Tips for Teaching Argumentative Writing
From the desk of Carol C…
Writing is an important component of the Common Core literacy standards. There are three types of writing the CC addresses: argumentative/opinion, informational, and narrative. All three of these types are found in the standards at every grade level K-12.
In the past, most students have written narratives or informational pieces. However, a shift has taken place. Argumentative writing is a key component of the CC. It requires students to present their point of view and back up this view using facts and evidence.
Before these new standards were implemented, argumentative/opinion writing contained emotions and personal points of view based simply on what the reader thought about the subject. One example might be an argument against gun control. “We shouldn’t have gun control because I hunt, and I need my rifles for it. Gun control isn’t fair.” It is obvious this point of view is based on the student’s emotions rather than facts and evidence he could use.
To create a clearer picture of what argumentative writing looks like now, let’s look at the 4th grade argumentative writing standards and an example from the fourth grade exemplars.
(Example: Common Core Standards Appendix C)
Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
Look below at the first paragraph of this 4th grade writing sample.
Zoo Field Trip
Dear Mr. Lamb and Mrs. Doe,
We have a problem. The wildlife here in NC is very limited. There is not a lot of opportunity to learn about conservation and wildlife preservation. If we took a field trip to the NC Zoo our problem would be solved. Sarah, Jamal, Clinton and I would like to take our class for a great learning experience. In addition, we will provide a study guide to identify the animals and provide information about conservation of endangered wildlife.
The topic of the piece is the problem this class is having finding opportunities to learn about conservation and wildlife preservation. The third sentence states the writer’s opinion about how to solve the problem… “a visit to the zoo”. The ideas in this paragraph all relate to solving the stated problem.
Provide reasons that are supported by facts and details.
If we went on a field trip, we will learn about the wildlife from around the world and how the NC Zoo provides a natural habitat for them to live and breed. This information would help us to understand the importance of science in our day to day life. We would use math to make a budget and figure out a way to earn money. These skills will be very useful again and again. We will learn how to make a schedule with target dates. This will provide us with a plan that covers the entire project from start to finish. The preparation of the study guide will require lots of research and organization of information.
The sentences in the second paragraph are all related to the writer’s opinion that a visit to the zoo would solve the problem of a lack of learning opportunities related to conservation and preservation. The first sentence addresses how the zoo trip would help to solve their problem. The rest of the sentences further support for the trip by presenting additional learning opportunities this trip would provide for the class.
Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
The first thing to do is research, research, research! Next, we will choose a fund raiser (with your approval, of course). This will earn money for the field trip. The parents will hopefully chip in their time and money, if we don’t get enough. We will prepare a plan schedule. This will provide the dates that team members will need to accomplish the steps toward our goal. My competent adult model is the Unofficial Guide to Walt Disney World. It shows us step by step how to plan a trip and what to see.
Notice in the 1st paragraph the writer uses the phrase “in addition”. This phrase links his opinion “a great learning opportunity” with one of his supporting reasons which is providing a study guide. In the 3rd paragraph below words such as “first, next” signal a list of reasons that the “study guide will require lots of research and organization information.
Provide a concluding statement or section related to the opinion presented.
Now, you are asking why should I approve a trip to the zoo? How does this help you and your class? Besides the fact that the project planning, fund raising, budgeting and reporting will provide an excellent learning opportunity, it will provide education. It will also provide awareness of wildlife and the importance of conservation. This project will be evaluated by its successful planning and its ability to involve our class in wildlife conservation. The trip will be evaluated by the student participation on the trip and a plan of conservation that identifies what we can all do to protect and respect wildlife so they will still be around when we have children.
This last section addresses possible opposing views and argues against them. The writer goes back to his original opinion that a visit to the NC Zoo will provide learning opportunities. He does this by reviewing the new learning opportunity the trip would provide for the class. He goes on to explain how the success of the trip will be evaluated and ends with the ultimate reason why this trip is so important…”still be around when we have children”.
Teach argumentative writing slowly. After all “Rome wasn’t build in a day”. Begin with modeling this type of writing using exemplar texts and your own writing. Your students will need to see lots of examples and have the different parts of a piece explained before they can begin to become proficient with this type of writing. Supporting a stance using facts and evidence requires students to think deeply and critically. When other perspectives are examined, students must evaluate their own thinking. Not only are critical thinking and evaluation higher levels of thinking, but they are essential skills to have for an educated person who lives in a diverse world.