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Argument of Fact
Transcript of Argument of Fact
Mr. Jeff Cochran
Ellensburg High School
Central Washington Writing Project
Participants will be immersed in a process for understanding and teaching the vocabulary of an argument of fact.
The goal is to clearly define the vocabulary of an argument of fact.
Details about the murder:During a school reunion, a scream is heard from one of the classrooms. It is 8:30pm. A few minutes later, the dead body of Ms Emily Johnson, an old English teacher is found. She has been hit on the head. Also found were a number of items that may lead us to the killer: a book written by one of her ex-students, Simon Donnelly; a photograph of another teacher, a young man called Saul Sheen; and, a tissue with the initials I.W. At the moment, these are the three main suspects. Everyone who was at the reunion and saw or spoke to Ms Emily Johnson needs to be questioned.
Observable data either physical or reliably reported
Common sense rules, general statements about how people and things behave
Reasoning that must be supported with evidence and warrants
Amy LaTour’s body was found in her bedroom last night, as shown, with her pet canary strangled in its cage. Henry Hankerson and Joe Wonty, her boyfriends; Louis Spanker, a burglar, known to have been in the vicinity; and Celeste, her maid, were questioned by the police.
Based on the evidence found at the scene, who killed Amy?
Entry Task 1
understand and apply content vocabulary to an argument of fact (evidence, warrants, claim).
deconstruct an argumentative conclusion.
write for real audiences (The Brethren).
write a precise claim with supporting relevant evidence.
edit for audience and purpose.
identify commonly shared warrants by discussing with peers.
write an argument of fact.
Student Friendly Targets
“…the proper context for thinking about argument is one “in which the goal is not victory but a good decision, one in which all arguers are at risk of needing to alter their views, one in which a participant takes seriously and fairly the views different from his or her own””
The Place for Argument in the English Classroom
When Jeff came to visit one of his godsons at Camp Hava Goode Thyme, Jeff was asked to be a judge. He consented, but the next day, swept up by the excitement, he bet $25 on Danny Paddle, the odds-on favorite. Jeff, realizing too late that this made him guilty of a conflict of interest, disqualified himself as a judge.
The sketch shows the four canoeists being photographed immediately before the start of the race. Jeff, seeing what you see, had misgivings and was worried about his $25 bet. He therefore cried foul. After proper examination, one of the four was disqualified and it was decided to run the race with only three contestants. Jeff, figuring that Danny was now a sure thing, upped his bet to $50, but to everyone’s surprise Danny lost, leaving Jeff a sadder and poorer man.
Who was disqualified for tampering with Danny’s paddle and what had Jeff noticed?
On an otherwise uneventful Thursday, police heard a shot in Ernie’s lunchroom, rushed inside, and found the following scene.
They identified the body as that of Five-Fingered Fannin, a racketeer, Ernie, who had no helper, had only one fact to tell: The murderer had leaned against the wall while firing at point blank range. The imprint of his hand is in clear view.
From these facts and an examination of the scene, can you answer the questions and tell who killed Fannin?
Entry Task 2
Entry Task 3
Text types and purposes
(1) Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Production and Distribution of Writing
(4) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
(5) Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Key Ideas and Details
(1) Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
(2) Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
(3)Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Vocabulary Acquisition and Use
(4)Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
(5) Demonstrate understanding of word relationships and nuances in word meanings.
Solving Mysteries to Teach Simple Arguments of Fact
Mr. Jeff Cochran
Ellensburg High School
Hillocks, George. Teaching argument writing, grades 6-12: supporting claims with relevant evidence and clear reasoning. Portsmouth, NH: Heinemann, 2011. Print.
Treat, Lawrence, and Leslie Cabarga. Crime and puzzlement: 24 solve-them-yourself picture mysteries. Boston: D.R. Godine, 1981. Print.
Treat, Lawrence, and Kathleen Borowik. Crime and puzzlement 2: more solve-them-yourself picture mysteries. Boston: D.R. Godine, 1982. Print.
Treat, Lawrence, and Paul Karasik. Crime and puzzlement 3: 24 solve-them-yourself picture mysteries. Boston: D.R. Godine, 1988. Print.
Only the tip of the Iceberg!
How to use this Presentation
This presentation is for teachers who are new to teaching Argument Writing. It is intended as an introduction to this style of writing and to the language of Argument; to give you an idea of how you may use mystery to approach argument. This is not the presentation for students!
If you would like the full presentation so you may use this in your classroom, please find it at: https://www.teacherspayteachers.com/Product/Solving-Mysteries-to-Teach-Argument-of-Fact-1282001
THIS IS NOT THE REAL CLIP!
BBC Sherlock Season 1 Episode 1
EXAMPLE OF STUDENT WORK AS A RESULT OF THIS LESSON
Notice how the student comes to the conclusion that she is left-handed.