1 / 12

Learning Goal

Learning Goal. Students will be able to write an argument to support claims with clear reasons and relevant evidence. Learning Activities. I can work to define the parts and structure of argument writing I can read and comprehend an article on a controversial topic.

gdinh
Download Presentation

Learning Goal

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Learning Goal • Students will be able to write an argument to support claims with clear reasons and relevant evidence.

  2. Learning Activities • I can work to define the parts and structure of argument writing • I can read and comprehend an article on a controversial topic. • I can determine which information in the article would be considered pro or con. • I can find relevant evidence that supports both the pro and con side of the article’s arguments. • I can form a thesis statement that states my claim and provide 2 reasons that support my claim. • I can organize my thesis, my evidence, and my explanation into a well-organized essay.

  3. Argumentative Writing Notes • An argument is: • A claim or position supported by reasons and evidence • What’s the point of learning how to write an argument? • To help you become a logical communicator

  4. What are the elements (parts) of an argument? • Claim: • A writer’s position on a problem or an issue • Reasons: • These explain WHY you believe/feel the way that you do about an issue • **The claim PLUS your reasons is the – Thesis Statement** • Supports: • Reasons and evidence that are used to PROVE your point. • Counterargument: • An argument made against your claim; the opposing point of view. • Rebuttal: • Explains why the counterargument is WRONG.

  5. How do I know the argument is strong? • The reasons – make sense • The reasons are also – logical • The claim and all of the reasons – are adequately supported by sound evidence • The evidence is – adequeate, accurate, and appropriate • The logic – has no instances of faulty reasoning • The argument – anticipates counterclaims and reader concerns

  6. What are some ways to support an argument? (reasons)

  7. What things will make my argument weak? • Circular Reasoning • Supporting a statement by simply repeating it in different words • Ex: I’m tired because I don’t have any energy • Overgeneralization • Making a claim that is too broad with use of words/phrases such as: All, everyone, every time, anything, no one, none, always, never, constantly, nobody, not at all, etc. • Ex: You never get me anything I want! • Ex: Everyone hates homework. • Hasty Generalization • A conclusion drawn from too little evidence or from evidence that is biased • Ex: She left after 15 mintues, so she must not like us. • Ex: 10 out of 10 of my friends agree that McDonald’s has the best fries. • Stereotyping • Statements about people based on their gender, ethnicity, race, social group, etc. • Ex: All rock stars are self-centered. • Ex: Girls take forever to get ready.

  8. Outline for an Argument

  9. LT: I can read and comprehend an article on a controversial topic • Should the U.S. Drill for Oil Offshore? • Read for the GIST • Read for a second time using the following key to annotate as you read • Circle words you are unfamiliar with or that need clarification • Underline words or phrases that you feel are very important • Put a question mark near any part of the article that is confusing to you or that needs clarification • Write any thoughts you had about what you were reading in the margins • This could be questions, things you agree with, things you disagree with, any reactions you have while you read, etc.

  10. LT: I can read and comprehend an article on a controversial topic • Should the U.S. Drill for Oil Offshore? • Go back into the text and identify (number them) • 2 reasons why the U.S. SHOULD drill for oil offshore (Pro) • 2 reasons why the U.S. SHOULD NOT drill for oil offshore (Con) • Practice writing a claim with two reasons (thesis statement) for both the pro and con side of this argument. • The U.S. should drill for oil offshore because… • The U.S. should not drill for oil offshore because…

  11. LT: I can read and comprehend an article on a controversial topic • Should professional athletes continue to get paid their current salaries? • Read for the GIST • Read for a second time using the following key to annotate as you read • Circle words you are unfamiliar with or that need clarification • Underline words or phrases that you feel are very important • Put a question mark near any part of the article that is confusing to you or that needs clarification • Write any thoughts you had about what you were reading in the margins • This could be questions, things you agree with, things you disagree with, any reactions you have while you read, etc.

  12. LT: I can read and comprehend an article on a controversial topic • Should fracking continue to occur? • Read for the GIST • Read for a second time using the following key to annotate as you read • Circle words you are unfamiliar with or that need clarification • Underline words or phrases that you feel are very important • Put a question mark near any part of the article that is confusing to you or that needs clarification • Write any thoughts you had about what you were reading in the margins • This could be questions, things you agree with, things you disagree with, any reactions you have while you read, etc.

More Related