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Argumentative Writing

Unit Plan

Argumentative Writing

Objectives

Students will learn to recognize and use argumentative writing strategies to compose an argumentative letter using standard essay organization. Students will:

  • learn about argumentative writing strategies.
  • identify argumentative writing strategies in stories/essays.
  • write using logical reasoning and relevant evidence to support an argument.
  • analyze the structure of an argumentative letter.
  • review transitional words/phrases appropriate for argumentative writing.
  • identify the intended audience.
  • study and write using standard formats for an argumentative letter.
  • brainstorm, outline, draft, and write an argumentative letter.
  • edit for conventions of language.

Essential Questions

How do grammar and the conventions of language influence spoken and written communication?
How do readers’ know what to believe in what they read, hear, and view?
How do strategic readers create meaning from informational and literary text?
How does interaction with text provoke thinking and response?
What is the purpose?
What is this text really about?
What makes clear and effective writing?
What will work best for the audience?
Who is the audience?
Why do writers write?
  • Why do writers write? What is the purpose?
  • What makes clear and effective writing?
  • Who is the audience? What will work best for the audience?
  • How do grammar and the conventions of language influence spoken and written communication?

Related Unit and Lesson Plans

Related Materials & Resources

The possible inclusion of commercial websites below is not an implied endorsement of their products, which are not free, and are not required for this lesson plan.

  • letters to the editor (from a local newspaper)

Formative Assessment

  • View

    Performance Assessment:

    Each student submits a final argumentative letter (LW-7-2-3_Argumentative Letter Assignment.docx). Use the scoring guide below to evaluate the letter. Or you may choose to use the PSSA 6-8 Argumentative Scoring Guidelines to evaluate the letter (LW-7-2-3_PSSA 6-8 Argumentative Scoring Guidelines.docx).

    Performance Assessment Scoring Rubric:

    Criteria

    4

    3

    2

    1

    Organization

    Effective organizational strategies and structures, such as logical order and transitions, which develop a position supported with a purposeful presentation of content.

    Organizational strategies and structures, such as logical order and transitions, which develop a position supported with sufficient presentation of content.

    Inconsistent organizational strategies and structures, such as logical order and transitions, which develop a position with inadequate presentation of content.

    Little or no evidence of organizational strategies and structures, such as logical order and transitions, which develops a position with insufficient presentation of content.

    Focus

    Sharp, distinct controlling claim presented as a position and made convincing through

    a clear, thoughtful, and substantiated argument with evident awareness of task and audience.

    Clear controlling claim presented as a position and made convincing through a credible and substantiated argument with general awareness of task and audience.

    Vague evidence of a controlling claim, presented as a position that may lack a credible and/or substantiated argument, with an inconsistent awareness of task and audience.

    Little or no evidence of a controlling claim, presented as a position that lacks a credible and/or substantiated argument, with minimal awareness of task and audience.

    Content Development

     

     

     

     

     

     

     

    Substantial, relevant, and illustrative content that demonstrates a clear understanding of the purpose and an acknowledgement of counterarguments.

    Thoroughly elaborated argument that includes a clear claim/opinion consistently supported with precise and relevant evidence.

     

    Argumentative strategies are evident.

    Adequate, specific and/or illustrative content that demonstrates an understanding of the purpose and an awareness of counterarguments.

     

    Sufficiently elaborated argument that includes a clear claim/opinion supported with some relevant evidence.

     

    Argumentative strategies may be evident.

    Inadequate, vague content that demonstrates a weak understanding of the purpose.

     

     

    Insufficiently elaborated argument that includes an underdeveloped claim/opinion supported with little evidence.

    Minimal evidence of content, which demonstrates a lack of understanding of the purpose.

     

     

    Unelaborated argument that includes an undeveloped claim/opinion supported with minimal or no evidence.

    Style

    Precise control of language, stylistic techniques, and sentence structures that creates a consistent and effective tone.

    Appropriate control of language, stylistic techniques, and sentence structures that creates a consistent tone.

    Limited control of language and sentence structures that creates interference with consistent tone.

    Minimal control of language and sentence structures that creates an inconsistent tone.

    Conventions

    Thorough control and variety of sentence formation.

     

     

     

     

     

     

     

    Few errors, if any, are present in grammar, usage, spelling, and punctuation, but the errors that are present do not interfere with meaning.

    Adequate control and variety of sentence formation.

     

     

     

     

     

     

    Some errors may be present in grammar, usage, spelling, and punctuation, but few, if any, of the errors interfere with meaning.

    Limited and/or inconsistent control and variety of sentence formation. Some sentences may be awkward or fragmented.

     

    Many errors may be present in grammar, usage, spelling, and punctuation, and some of those errors may interfere with meaning.

    Minimal control and variety of sentence formation. Many sentences are awkward and fragmented.

     

     

     

    Many errors may be present in grammar, usage, spelling, and punctuation, and many of those errors may interfere with meaning.

     

07/12/2013
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