Post on 05-Dec-2014
description
The Art of Teaching Argument arto1eachingargument.wikispaces.com/
Delia DeCourcy Susan Wilson-‐Golab Oakland Schools
ELA -‐ Social Studies -‐ Science
Today’s Workshop Goals
• To review the foundational moves of argument.
• To experience how to build a culture of argument in your classroom.
• To explore a possible argument task progression for your students.
• To experiment with effective argument task design.
Argument vs. Persuasion
Argument Argument is about making a case in support of a claim in everyday affairs – in science, policy making, in courtrooms, and so forth.
- George Hillocks, Jr., Teaching Argument Writing
logical appeals
Persuasion In a persuasive essay, you can select the most favorable evidence, appeal to emotions, and use style to persuade your readers. Your single purpose is to be convincing.
-- Kinneavy and Warriner 1993
advertising, propaganda
Argument in the CCSS
Reading Anchor Standards: CCSS.ELA-Literacy.CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Writing Anchor Standards: CCSS.ELA-Literacy.CCRA.W.1 Write arguments to support claims in an
analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
History, Science & Technical Subjects: CCSS.ELA-Literacy.WHST.6-8.1 Write arguments focused on discipline-specific content.
Your Goals for Your Teaching Practice?
Identify an open-ended question or two about teaching argument writing that you would like to
explore during this 2-day workshop.
pair & share
post to the wall
Arguments Surround Us
Arguments Surround Us
arto1eachingargument.wikispaces.com/
Unpack the Argument
INFORMAL WRITE 1. Select one visual argument from the page. 2. Identify a possible argument that is implied
by this image/text. (claim) 3. Name evidence to support your claim.
(details from the image, anecdotal, etc.) 4. Explain your reasoning.
Share & Analyze
1. Share your flash draft with a partner. 2. Partner say back. What was the
• claim • evidence • reasoning (connection between claim &
evidence)
Share & Analyze
HAVE A CONVERSATION: FEEDBACK • What was the strongest part of the argument
and why? • What could the writer add or subtract to
improve the argument?
Arguments in the Real World
Students’ Concept of Argument/Writing
What high schoolers sometimes come to us with (and what can get in the way of their college writing/thinking):
* a tendency to see writing and research as report rather than discovery; not seeing or believing that you can write to find and hone your ideas, and that some of this comes from the richly complex relationships that evolve between ideas that may take sentences and paragraphs (i.e., not just a "However") to explain and unpack; in conjunction with this, not always knowing or believing how thoughtful responses from readers (including themselves) can really help along a writer's process of discovery.
- MSU Writing Instructors
Foundational Concepts of Argument
• Claim • Evidence (standards and nature of evidence
differs by subject area) • Reasoning/Analysis/Warrant - an
explanation of how the evidence supports the claim
• Counterargument/Rebuttals - refute competing claims
• Consideration of audience
Toulmin Model
Argument as a Habit of Mind
• In your teaching • In your students’
o thinking o discussion o writing
• Teach across the year • Consistently use rhetorical language to build
students’ academic vocabulary
Instructional Strategies to Build Argument Culture & Habits of Mind
annotation • talk to the text • text in the middle informal writing • first thoughts • respond to a
prompt • visual thinking
routines • flash drafts
discourse • Socratic seminar • structured small
groups - test ideas • talk protocol • debates • think alouds
BREAK Join the Art of Teaching Argument Community
• Log in to your Google account • Visit: plus.google.com/communities • search for The Art of Teaching Argument • Click Join Community • We will accept your invitation • Once you’re a member, click on the cog (settings) to
turn your notifications on. • Share your current interests, curiosities, and challenges
with teaching argument writing.
BUILDING REASONING MUSCLES
ARGUMENT TALK PROTOCOL
LUNCH!
Coding Activity
Shifting Our Language
Curriculum and Assessment
List of Events Learning Progression
Working at the “Edge” of Learning
Progressions invite a developmental view of learning because they lay out how exper>se develops over a more or less extended period of >me, beginning with rudimentary forms of learning and moving through progressively more sophis>cated states.
-‐Margaret Heritage, p. 37 Forma>ve Assessment in Prac>ce
What’s a Learning Progression?
Sequence set of subskills and bodies of enabling knowledge Composed of step-‐by-‐step building blocks needed to aMain target curricular aim
What it isn’t…
Flawless Un-‐changing One size fits all
Transforma)ve Assessment, W. James Popham
What it is…
Building Blocks of Argument
Enabling Knowledge • claim • evidence • counterargument • audience
Subskill • reasoning • analysis • angling evidence
for audience
Example
What has our learning skill progression been today?
TURN & TALK
Today’s Task Progression
• video analysis • visual argument • argument talk
protocol • coding activity
Today’s Learning Progression
1. video analysis: notice pattern of argument 2. visual argument: make a claim, identify
argument traits and give feedback 3. talk protocol: gather evidence, make a claim,
argue with an opponent, angle evidence for a particular audience
4. coding activity: identify argument traits, norm across content areas
Thesis Statement
·∙ Parallel Topic Sentence #1
·∙ Parallel Topic Sentence #2
·∙ Parallel Topic Sentence #3
Concluding Statement
GRADES 3-‐5 LUCY CALKINS: BOXES & BULLETS
THESIS PARAGRAPH
Thesis Statement (Stance, Position, Claim) May require sentence order or sentence #.
BODY PARAGRAPH #1
Topic Sentence (Least important point or reason) Include evidence, explanation, and concluding sentence
BODY PARAGRAPH #2
Topic Sentence (2nd most important point or reason) Include evidence, explanation, and concluding sentence
BODY PARAGRAPH #3 Topic Sentence (Most Important Point or Reason)
Include evidence, explanation, and concluding sentence
CONCLUDING PARAGRAPH
Restate Thesis Include summary and/or comment
KEYHOLE ESSAY
Thesis Paragraph General: Grabber
Specific: Thesis (Claim)
Body Paragraph #1
Topic Sentence (Specific Point) Evidence, explanaeon, transieonal conclusion
Body Paragraph #2
Topic Sentence (Specific Point) Evidence, explanaeon, transieonal conclusion
Body Paragraph #3
Topic Sentence (Specific Point) Evidence, explanaeon, transieonal conclusion
Concluding Paragraph Rephrase Thesis (Claim)
Summarize Points
Students & Structures/Reasoning What high schoolers sometimes come to us with (and what can get in
the way of their college writing/thinking):
* a relentless search for / use of formulas (3- to 5-paragraph essays) and "rules" (i.e., Never use "I" in an essay; Never begin a sentence with "But," etc.) rather than focusing on audiences, purposes, contexts, etc. In other words, not recognizing, as a friend of mine says, that there are "different spokes for different folks," and that different contexts invite different kinds of writing.
- MSU Writing Instructors
Arguments: encouraging complexity
Teacher provided question/problem
Student generated response
Teacher provided topic
Student generated question/problem + response
COMPLEXITY consider alternatives, evaluate evidence, and think critically
WHO DECIDES? control of question/problem
control of data/evidence
Developing Task Trajectories
Best in Show
Nominaeons
Wrieng to make the world different(fixable problem in community)
Elevating the quality of argument: create a trajectory across a year and grade levels that develops cognitive complexity.
-Mary Ehrenworth
Developing Task Trajectories
Social issues with meaning for writer
Research items having a direct impact on writer
TURN & TALK: How does each task layer more complexity than the previous task?
Task Trajectory - Brainstorm!
- pairs/trios - Google Community: Task Trajectories • Subject • Grade Level
- Question/problem for each task
1. Best in Show 2. Nominations 3. Writing to make the
world different (community problem)
4. Social issues with meaning for writing
5. Research on topic directly impacting writer
Designing Argument Tasks
More & Shorter Tasks • Assign more writing tasks of shorter length or smaller
scope rather than fewer tasks of great length or large scope.
• Students get more opportunity to practice basic skills and can refine their approach from assignment to assignment based on feedback they receive.
• BENEFIT: frees you to think beyond the large paper and be more creative in the type of writing you assign
Big Picture
• Place the task outcomes in the larger frame of the learning progression for the class:
o How is this particular task a piece of the “big picture”
§ for the writing task
§ for the unit
§ for the your year-long class?
Purpose • What do you want students to show you in this
assignment? • What is the purpose of the task/assignment?
o to find evidence? o to develop a claim? o to put forth an original ideas? o to create a more nuanced argument? o to synthesize research to examine a new
hypothesis?
• Making the purpose(s) of the assignment explicit helps students complete the task and/or write the kind of paper you want.
Audience • Who is the audience the writer is addressing?
o classmates? o an imagined audience? (the EPA, Congress, literary
experts, the NY Times Editorial Board) o an authentic audience?
• Specificity of audience affects
o evidence selection o evidence angling o counterargument o writing style
Learning Outcomes
Specify learning outcomes:
• What should students learn from doing the assignment?
• What should the experience of it DO for them?
• Consider your task and skills progression here. Does the assignment build on what they learned previously and demand more of them?
Clarity of Process
• Include expectations for process steps/activities:
o Are there multiple steps?
o How will you support the writing process?
o At what point will you check in to formatively assess?
o What intermediate steps and procedures would be useful for a longer piece?
Let’s Evaluate
• Read and evaluate the tasks provided based on the the provided criteria
• Discuss as a table - find consensus? • Share scores with the larger group.
Design a Task
• Works with your curriculum before March 11 based on where your students are on task trajectory
• Can collect and share exemplar • Consider where you are in the argument
learning progression o preceding skill & content development o where will you go after this task to continue to build
skills
Design a Task
o Before March 11: Post to Google Community before March 11 § Google Drive folder (Argument Writing
Tasks) o On March 11: Bring student artifact -
exemplar
Share Your Task
• Provide context • Share thinking • Discuss challenges & concerns with
implementation
Reflection on the Day
• How has your thinking about teaching argument writing shifted today?
• Reflect on the question you generated at the
beginning of the day.