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9-3-W-4
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last edited
by michener.erin@gmail.com 5 years, 7 months ago
Standard 3: Critical Reading and Writing
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Students will apply critical thinking skills to reading and writing.
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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. |
9.3.W.4 ARGUMENT Students will introduce claims, recognize and distinguish from alternate or opposing claims, and organize reasons and evidence, using credible sources.
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Student Actions
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Teacher Actions
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- Students will make a claim.
- Students will address opposing claims.
- Students will sequence evidence logically.
- Students will use credible sources using appropriate citation style determined by the teacher.
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- Teachers model how to write claims.
- Teachers provide opportunities for students to write claims.
- Teachers provide opportunities for students to receive feedback on the accuracy of their claims.
- Teachers model how to address opposing claims.
- Teachers provide opportunities for students to explain how their evidence supports their claim.
- Teachers provide opportunities for students to receive feedback on the effectiveness of their use of evidence to support their claims.
- Teachers model how to sequence reasoning and evidence effectively.
- Teachers provide opportunities for students to receive feedback on the effectiveness of their evidence to support their claims.
- Teachers model how to evaluate the credibility of sources.
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Supporting Resources
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Teacher Insights
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Argumentation is a genre of writing that requires the student to investigate a topic; collect, generate, and evaluate evidence; and establish and defend a position on the topic in a concise manner (OSDE Glossary).
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Argumentation explains what someone believes and wants an audience to recognize that that belief--or perspective--is a valid perspective; a writer making an argument will have a confident tone.
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Persuasion actively campaigns for one perspective (the writer’s) to be “right” as he/she wants the audience to agree with him/her; a writer who is trying to persuade his/her audience will be more aggressive in his/her attempt to “sell” to that audience.
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Students need to establish an arguable claim that expresses one opinion on a topic; other alternate or opposing claims should be recognized and addressed in a counterclaim, also known as a counterargument.
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Students should be intentional in how they select and sequence their reasons and evidence to ensure the argument is logical and clear.
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Though the standard five-paragraph essay may be a good place to start structuring or organizing an essay, in argumentation other structures can be experimented with-- Classical, Toulmin, and Rogerian.
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Claims are supported by multiple reasons, and then reasons are proven with thoroughly developed evidence.
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Example:
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Claim: Students should wear school uniforms.
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Reason #1: Students will spend less time thinking about what they are wearing.
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Evidence to prove Reason #1: Survey is conducted that shows how much time students spend getting dressed for school.
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In arguments, writers will use different kinds of evidence (first-hand and second-hand evidence) because they make different appeals (ethos, pathos, or logos), and/or they have different effects on the audience and/or the argument.
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Examples of Argumentation:
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Literary Prompt: Students must argue whether or not a character is heroic.
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Non-fiction: Take a stance on uniforms in school, and write your school board to argue your position.
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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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9-3-W-4
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