informational/ Explanatory Informational/explanatory writing conveys information accurately. This kind of writing serves one or more closely related purposes: to increase readers’ knowledge of a subject, to help readers better understand a procedure or process, or to provide readers with an enhanced comprehension of a concept. Narrative Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure. It can be used for many purposes, such as to inform, instruct, persuade, or entertain. Argument Writing

7. Common Core Skills Are Embedded in Argument Writing Close Reading RIT.1 Collaborative Discussion SL.1, SL. 2, SL.3, SL.4 Argument Writing Research W.7 - 9 Emphasis on Informational Text RIT.10 Text-Dependent Questions R.1 - 3 Analytical Writing W.1

8. Definition of Argument Arguments are used for many purposes—to change the reader’s point of view, to bring about some action on the reader’s part, or to ask the reader to accept the writer’s explanation or evaluation of a concept, issue, or problem. An argument is a reasoned, logical way of demonstrating that the writer’s position, belief, or conclusion is valid.

9. Argument vs. Persuasive Activity! Please open the brown bag and take out the food item. Read your prompt and follow the directions on the sheet. Write the name of your food item in the blank space. Be prepared to share in ten minutes.

10. Argument vs. Persuasive Takeaway Clearly teachers will need to provide resources for students to use to find facts. It is just not realistic to have children constantly completing computer research. As the children progress through the years, we can provide them with packets of varying quality resources that they can evaluate for their usefulness, importance, and veracity.

11. Argument vs. Persuasive Writing Argument Persuasive • * Informs • * Clear focus • * Organized • * Appropriate to audience

12. Argument vs. Persuasive Writing Many of us have used (and continued to use) the term “persuasive writing” in referring to what is essentially the same as the Common Core definition of “argument”. The Core, however, draws a distinction. This distinction hovers around one word: evidence. A piece may be highly persuasive, but appeal primarily to emotion or (when all else fails) the well-being of the reader. In other words, persuasive pieces are often aboutpassion.

13. Argument vs. Persuasive Writing True argument, by contrast, relies on evidence and logical reasoning. This means that the writer needs to do his or her research and examine various perspectives meticulously. This is not to say that the writer won’t make a forceful or compelling case in the end, but underlying all that irresistible oratory will be the heart and soul of any strong argument: reason.

14. Argument Writing Throughout the Grade Levels Although young children are not able to produce fully developed logical arguments, they develop a variety of methods to extend and elaborate their work by providing examples, offering reasons for their assertions, and explaining cause and effect. These kinds of expository structures are steps on the road to argument. In grades K–5, the term “opinion” is used to refer to this developing form of argument. (please see Grade Span differences chart)

15. English Language Arts Science In English language arts, students make claims about the worth or meaning of a literary work or works. They defend their interpretations or judgments with evidence from the text(s) they are writing about. History/ Social Studies In history/social studies, students analyze evidence from multiple primary and secondary sources to advance a claim that is best supported by the evidence, and they argue for a historically or empirically situated interpretation. In science, students make claims in the form of statements or conclusions that answer questions or address problems. Using data in a scientifically acceptable form, students marshal evidence and draw on their understanding of scientific concepts to argue in support of their claims.