Next I would show students their major assignment, the performance assessment that they will work on for the next few weeks. What does this look like? Anytime I give students a major writing assignment, I let them see these documents very early on. At this time, I also show them a model of a piece of writing that meets the requirements of the assignment.
Unlike the mentor texts we read on day 1, this sample would be something teacher-created or an excellent student model from a previous year to fit the parameters of the assignment. I would devote at least one more class period to having students consider their topic for the essay, drafting a thesis statement, and planning the main points of their essay in a graphic organizer. I would also begin writing my own essay on a different topic. This has been my number one strategy for teaching students how to become better writers.
Using a document camera or overhead projector, I start from scratch, thinking out loud and scribbling down my thoughts as they come. When students see how messy the process can be, it becomes less intimidating for them. They begin to understand how to take the thoughts that are stirring around in your head and turn them into something that makes sense in writing.
I would rather spend more time getting it right at the pre-writing stage than have a student go off willy-nilly, draft a full essay, then realize they need to start over. Meanwhile, students who have their plans in order will be allowed to move on to the next step. During this time, I would move around the room, helping students solve problems and offering feedback on whatever part of the piece they are working on.
I would encourage students to share their work with peers and give feedback at all stages of the writing process. If I wanted to make the unit even more student-centered, I would provide the mini-lessons in written or video format and let students work through them at their own pace, without me teaching them.
To learn more about this approach, read my post on self-paced learning. As students begin to complete their essays, the mini-lessons would focus more on matters of style and usage. Only then do we start fixing the smaller mistakes. Finally, the finished essays are handed in for a grade. Use the comments section below to share your techniques or ask questions about the most effective ways to teach argumentative writing. English language arts , Grades , Grades , teaching strategies.
This is useful information. It is a classic model that immediately gives a solid structure for students. Thanks for the recommendation, Bill. I will have to look into that! Great examples of resources that students would find interesting. I enjoyed reading your article. Students need to be writing all the time about a broad range of topics, but I love the focus here on argumentative writing because if you choose the model writing texts correctly, you can really get the kids engaged in the process and in how they can use this writing in real-world situations!
I think an occasional tight focus on one genre can help them grow leaps and bounds in the skills specific to that type of writing. Later, in less structured situations, they can then call on those skills when that kind of thinking is required. This is really helpful! Hi, Thank you very much for sharing your ideas. I have applied it many times and my students not only love it but also display a very clear pattern as the results in the activity are quite similar every time.
I hope you like it. I looked at the unit, and it looks and sounds great. The description says there are 4 topics. Can you tell me the topics before I purchase? Social Networking in School should social media sites be blocked in school? I teach 6th grade English in a single gendered all-girls class.
We just finished an argument piece but I will definitely cycle back your ideas when we revisit argumentation. Thanks for the fabulous resources! I read this and found it helpful but have questions. First I noticed that amount of time dedicated to the task in terms of days. My questions are how long is a class period?
I have my students for about 45 minutes. I also saw you mentioned in the part about self-paced learning that mini-lessons could be written or video format. I love these ideas. Any thoughts on how to do this with almost no technology in the room and low readers to non-readers?
Thank you for any consideration to my questions. Hey Jones, To me, a class period is anywhere from 45 minutes to an hour; definitely varies from school to school. As for the question about doing self-paced with very little tech? I think binders with written mini-lessons could work well, as well as a single computer station or tablet hooked up to a class set of videos.
You might also give students access to the videos through computers in other locations at school like the library and give them passes to watch. The thing about self-paced learning, as you may have seen in the self-paced post , is that if students need extra teacher support as you might find with low readers or non-readers , they would spend more one-on-one time with the teacher, while the higher-level students would be permitted to move more quickly on their own.
My primary goal for next semester is to increase academic discussion and make connections from discussion to writing, so I love how you launch this unit with lessons like Philosophical Chairs. I am curious, however, what is the benefit of the informal argument before the not-so-informal argument? Or, am I overthinking the management? Thanks so much for input. My 6th graders are progressing through their argumentative essay. Your suggestions will be used.
Students need to feel comfortable knowing that writing is a craft and needs to evolve over time. Many who watched the figure skating events at the Winter Olympics insist that Michelle Kwan, not Tara Lipinski, should have won the ladies' competition. Both Michelle and Tara landed seven triple jumps in the long program. Tara, though the more proficient jumper of the two, lacked sophistication in her skating, so many believe Michelle's clean and artistically exquisite program was just as worthy, if not more so, of an Olympic gold medal.
But I think that on the night of the competition, deserved to win. Support your position with sound arguments: In any figure skating competition, winning means giving one's very best in both the short and the free program. Michelle was the odds-on favorite for the ladies' gold, especially after edging out for first place in the short program. Judges stepped into the White Wing arena on February 16 with very high expectations for Michelle. She demonstrated superior technique and nailed all her elements; but to avoid mistakes, she skated a little too cautiously and slowly.
Tara, whom every onlooker expected to wait for her golden moment in , who had been upstaged by Michelle throughout the season, and who had received negative media reviews the preceding three months, skated later, and gave it her all. Her great speed, her energy, and her two triple-triple combinations, wowed the judges into ranking her performance ahead of Michelle's.
By trying her best, she captured the Olympic spirit and the gold. To accommodate readers with different views, include a counter-argument and refute it: A lot of folks who joined in the debate ended up being split between Michelle's artistry and 's athleticism. Artistry was nowhere in the judging criteria; presentation was — and that was used to reward technical prowess displayed effortlessly. Six out of nine judges believed presented the program well enough to win.
Restate your position, and if possible, add a new and arresting perspective: I, who was born in , would love to see a Chinese face on top of the podium. Conclusion restated with a new perspective But let us not get into the debate of who is a better skater, or what it was the skaters did that made them the greatest. Even though your favorite skater will remain the greatest in your eyes, was the best competitor the night she won.
A few more things to note about argumentative writing: You can state your position after you weigh the pros and cons. However, many beginners find it easier to state it in the opening paragraph. You can cite various forms of evidence to support your argument, including anecdotes, statistics and testimonies from authorities Axelrod, To come up with good arguments for your essay, you need to think critically.
We cannot help you there—this can be a whole college course in itself. Avoid strong language that may put off readers with opposing views. Statements like these will keep readers from reading your essays: You should not do it. We need to defeat lust. Cooper, The 's Guide to Writing. Julelai and Mountainhiker this is my second draft Other writing guides: Thinking Originally and Writing Well. If your paragraphs go off in different directions, if you have put two or three unconnected ideas in one paragraph, or if several sentences in your paragraph could fit just as well in one place or another, you have a problem with paragraph sprawl.
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Tips and Example how to write argumentative essays in English.
Nov 26, · A few more things to note about argumentative writing: You can state your position after you weigh the pros and cons. However, many beginners find it easier to state it in the opening paragraph.
A Step-by-Step Plan for Teaching Argumentative Writing. February 7, Jennifer Gonzalez. facebook; twitter; Close. I was certified to teach the full spectrum of English language arts—literature, grammar and usage, speech, drama, and so on—but my absolute favorite, the thing I loved doing the most, was teaching students how to write. English argumentative writing All this needs writing english argumentative to nd it. However, such forewarning is a survey instrument, the technology transfer ott.
Writing for Success: Argument. Anonymous. This section will help you determine the purpose and structure of an argumentative essay. The Purpose of Argument in Writing. The word prove is frequently used in the discussion of argumentative writing. Writers may claim that one piece of evidence or another proves the argument, but proving an. Performing Argumentative Writing in English: Difficulties I Processes I and Strategies Wei Zhu Argumentative writing constitutes an important part of second-language.