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ASE LA 02: Argument Based Writing

Steve [email protected]

[email protected]

Today’s Inspiring Quote “Attitude is a little thing that makes a big difference.”

- Winston Churchill

You Can Write on the Packet! You can find everything from this workshop at: abspd.appstate.edu Look under: Teaching Resources, Adult Secondary Resources, Language Arts/Reading, ASE LA 02: Argument Based Writing.

Agenda8:30 – 10:00 Argument Based Writing 101

10:00 – 10:15 Break

10:15 – 11:45 Using Commercials to See Claims and Arguments

11:45 – 12:45 Lunch

12:45 – 2:00 CARBS and Evidence Organizer

2:00 – 2:15 Break

2:15 – 4:00 The Great Debate: Medical Marijuana

This course is funded by:

Today’s Objectives Participants will:

Understand adult education standards’ shifts and their impact on teaching writing

Learn creative techniques to teach argument writing

Discover how to help students evaluate evidence sources

Learn how to build a cross disciplinary unit of study to help students write argument based responses

Argument Based Writing and High School Equivalency TestsArgument based writing appears on all three high school equivalency tests. Students are given “paired texts,” two readings with a pro/con view on a certain topic and then a writing prompt.

GED®On the Reasoning through Language Arts test, the extended response is 18.5% of the total points possible on the test (Source: M. Kehe, GED® Testing Service).

GED® Prompt “The article presents arguments from both supporters and critics of drug testing welfare recipients who disagree about the practice’s impact on saving money and helping welfare recipients.

In your response, analyze both positions presented in the article to determine which one is best supported. Use relevant and specific evidence from the article to support your response.”

TASC®The TASC® Writing test may have either an argumentative or informative/explanatory writing prompt. The essay is 17% of the total points possible on the test (Source: B. Fayyad, Product Manager, TASC® Test).

TASC® Prompt“There is an ongoing debate in the public domain as to whether free public libraries are still practical in today’s world. What are the implications for society of a “free” public library system? Has the time come for cities to consider requiring patrons to pay a fee to use library services?

| ASE LA 02: Argument Based Writing

Weigh the claims on both sides, and then write an argumentative essay supporting either side of the debate in which you argue for or against the free library system. Be sure to use information from both texts in your argumentative essay.”

HiSET®On the Language Arts – Writing test, students must score at least a 2 on the 6 point writing rubric in order to pass this test (Source: HiSET® Information Brief - 2016).

HiSET® Prompt“Write an essay in which you explain your own position on the issue of whether or not businesses should allow employees to wear casual clothing in the workplace.

Be sure to use evidence from the text passages provided as well as specific reasons and examples from your own experience and knowledge to support your position. Remember that every position exists within the context of a larger discussion of the issue, so your essay should, at minimum, acknowledge alternate and/or opposing ideas. When you have finished your essay, review your writing to check for correct spelling, punctuation and grammar.”

College and Career Readiness Standards for Argument Writing - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from and supports the argument presented.

- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

- Draw evidence from literary or informational texts to support analysis, reflection, and research.


Adult Education Standards Writing Instructional Shifts Guided practice of close analytic reading

Since students are writing about reading, we need to model for students how to get meaning from texts. One way to do this is to practice close reading strategies.

Writing about readingCreate writing prompts that focus on reading passages

Using text evidence to support claims Ask, “How do you know?” Move students away from their opinions to using text based evidence to back up their arguments.

Argument Based Writing

Introductory Paragraph with Thesis Statement

The introductory paragraph should:

- Grab the reader’s attention. This could be done through a surprising statement or statistic, a question, a quote, some historical background, or an anecdote.

Did you know that the average person breathes over 20,000 times a day?

- Narrow the subject down

From the dawn of time, we have evidence that people breathed. Even today, people spend a significant part of their life breathing.

- Thesis statement: This is the main point you are trying to prove

Breathing is vital for life as it good for people’s health and provides us with necessary oxygen.


Body Paragraphs Should Include Evidence and ArgumentUse PEA while writing body paragraphs:

P Point - Make your point, your belief about the topic

“Breathing is good for people’s health.”

E Evidence – Support your point with evidence, reasons and examples

“In 2012, two Stanford University researchers looked at breathing’s effect on life. They found study participants who breathed lived longer than those who did not

breathe. A later 2014 study in Iceland by two leading breathing experts, Dr. Inhale and Dr.

Exhale, agreed with the Stanford study’s findings.”

A Argue – Explain how the evidence supports your points

“Strong academic research supports the belief that breathing contributes to a longer life span. One recent study that supports this belief came from one of the leading research universities in the country, Stanford. The other study came from two of the best breathing researchers in the world today. Both studies show that breathing increases a person’s life span.

Arguments may also include counterarguments where the writer responds to the points of those who disagree with them

“There are some who say that breathing is not important. I ask those with that belief to hold their breath for 10 minutes and see how good they feel. When they wake up from being passed out, they will see how important breathing really is.”

ConclusionA conclusion does not simply restate the thesis but readdresses it in light of the evidence provided. This is the portion of the essay that will leave the most immediate impression on the mind of the reader. Therefore, it must be effective and logical. Do not introduce any new information into the conclusion. Restate why the topic is important, review the main points, and review your thesis.

Adapted from Dr. Chris Rauscher, GED Testing Service, and Purdue Owl


Phrases to Describe Strengths and WeaknessesPhrases to Discuss Passage Strengths (+) Phrases to Discuss Passage Weaknesses (-)

better supported unsupported personal opinion

reliable evidence weak evidence

sound reasons contradictory evidence

valid invalid

logical weak logic (illogical)

reliable (knowledgeable, unbiased, credible, etc.) source(s)

(This passage) lacks sound reasons…. (or any other phrases from the strengths column)

significant evidence uncited sources (source is not identified)

recent sources evidence is out-of-date (or no source is included)

relevant reasons / evidence biased sources

substantiated evidence unsubstantiated evidence

expert testimony personal attacks (name-calling)

sufficient reasons / evidence insufficient reasons / evidence

reputable source (strong reputation) fallacy/fallacies

well-supported argument oversimplification

supports (demonstrates) false conclusionSource: C. Gibson, WCCS Writing Center, Selma AL

Formal StyleWhat Not to Do:Use slang: Dude, s’up? My bad, you don’t have to get all emo on me.

Use contractions: Don’t use contractions. We’ve better ways to write!

Use abbreviations: There are many facts to support this, etc.

Use second person pronouns to address readers: You don’t know what you don’t know until you know that you don’t know. You know?

What to Do: Write in the third person and use longer and more complex sentences:

A recent study by Dr. Ernesto Johnson at Emory University noted that walking was the most effective way of moving short distances in the least amount of time. She also mentioned that people normally walk with their feet. However, some talented circus performers have become quite good at walking on their hands.

Adapted from Dr. Chris Rauscher | ASE LA 02: Argument Based Writing

Activities to Prepare for Argument WritingQuick Writes See page 8

What Would You Do?This TV show provides interesting situations where bystanders may or may not get involved. Show a clip from the show (Google: what would you do tv show) and have students discuss and then write about whether or not they would get involved in one of the situations.

Debate Find a controversial topic, allow your students to research it (use procon.org) and have a debate! Students can argue in teams or by themselves. Have students judge who presented the most convincing argument and decide why it was the most convincing. See pages 14 – 15.

Interviews Have students play the authors of each paper in the prompt. Students can ask the actors questions about the evidence in their paper. In the speed limits prompt on pages 20 and 21, students can play Keepit Slow and Speed Demon.

Using AdsStudents are exposed to ads every day, and they are a great way to sneak up on argument based writing. As students analyze ads, they see how advertisers try and convince them to buy products. The claims the advertisers make are similar to claims writer’s make in argument writing. As students analyze ads to see if they make them more or less likely to buy a product, they practice analyzing arguments. See page 9.

Building a Unit of StudyStudents will write far more effective arguments if they understand more about a subject’s background. We will study medical marijuana and then use this information to write a pro or con argument based response. We will use the video WEED - A CNN Special Report by Dr. Sanjay Gupta (Full HD 1080p - 2013 Documentary) and an essay prompt. See pages 16 and 17.

The CARBS TestWorking in pairs, students are given two sets of evidence to consider and must decide which is more reliable and why. See page 12 and http://abspd.appstate.edu/ase-la-02-argument-based-writing or Google: abspd argument writing

Graphic Organizer, Frame, and Model

Three very helpful tools to help students do argument writing are a graphic organizer (pg. 18) that helps students put their thoughts together, a writing frame (pg. 19) that provides an outline and blank space for students to write, and a model (pgs. 20 to 22) to show what an argument essay should look like.


http://abspd.appstate.edu/ase-la-02-argument-based-writing

Writing about Reading: Quick WritesA Quick Write helps students think about a topic before, during, and after reading. Students are asked to respond to a question or prompt based on a text and should write down whatever comes to their mind without worrying about grammar or organization.

The writing topics are related to a text and may be:

Summaries of learning An explanation of a concept or vocabulary A prediction, inference, or hypothesis

Give students a time limit (2 to 10 minutes) and ask that they write until time is up. (Model this as the instructor and write too!) Quick Writes can be used as part of instruction, assessment, or discussion. They help bring out the writer in students, build their writing confidence, and help their reading skills too!

Quick Write Practice: It is 5:15 PM. You are dead tired after a long day at work. All you want to do us go home, put on some comfortable clothes, and relax. Your brain flashes forward to the happy scene of you, in just a few minutes, relaxing on the couch watching some mindless TV show. You can hardly wait to get home!

Oh no! You realize that in order to eat tonight, you need some food. You drag out your phone and your grocery list app reminds you that you need milk, bread, hamburger and about 10 other things too. After the day you had, some ice cream would be good as well.

You unhappily steer your car to Food Lion® and start shopping. After grabbing the ice cream, you head to pick up your last item, the hamburger. Suddenly you see something strange. There is a young mother with a small boy riding in her cart. She looks around to see if anyone is looking. She does not see you coming down the aisle behind her. You clearly see that she takes a package of meat and hides it in her young son’s sweatshirt. Thinking no one saw her, she heads toward the checkout.

You grab some hamburger meat, toss it in your cart, and follow her. You wonder what she is going to do. You wonder what you are going to do. It clearly looks like she is shoplifting food. It is her turn now to check out. Your heart is pounding. Every inch of you just wants to check out and get home as soon as possible. The young mother puts all the items in her cart on the conveyer belt, but the package of meat is still in her son’s sweatshirt. The little boy says, “Mama, I’m cold.” The young mother smiles at the clerk who is checking her out, and she says to her son, “We’ll be home soon.”

Prompt

What would you do if you were in this situation?


Ad AnalyzerWhat is this ad trying to get you to do?

How does the ad try to convince you to buy this product? List and describe 3 things it does:

How effective was the ad? Did it make you want to buy this product? Why or why not?

Idea based on R. Baron


Teach Writing Using Think Alouds

When we teach writing using think alouds, we show students what is going on in our heads as we write. This provides students with a model they can follow as they write and shows them good writing is not magic but a process they can learn.

The video used to demonstrate this technique is found here:

Teach Writing as a ProcessTeach students to tackle writing assignments using a process. A process is a standard method for doing something. For example, use URPWE as a process for writing extended responses and short answers.

U = Unpack the prompt – What are you being asked to do?

R = Read the source material

P = Plan the response

W = Write the response

E = Edit the response


http://www.youtube.com/watch?v=gsYFqnk_AFM&feature=youtu.be

Ideas for Controversial Subjects to Argue AboutShould schools have dress codes?How old should someone be before having a cell phone?How old should a woman be before having a baby?Is it a good idea to listen to music while studying?Should the drinking age be lowered to 18?Should the United States reform its immigration policy?Should marijuana be legal across the United States?At what age should someone be considered an adult?Should people who receive government benefits (TANF) be drug tested?Should all children be vaccinated?Should recycling be mandatory?Is it better to get a job or go to college after finishing high school?Should the United State have tougher gun control laws?Should states require citizens to have a photo ID for voting?Is it better to shop at local stores instead of national chain (like Wal Mart) stores?Is it better to buy American or foreign made products?Should health care be reformed in the United States?Are lotteries good for states?Should the United States raise its minimum wage?Should violent video games be outlawed?Are concealed carry laws a good idea?Should fracking be allowed in the United States?Should e-cigarettes be more closely regulated?Are e-textbooks better than paper textbooks?

Other Ideas:

For more ideas about controversial subjects, visit procon.org or the New York Times 200 prompts for argument writing


Reliable Evidence? Think CARBS As students look at the evidence presented in source documents, they should consider how reliable it is. Some things used to measure reliability are:

Currency Is the evidence up to date? Studies done more recently are usually better than ones conducted years ago, especially in science and technology.

AuthorityWho created the source? Are they really an expert in this field? Just because someone is well known (actors, singers, sports stars) does not make them an expert.

Relevance Does the evidence specifically relate to the topic being discussed? Let’s look at the following evidence for the following topic: There are great health benefits to running.

1. Running burns many calories2. Running works out the entire body3. Running can help someone lose weight4. Running workout clothes are really fashionable5. Running is great cardiovascular exercise

While number 4 talks about running, it is not relevant since it has nothing to do with running’s health benefits. Instead, it focuses on the fashionable styles of some runners.

Bias Is the evidence from an unbiased source? Sources such as government agencies and educational institutions are usually unbiased. Look at who funds a study. For example, if a drug company is funding a study about one of its new drugs, we would be surprised if the findings showed that the drug did not work. We would expect the findings to be biased in favor of the company since it paid to have the study done and wants to show that its product works.

Specific Is the evidence specific? For example, the phrase “two decades of research shows that breathing has positive health benefits” is not specific. We do not know over which two decades the research was done. Also, “several studies have shown that walking is a great way to move from one place to another” is not specific either. We know nothing about the studies so we cannot know if they are current, authoritative, relevant, or biased.


Evidence OrganizerArticle:

Thesis:

Argument 1:Strengths Weaknesses




The Great DebateA wonderful way for students to learn argument writing is to debate. Debate teaches students how to think critically, speak clearly, and analyze evidence. To get started debating:

Choose a controversial topic (see the list on page 11)

Have students analyze sample prompts from high school equivalency tests or use a source like procon.org. Use the Evidence Organizer on page 13 and CARBS (page 12) to analyze the evidence students collect.

Debates can be done with just three students or in teams with more. One student takes the pro side, another the con side, and another is the judge. Follow the Great Debate format on page 15. Decide how long each section of your debate will be (usually 3 minutes or less is good for new debaters).

The judge must give reasons why they have decided for either the pro or con side of the issue.

Some questions that debaters can ask are:

1. Ask about the quality of the evidence presented:

What was the date of that evidence?

What qualifies the source of that evidence as an expert?

Who funded that study?

You claim that walking helps people get somewhere faster than standing still. Could you show how much faster through a statistic or a study?

2. Ask questions to clarify arguments:

This will help you make sure you understand your opponents’ arguments. Avoid open ended questions like, “Could you repeat your first point?” This gives your opponent more time to make their case. Instead, show that you understand their point by summarizing it and seeing if your summary is right. See below for an example:

In your first point, you claim that fish need water in order to live, is that right? Could you explain exactly how this happens?

3. Ask questions to get your opponent to admit their case has weaknesses

How will __________ really solve the problem of __________ ?

Your evidence showed your plan works in one state. What reason is there to think it will work in the whole United States?

Questions taken from Breaking Down Barriers: How to Debate (2000) and Effective Cross Examination (Motiejunaite)


The Great DebatePro presents arguments

Con asks questions about Pro’s arguments/Pro responds

Con presents arguments

Pro asks questions about Con’s arguments/Con responds

Judge asks Pro questions

Judge asks Con questions

Judge decides for ____________ Reasons for the decision: (Pro/Con)


Argument Writing Case Study: Medical Marijuana

Medical Marijuana: The Cure is Worse than the DiseaseThose who support using medical marijuana have put up a smoke screen of flimsy reasons to encourage its use. Marijuana is a dangerous drug that should not be used to treat patients’ medical problems.

Since 1964, the U.S. Surgeon General has warned about the dangers of smoking. Yet the primary way marijuana is taken into the body is through smoking. It has been proven that smoking causes cancer and lung diseases. Compared with tobacco, marijuana smoke contains 50 to 70 percent more cancer-causing chemicals. To gain marijuana’s benefits, users inhale it more deeply into their lungs and hold it much longer than tobacco smoke, which could lead to a greater increase of lung diseases like emphysema and chronic bronchitis. Would we have patients smoke opium to get morphine’s benefits or ask people to eat willow bark to get the benefits of aspirin? Then why would we ask patients to smoke marijuana to receive its benefits? All these smoke-related dangers make medical marijuana more likely to cause disease than to treat it.

Beside smoking’s dangers, marijuana is a dangerous drug. It is a toxic mix of over 400 chemicals, many of which have unknown side effects. It is a psychoactive drug that alters a user’s brain functions. Depending on how it reacts with the brain, marijuana use increases anxiety, impairs thinking, and causes hallucinations. There is also the very real danger of users becoming addicted. Recognizing marijuana’s dangers, the U.S. government still classifies it as a Schedule 1 drug under the Controlled Substances Act. Schedule 1 drugs must meet three different criteria: high potential for abuse, no currently accepted medical use, and lack of safety for use even under medical supervision.

In addition to the health dangers, a 2014 study by the Oregon Department of Justice found that Oregon’s medical marijuana program is being abused. Legal marijuana growers were involved in drug trafficking by growing more marijuana than the law allows and selling it illegally. Attracted by this opportunity, Mexican drug cartels and Asian gangs have increased their presence in Oregon making it a less safe place to live. There are twice the number of marijuana users and twice the number of marijuana addicts compared to before medical marijuana was legalized in 1998. Also, accidental exposure to marijuana by young children tripled in the last 16 years. Medical marijuana is truly a cure that is worse than any disease.

Medical Marijuana Makes SenseImagine you are a cancer patient and are undergoing chemotherapy treatments. While the lifesaving cancer drugs run through your body, they are also making you very sick. You experience pain, nausea, and vomiting and desperately want relief. Medical marijuana can provide that relief, and it should be used to help patients.

Medical marijuana has been shown in a number of studies to provide effective relief to the symptoms of various diseases. A review of 60 high quality medical studies done between 1990 and 2014 shows that in 68 percent of the studies, patients receiving medical marijuana showed improvement in their symptoms or relief from pain and nausea. These studies included diseases such as cancer, HIV/AIDS, Multiple Sclerosis and Bipolar Disorder. Only 10 percent of studies showed no effect while 22 percent were inconclusive.


While some patients do smoke medical marijuana, there are safer ways to take the drug. Some patients eat marijuana. Simple devices called vaporizers allow users to take in marijuana without smoking. Even for those patients who do smoke, short-term smoking has not been shown to be harmful. A chemotherapy patient who smokes marijuana for just a few short months during treatments is in no medical danger.

The article Medical Marijuana: The Cure is Worse than the Disease uses scare tactics to get its point across. Marijuana is a psychoactive drug but so are brain-altering substances like coffee, cigarettes, sleeping pills, and beer. According to CNN medical correspondent Dr. Sanjay Gupta, marijuana is not a dangerous drug; it was classified as Schedule 1 because of the lack of knowledge of its effects. He notes that studies about marijuana are biased, as more than 90 percent of studies focus on marijuana’s potential harms while 6 percent study its positive effects. Dr. Gupta also mentions that fewer than 10 percent of marijuana users become addicted according to studies. Medical marijuana has helped thousands of patients and should be legalized in all 50 states.

Prompt

The article presents arguments from both supporters and critics of medical marijuana who disagree about its usefulness and health risks.

In your response, analyze both positions presented in the article to determine which one is best supported. Use relevant and specific evidence from the article to support your response.

Adapted and reprinted by permission from New Readers’ Press® Writing for the GED® Test Book 4


Argument Writing Graphic OrganizerIntro Summarize the two arguments (Include passage titles and authors.) “Argument 1 says . . . . On the other hand, Argument 2 says . . .”

Write the thesis: “Argument 1 is better supported than Argument 2 because:

Body 1 Explain one reason Argument 1 is better than Argument 2

Point (What is your reason?):

Evidence (Text evidence that backs your reason)

Argument: (Explain how the evidence supports your reason)

Body 2 Explain another reason why Argument 2 is weaker than Argument 1

Point: (What is your reason?):

Evidence: (Text evidence that backs your reason)

Argument: (Explain how the evidence supports your reason)

Conclusion Summarize your main points

Argument 1 is the stronger argument | ASE LA 02: Argument Based Writing

Argument Writing Frame __________________makes the claim that _____________________________________________________

__________________________________________________________________________________________

__________________makes the claim that _____________________________________________________

__________________________________________________________________________________________

The best argument is ______________________________________________________________________

__________________________________________________________________________________________

because __________________________________________________________________________________

The first reason _________________________________________________ is better is because ________

__________________________________________________________________________________________

__________________________________________________________________________________________

Evidence supporting this reason is __________________________________________________________

__________________________________________________________________________________________

This evidence shows that ___________________________________________________________________

__________________________________________________________________________________________

Also, the second reason __________________________________________is better is because ________

__________________________________________________________________________________________

__________________________________________________________________________________________

Evidence supporting this reason is __________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

This evidence shows that __________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

In conclusion, _____________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________ | ASE LA 02: Argument Based Writing

Writing Prompt: Analyzing Speed Limits1 The United States is a nation on the move. To make sure we do not move too fast, highway

speed limits have been a fact of life for many years. Speed limits in America go back to 1757 in

Boston when it was illegal for horses to move faster than a walking pace on Sundays. Interstate

highways, first built in the 1950s, were designed to handle speeds of at least 70 miles per hour.

When the energy crisis came in 1973, the National Maximum Speed Law established a 55 mile

per hour limit for the entire country. By the late 1980s, lower oil prices meant states could

choose to have higher speed limits which they did.

Let’s Not Race by Speed Limits, Keepit Slow, Washington Post Editorial

2 I am concerned about a trend I see sweeping across our country. It seems that speed limits are

moving ever higher. On Interstate highways in most of the central and western parts of the

United States, speed limits range from 70 to 85 miles per hour. These higher speeds waste

precious fuel and endanger the lives of motorists across our land. We need to keep speed limits

below 60 miles per hour.

3 Even though the US is now the world’s leading energy producer, we still need to be concerned

about saving fuel. The US Department of Commerce did a study that showed the difference

between driving under and over 60 miles per hour. They found that driving under 60 would save

Americans 2 billion dollars a year in fuel costs. In another important study done in

4 2007, the state of Florida examined consumer spending on gas during the 1990s. They found

that consumers paid $220 million more dollars on gas as speed limits were increased on Florida

roads during 1990 to 1999. This sharp increase was directly related to driving faster which

lowers fuel economy.

5 Much more important than saving fuel is saving lives. From 1973 to 1987 the National Maximum

Speed Law lowered the speed limit to 55 for the entire country. The National Highway Traffic

Safety Administration (NHTSA) did a study on how this change impacted highway deaths. What

the NHTSA found was fewer people died in traffic related accidents because of the lower speed

limits.

6 Also, other important evidence shows that lower speed limits save lives. In 2006, the Pew Trust

did a study on speed limits and traffic deaths. The study found that deaths increased by 1200

people each year for every mile per hour the speed limit was raised. The faster we drive, the

more time it takes to stop which causes more accidents. So let’s drive 55 and stay alive!


Speed Demon’s Blog Post

7 Hey, I just got back from the most awesome ride I have ever had! Of course I was out in my

mean machine. You know the car I’m talking about, my 2014 Chevy Camaro. Dude, I just love

to boogity, boogity, boogity. For those of you living in a cave, boogity is NASCAR slang for going

fast! When I want to go full throttle, I can’t go as fast as I want. I always have to put up with

these stupid speed limits. I think speed limits are dumb, and we should not have them.

8 I just read some stupid article from somebody about why speed limits are a good thing. It’s so

lame, man! It says that speed limits save lives and gas. Cars back in the day were not built like

they are today. I remember my first Camaro, a 1976. It could fly but it was a piece of junk.

Everybody knows that cars today are so much better made. Those robots do a much better job

making cars than those drunks on the assembly line did back in the 1970s. If you get hit or hit

somebody, your better made car and air bags will save you!

9 People talk about gas prices, but I don’t see that as an issue. Yeah, I remember when gas was

above four bucks in 2008. That was years ago, dude. That’s ancient history. Gas prices are

coming down, man. Just last week I paid under two bucks a gallon. Gas hasn’t been that cheap

in so long.

10 So in my amazing opinion (the only one that matters) speed limits are just some big government

attempt to keep us from having fun. My next post will be coming at you soon. Keep it real,

dudes and dudettes!

PromptThe article presents arguments from both supporters and critics of speed limits who disagree about the practice’s impact on gas consumption and safety.

In your response, analyze both positions presented in the article to determine which one is best supported. Use relevant and specific evidence from the article to support your response. r


Teaching Using Models (Uses Speed Limit Prompt from pgs. 20-21)

In her newspaper editorial, Keepit Slow argues that speed limits below 60 miles per hour save gas and lives. In his blog, Speed Demon says that speed limits are not necessary because he likes to drive fast, cars today are safer, and gas prices are coming down. Keepit Slow’s editorial is the better of the two because she supports her claims with recent evidence from reliable sources while Mr. Demon’s uses only his personal experience to back up his arguments.

In the editorial, Keepit Slow’s first reason why speed limits should be below 60 miles per hour is that it saves gas. She first uses data from the United States Department of Commerce to back her claim that driving under 60 miles per hour would save Americans 2 billion dollars a year in gas. She also points to a recent 2007 study by the state of Florida that showed consumers paid $220 million dollars more per year for gas when speed limits were raised in the 1990s. Ms. Slow uses data from two strong sources, a United States Government agency and a study that took place over nine years from a large state, to back her argument.

Also, Ms. Slow shows that driving slower save lives. She uses data from the National Highway Traffic Safety Administration to show that fewer people died when speed limits were lowered in the 1970s. Keepit Slow also talked about a 2006 study by the Pew Trust that showed that deaths increased as the speed limit went up. Once again, Ms. Slow used strong evidence from two reliable sources to make her argument more convincing.

In contrast to Keepit Slow, Speed Demon’s arguments are not based on strong evidence but on his personal opinion. His biggest argument was that there should be no speed limits because he just likes to drive fast. He could provide no evidence for his claim that cars today were made better than in the past beyond his weak argument that everybody knows that. He offers no proof that everybody knows that. He based his argument that gas prices were going down on the price he paid when he filled up his car last week, not on national studies. Mr. Demon’s arguments are weak because unlike Ms. Slow, he can offer no support for his arguments like facts, data, or study evidence.

In conclusion, Keepit Slow’s editorial supports her opinions by using current evidence from reliable government sources. Speed Demon’s blog is just his personal opinion, and he has not done any research to prove his points. Therefore Ms. Slow’s argument is much better and convinces me that she is right.

The first paragraph introduces the topic

The thesis (argument) is in bold

The criteria for evaluating evidence are underlined

Specific evidence from the text is in italics

Organization is shown through paragraph structure where first Keepit Slow’s evidence is discussed and then Speed Demon’s evidence is contrasted

Transition words like also and in contrast connect paragraphs together

Evidence from the passages are paraphrased

The essay has five paragraphs and 440 words

Awareness of audience and purpose is shown by a conclusion which summarizes the argument


Resources English for EveryoneThis site contains a wealth of worksheets that assist students in writing. To find argument writing prompts, go to www.englishforeveryone.org , choose writing practice, and scroll down to find the argumentative writing worksheets.

I Wanna Iguana Video This children’s book can help students begin how to recognize and evaluate arguments. To find it, Google: I Wanna Iguana Youtube

NewselaNewsela has articles on health, kids, money, law, and other subjects in the news. The reading levels of the texts can be changed depending on the needs of your students. It is found at www.newsela.com

ProCon.orgThis website lists the pro and con arguments of 50 controversial subjects including medical marijuana, video games and violence, and the death penalty. It is found at www.procon.org

200 Prompts for Argumentative WritingThis website from The Learning Network at the New York Times has 200 prompts for argument writing covering ten major groups of issues including education, technology and social media, sports and athletics, and parenting and childhood. To find it, Google: 200 prompts for argument writing.

Evidence Base:Hillocks, G. (2011). Teaching argument writing grades 6 – 12. Portsmouth NH: Heinemann.

National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for English language arts and literacy in history/social studies, science, and technical subjects. Washington, DC: Authors.

U.S. Department of Education, Office of Vocational and Adult Education. (2011). Just write! guide. American Institutes for Research. Retrieved from https://teal.ed.gov/documents/TEAL_JustWriteGuide.pdf


http://www.procon.org/

http://www.newsela.com/

http://www.englishforeveryone.org/

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