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Writing an Argumentative Essay

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Presentation on theme: "Writing an Argumentative Essay"— Presentation transcript:

Argumentative Writing

Persuasive Essay Writing The art of persuading someone to think like you!

Writing an Argumentative Paragraph

How to write a THESIS STATEMENT A thesis statement answers the question asked of you. (Is Ms. Harper amazing?) A thesis statement is a claim (has to have.

Argumentative Essay.

Expository Writing.

Paragraphs A good paragraph has the following key elements: A main idea expressed in a topic sentence (your reasons) Details supporting the main idea (your.

Essay Outline Poetry Unit.

The Three Parts of an Essay

The “How and Why” of Writing

Let’s Review Some Things, Class Days ‘til KPREP: 19.

Writing the 5 Paragraph Essay. Introduction Three Parts  Attention Grabber  Claim/Argument  3 Reasons your argument is true.

A how-to guide. Introduction: Start with an attention getter. For literary analysis, this should be some background information related to the piece of.

Body Paragraphs Writing body paragraphs is always a T.R.E.A.T. T= Transition R= Reason/point from thesis/claim E= Evidence (quote from the text) A= Answer.

The Argumentative Essay. This just won’t cut it...

Argumentative Essay Standard: ELAGSE6W1

Invention and Arrangement

TODAY WE ARE GOING TO LEARN... HOW TO WRITE AN EXPOSITORY ESSAY !!!!!!

Take out a piece of paper and take notes…

Argumentative Essay Standard: ELACC6W1. What is it? An essay that is used to state and support claims written with clear reasons and relevant evidence.

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Can You Convince Me? Developing Persuasive Writing

• Resources & Preparation
• Instructional Plan
• Related Resources

Persuasive writing is an important skill that can seem intimidating to elementary students. This lesson encourages students to use skills and knowledge they may not realize they already have. A classroom game introduces students to the basic concepts of lobbying for something that is important to them (or that they want) and making persuasive arguments. Students then choose their own persuasive piece to analyze and learn some of the definitions associated with persuasive writing. Once students become aware of the techniques used in oral arguments, they then apply them to independent persuasive writing activities and analyze the work of others to see if it contains effective persuasive techniques.

Featured Resources

From theory to practice.

• Students can discover for themselves how much they already know about constructing persuasive arguments by participating in an exercise that is not intimidating.  
• Progressing from spoken to written arguments will help students become better readers of persuasive texts.

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
• 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

Materials and Technology

• Computers with Internet access  
• PowerPoint  
• LCD projector (optional)  
• Chart paper or chalkboard  
• Sticky notes  
• Persuasive Strategy Presentation
• Persuasion Is All Around You  
• Persuasive Strategy Definitions  
• Check the Strategies  
• Check the Strategy  
• Observations and Notes  
• Persuasive Writing Assessment

Preparation

Student objectives.

Students will

• Work in cooperative groups to brainstorm ideas and organize them into a cohesive argument to be presented to the class  
• Gain knowledge of the different strategies that are used in effective persuasive writing  
• Use a graphic organizer to help them begin organizing their ideas into written form  
• Apply what they have learned to write a persuasive piece that expresses their stance and reasoning in a clear, logical sequence  
• Develop oral presentation skills by presenting their persuasive writing pieces to the class  
• Analyze the work of others to see if it contains effective persuasive techniques

Session 1: The Game of Persuasion

Home/School Connection: Distribute Persuasion Is All Around You . Students are to find an example of a persuasive piece from the newspaper, television, radio, magazine, or billboards around town and be ready to report back to class during Session 2. Provide a selection of magazines or newspapers with advertisements for students who may not have materials at home. For English-language learners (ELLs), it may be helpful to show examples of advertisements and articles in newspapers and magazines.

Session 2: Analysis of an Argument

Home/School Connection: Ask students to revisit their persuasive piece from Persuasion Is All Around You . This time they will use Check the Strategies to look for the persuasive strategies that the creator of the piece incorporated. Check for understanding with your ELLs and any special needs students. It may be helpful for them to talk through their persuasive piece with you or a peer before taking it home for homework. Arrange a time for any student who may not have the opportunity to complete assignments outside of school to work with you, a volunteer, or another adult at school on the assignment.

Session 3: Persuasive Writing

Session 4: presenting the persuasive writing.

• Endangered Species: Persuasive Writing offers a way to integrate science with persuasive writing. Have students pretend that they are reporters and have to convince people to think the way they do. Have them pick issues related to endangered species, use the Persuasion Map as a prewriting exercise, and write essays trying to convince others of their points of view. In addition, the lesson “Persuasive Essay: Environmental Issues” can be adapted for your students as part of this exercise.  
• Have students write persuasive arguments for a special class event, such as an educational field trip or an in-class educational movie. Reward the class by arranging for the class event suggested in one of the essays.

Student Assessment / Reflections

• Compare your Observations and Notes from Session 4 and Session 1 to see if students understand the persuasive strategies, use any new persuasive strategies, seem to be overusing a strategy, or need more practice refining the use of a strategy. Offer them guidance and practice as needed.  
• Collect both homework assignments and the Check the Strategy sheets and assess how well students understand the different elements of persuasive writing and how they are applied.  
• Collect students’ Persuasion Maps and use them and your discussions during conferences to see how well students understand how to use the persuasive strategies and are able to plan their essays. You want to look also at how well they are able to make changes from the map to their finished essays.  
• Use the Persuasive Writing Assessment to evaluate the essays students wrote during Session 3.
• Calendar Activities
• Strategy Guides
• Lesson Plans
• Student Interactives

The Persuasion Map is an interactive graphic organizer that enables students to map out their arguments for a persuasive essay or debate.

This interactive tool allows students to create Venn diagrams that contain two or three overlapping circles, enabling them to organize their information logically.

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Effective Persuasion Presentation

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This presentation is designed to introduce your students to a variety of factors that contribute to strong, effective, and ethical persuasion in their writing. The slides presented here are designed to aid the facilitator in an interactive presentation of the elements of persuasive writing and include examples and questions for those viewing the material. This presentation is ideal for any course in which students will be required to write a persuasive document and also helps students think in depth about audience.

Argumentative Essay

Jul 29, 2014

290 likes | 1.14k Views

Argumentative Essay. AP Language and Composition Exam. What does the argumentative essay require of you?. Basically, you must do three things: understand the nature of the position taken in the prompt;

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Presentation Transcript

Argumentative Essay AP Language and Composition Exam

What does the argumentative essay require of you? • Basically, you must do three things: • understand the nature of the position taken in the prompt; • take a specific stand—defend (agree), challenge (disagree), or qualify—with the assertion in the prompt; and • clearly and logically support your claim.

Defend, Challenge, Qualify -Do I think about this subject in the same way as the writer/speaker? (Defend/Agree) -Do I think the writer/speaker is totally wrong? (Challenge/Disagree) -Do I think some of what is said is correct and some incorrect and do I feel lucky? (Qualify)

Plan before you write! • Brainstorm a list of ideas, construct a chart, or create an outline…whatever it is, give yourself time to THINK about your position! • The kinds of support you need: • Facts/statistics - Details - Dialogue • Quotations - Definitions - Anecdotes • Contrast and comparison - Cause and Effect • Appeal to authority - Examples

Does it matter what tone is taken in your argumentative essay? • You can choose to be informal and personal, formal and objective, or even humorous and irreverent—just be certain your choice is appropriate for your purpose.

Will I be penalized for taking an unpopular, unexpected, irreverent, or bizarre position on the given issue? • As long as you are addressing the PROMPT and appropriately supporting your position, there is no danger of losing points on your essay. • Your essay is graded for process and mastery and manipulation of language, not for how close you come to the viewpoint of your reader.

Examining Changing Prompts • 2009--Consider this quotation about adversity from the Roman poet Horace. Then write an essay that defends, challenges, or qualifies Horace’s assertion about the role that adversity (financial or political hardship, danger, misfortune, etc.) plays in developing a person’s character. Support your argument with appropriate evidence from your reading, observations, or experience • 2010—Think about the implications of de Botton’s view of the role of humorists (cartoonists, stand-up comics, satirical writers, hosts of television programs, etc.). Then write an essay that defends, challenges, or qualifies de Botton’ claim about the vital role of humorists. Use specific, appropriate evidence to develop your position. • What is similar about these prompts?

2011 Prompt • The following passage is from the Rights of Man, a book written by the pamphleteer Thomas Paine in 1791. Born in England, Paine was an intellectual, a revolutionary, and a supporter of American independence from England. Read the passage carefully. The write an essay that examines the extent to which Paine’s characterization of America holds true today. Use appropriate evidence to support your argument. • How is this prompt different from the previous two? • How is it the same? • What does this tell us about the AP prompts?

Requirements for Evidence • Look at how the requirements for evidence have been worded in the last ten years. • 2001—support your argument with specific references to your reading, observation, or experience; 2002—support your argument with appropriate evidence; 2003—use specific evidence; 2004—use appropriate evidence; 2005--support your argument with appropriate evidence; 2006—support your view with appropriate evidence; 2007—support your position with evidence from your reading, observation, and/or experience; 2008—using appropriate evidence, write an essay

What do I know? • What does it mean to offer evidence from your observations, experience, or reading? • Observation Knowledge • History • Current events • Science • Technology • Music • Sports • Human behavior

Experience Personal experiences may be used as evidence, however, note what one “Chief Reader” said: • “Teachers need to help students understand the usefulness of a global view, to increase their awareness of the world beyond their own. Students need to recognize that examples drawn from a wider world may be stronger (than their own personal experiences)….When relating their personal experiences, students need to be mindful of the public nature of most argumentation. In such a context, the primary purpose of a personal narrative is rhetorical not confessional.”

Part of your ethos (credibility) as a writer is to select appropriate experiences if you choose to use them as evidence

Qualifying an Assertion • One of the strongest forms of persuasive essays • You force yourself to look at the issue from more angles than one • Shows that you respect others viewpoints • Shows that you consider points of view other than your own • All of these add to your credibility as a writer or your ETHOS

Qualifying is More Complicated! • Demands that students assess the nuances—subtle differences—and the complexities of the assertion

Reasonable People Can Disagree! • Wealthy people can buy their justice in our court system • The entertaining business is ruining society • One’s spoken language is a key to his/her identity • Americans are more materialistic than people in other countries • Our freedom is endangered when the government does not respect our basic rights to privacy

Qualifying Deals With— • “On the one hand” and “on the other hand” reasoning

That does not mean— • Showing both sides of an argument and leaving it there • You must change the audience’s mind or at least offer compelling evidence as to why a certain position is valid • If you merely present equal evidence on both sides of the issue, the purpose has changed from persuasion—attempting to sway someone’s opinion—to exposition—explaining an issue

Common Errors in Writing This Essay

Not understanding the task or the directions • Read the passage correctly • Don’t get caught up in tangential (to merely touch upon, to go off on tangents)issues • Look for the central thesis

Don’t merely paraphrase the passage • If you just explain what is being said, the highest you can score is a 4 and that is not a passing score! • Resist the temptation to tell what the passage is saying • Refer to the passage in as few words as possible • Don’t quote long sections of the passage

Not taking a definite stand • You must have a definite opinion and state that opinionclearly and unequivocally –don’t be ambiguous! • Take a stand and back it up with evidence

Using inappropriate or weak evidence to support your position AP readers are looking for writers to— • Write logically • Reason • Analyze • To find the best evidence

Writing a stylistic analysis of the passage instead of a persuasive essay • But I saw a bunch of rhetorical strategies!! • Remember that a defend, challenge, or qualify essay is meant to persuade!

Your task for Quarters 1, 2, and 3: • You will be given 3 argumentative in-class essays per quarter. • On-demand writing: You will not be given the prompt beforehand. • Practicing Timing Makes Perfect –According to College Board: Free Response — 3 essays; 2 hours plus a mandatory 15 minute reading period, The free response prompts test your skill in composition and require close reading, thoughtful rhetorical analysis, and purposeful argumentation. This section also includes a synthesis prompt that tests your ability to effectively compose an argument of your own by combining and citing several supplied sources, including at least one visual source.

Argumentative Practice Essay • Refer to your notes • Don’t take shortcuts • I’ll put times up on the board • You’ll get the whole 40 minutes to go through the entire process

Practice T.O.D.

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