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Argumentative Writing-7th Grade (Spring)

Providing terminology, activities, and format for writing an argumentative paper. Modified by Heather Hughes
by

Chelsea Clukey

on 12 January 2016

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Transcript of Argumentative Writing-7th Grade (Spring)

Argumentative Writing
Types of Argumentative Writing
Public Service Announcement
Newspaper article
speech
essay
editorial
political cartoons
advertisement
Argumentative Writing - Uses logic, facts, and hard evidence to
back up a side of an issue

Claim- a statement presented as a fact that the writer is trying to prove is true.

Evidence- information/ proof from a credible source; facts

Counterclaim- a statement opposing the writer's original claim; the other side.

Refute/Rebuttal- reason why the counter-claim is not
as strong as the claim
Definitions
Lunchroom Murder
Answer & think about these questions! l
Parts of an Argument
Introduction
Hook
Thesis Statement
Support Paragraph 1
Evidence or example
Support Paragraph 2
Evidence or example
Support Paragraph 3
Evidence or example
Response Paragraph
Counter claim
Rebuttal
Conclusion
Take-away or call to action
Fact or Opinion
Fact – a specific statement of information
presented as truth that can be proven true

Opinion – personal view that may or may not
be supported by facts
Introduction
Hook
: You want to catch your reader's interest. Quotes, stories, or examples help the reader make a personal connection to your topic.
Claim:
helps create your thesis statement; outlines the direction of your essay.
Reasons
: add 2 or 3 strong reasons why you have that claim.
Thesis=
Claim + Reasons Ex: "Students should wear uniforms at school because they make schools safer, they promote a focus on educaion, and they are affordable.
Conclusion
Restate your thesis.
Take-away: the most important thing you want your reader to remember
Call to action: Now that people have read your paper, what do you want them to do?
Body Paragraphs
Must support your thesis
Must include a topic sentence, provide a piece of evidence, and then explain the significance of your evidence.
Then, provide another piece of supporting evidence, followed by another explanation (sometimes referred to as the warrant)
Addressing the counterclaim
Essential Questions:
1. Where do we see arguments in our daily lives?
2. What makes an argument effective?
3. How can arguments affect change?
4. What role can we personally play in using arguments to affect change?
Ex: Body 1 Paragraph
Topic Sentence
Evidence
Explanation
Evidence
Explanation
Address the "other side" of the argument- this is called the counterclaim or counterargument.
The ONLY reason we do this is so we can poke holes in what they have to say and prove them wrong/not good enoguh. We never agree with the other side.
To prove them wrong we must be aware of what they think.
Counterclaim--State their claim and find evidence to support their position.
Rebuttal-- Then, prove them wrong!
Ex.: "Many believe that students shouldn't wear uniforms because it inhibits their inviduality. In reality, however it encourages more meaningful unique expression.
Then, share how some believe that uniforms limit individual expression, then share contradictory evidence and/or share how individual expression doesn't matter.
Argumentative vs. Persuasive
uses personal thoughts, feelings, and opinions
can use emotions
attempts to persuade the reader to change their mind or view and agree with the author
does NOT present opposing view
presents one side of an issue using facts, data, and research
must analyze information text to generate a thesis
must analyze informational text to address the counter claim
Facts, facts, only facts!
Let's Practice:

1. With what hand did the shooter fire the gun? What is the evidence? What is the warrant?
2. Did customers B, C, and D know each other? What are the evidence and warrants?
3. How do the three customers differ in their habits or ways of doing things? What is the evidence and what is the warrant?
4. Which set of footprints are Ernie’s? What is the evi- dence? What is the warrant?
5. To whom do the set of footprints marked X belong? How do you know?
6. Who killed Fannin? How do you know? Outline all the evi- dence and all of the warrants necessary to support this claim.
On an otherwise uneventful Thursday afternoon police heard a shot inside Ernie’s Lunchroom, rushed in, and found the scene shown in Figure 1.4.
They identified the body as that of a prominent racketeer named Fannin. Ernie, who is both the owner and only employee, 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. The cash register has just been rung up at $8.75.
This is a difficult case. Your investigative team must attempt to determine which of the people in the lunchroom killed Fannin. You will have to observe the details carefully. There is enough evi- dence to help you explain most of what happened. In working out the solution, consider the following questions.
Now it's your turn!

Write your own argumentative essay and presentation!
Follow the packet you have been given. The packet will outline your entire essay.
Use your notes!
Ask questions, ask more questions!
Full transcript