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8-3-W-3

Page history last edited by Deb Wade 4 years, 4 months ago

Standard 3: Critical Reading and Writing

Students will apply critical thinking skills to reading and writing.

 For more specific genre information, please refer to Genre Guidance (page 4 of the Support Documents.).

 

WRITING: Students will write for varied purposes and audiences in all modes, using fully developed ideas, strong organization, well-chosen words, fluent sentences, and appropriate voice.

8.3.W.3 ARGUMENT - Grade Level Focus Students will introduce a claim, recognize at least one claim from an opposing viewpoint, and organize reasons and evidences, using credible sources.

Student Actions 

Teacher Actions 

The following statements are elements of an argument piece of writing.  While composing, teachers and

students need to keep in mind the writing process (8.2.W), word choice (8.4.W), language (8.5.W), and research (8.6.W)

  • Students will introduce a topic and compose a well-developed thesis statement.
  • Students will introduce a topic and compose a well-developed thesis statement.
  • Students will make a claim by stating their position on a topic.
  • Students will address the opposing viewpoint in argumentative writing.
  • Students will add relevant facts, definitions, concrete details, quotations, or other information and examples from credible sources to develop the topic following an agreed upon structure.

 

  • Teachers share mentor texts that show how an author forms a strong argument essay that:
    • maintain an organizational structure in writing, including introductions, claims, opposing viewpoint and conclusions.
    • introduces topics, claim, and includes a thesis statements.
    • uses relevant facts, definitions, concrete details, quotations, or other information and examples to develop the topic.
    • uses credible sources.
    • address a claim from an opposing viewpoint.
  • Teachers model:
    • introduce a topic and compose a well-developed thesis statement.
    • maintain an organizational structure in writing, including introductions, claims, opposing viewpoint, and conclusions.
    • how to introduce a topic, claim, and thesis.
    • incorporate other information into writing to develop a topic.
  • Teachers allow time for students to practice composing arguments while realizing not every piece needs to be taken completely through the writing process. 

Supporting Resources

Teacher Insights

 

  • A claim is a position that a writer takes on a particular issue.

  • The claim should be addressed in the thesis statement in the introduction.  

    • Example: “Starting school later would improve students’ academic success.”  (Claim)

  • The claim must be supported in the paragraphs following using evidence organized appropriately to make the strongest argument.

  • Evidence should come from sources that students have determined are credible.

  • Students will also address a counterclaim (opposing view) in order to acknowledge the opposing side’s supporting evidence while simultaneously arguing why the writer’s claim is more viable than the counterclaim.

 Due to recursive nature of the standards, it is essential that teachers are aware of how all objectives within and between strands work together for optimal instruction.

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