argumentative writing: a key to teaching constructed response
TRANSCRIPT
6/23/2015
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Argumentative Writing:
A Key to Teaching
Constructed Response
Bonnie Goonen & Susan Pittman – June 23, 2015
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Session Objectives
• Dig deeper into strategies to
improve students’ constructed
response writing skills
– Creation of
arguments/counterarguments
and use of evidence
– Development of ideas and
organizational structure
– Clarity and command of standard
English conventions
– Integration of process for teaching
extended responses and short
answers
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“Most Missed” Analysis
Ability to reason—qualitatively and quantitatively
• In RLA, Science, and Social Studies, “Most Missed” Items require:
– Analysis of written material—including the role of details, central ideas,
thematic support, and relationships within written sources;
– Extraction of evidence (facts, statistics, or expert knowledge) from
written material and the ability to draw logical inferences or make valid
claims; and
– “Connecting the dots”—understanding relationships (between people,
places, things like processes and events, etc.) and the analysis of
cause-and-effect relationships, both simple and complex.
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What are the challenges?
RLA, Social Studies, and Science
• What we’re seeing:
Many students are earning few if any points
Students are summarizing, not analyzing and evaluating
Students are not connecting and explaining how the
evidence supports the claim
Students are not writing enough “original” material to
receive any points on Trait 3 (grammar and sentence
structure)
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Where is the original text?
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Now the safety issue comes up again, in the yearly switch to and from DST.
One study shows pedestrian fatalities from cars increased immediately
after clocks were set back in the fall. Arguments continue with another
study that shows 227 pedestrians were killed in the week following the
end of DST compared with 65 pedestrians killed the week before DST
ended. lt is also stated that the adjustment period drivers endure each year
is a dangerous time for pedestrians, and DST may be the reason. Instead
of a gradual transition in the morning or afternoon by just minutes of
sunlight each day, the immediate shift of one hour forward or backward
fails to provide drives and pedestrians time to adjust. These opponents
believe the consideration of cost and confusion are simply not worth all of the
trouble. With everything there are pros and cons no matter what, so in the end
we can only hope the good outweighs the bad.
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Constructed Response
What are the expectations?
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RLA Expectations
• Determine which position presented is better
supported by evidence
• Explain why the position is better supported
• Defend argument with multiple pieces of
evidence to build main points thoroughly
• Put main points in logical order (with details)
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RLA Expectations
• Organize the response carefully
• Use transitional words/phrases
• Choose words carefully
• Vary sentence structure
• Reread and revise as needed
• Correct errors in grammar, usage,
punctuation
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Argumentative Writing – We know the
format . . .
• Analyze/evaluate the
source material
• Make a claim
• List evidence and
reasoning
• Identify counterclaims
and provide rebuttals
• Conclude with take-
away points
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The Question
Your Claim
Your
Evidence
Your
Reasoning
Counterclaims/Rebuttals:
Summary of your argument:
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Argumentative Writing – We know the
format . . .
But how do we dig
deeper into teaching
students how to
develop and draft
an effective
argumentative
response?
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To create more
effective writers,
we must teach . . .
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Qualifications and rebuttals refute competing claims
A claim Based on evidence
A warrant explains how evidence supports the claim
Backing supports the warrants
Toulmin’s concept
Looking at the Elements of an Argument
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Do What
Unpacking a Prompt – Do/What?
The article presents arguments from both supporters and critics of Daylight Saving
Time who disagree about the practice’s impact on energy consumption and safety.
In your response, analyze both positions presented in the article to determine which
one is best supported. Use relevant and specific evidence from the article to
support your response.
Type your response in the box. This task may require approximately 45 minutes.
Do What
Analyze Both positions
Determine Best supported position
Use Relevant evidence from passage
Type Response
Take About 45 minutes
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Getting Started . . .
Read the stimulus
material, underline
the evidence
supporting the pro
side of daylight
savings time. Circle
the evidence
supporting the con
side of daylight
savings time.
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Benefits of DST Many studies have investigated the benefits and costs
of DST. Research in the 1970s found that DST saved
about 1% per day in energy costs. On average, most
electricity used is for lighting and appliances. It makes
sense that more sun at the end of the day meant less
need for electricity. This follows right along with Ben
Franklin's argument over 200 years ago.
Arguments against DST Opponents of DST cite other studies that disagree
with these outcomes. A 2007 study in California
indicated that DST had little or no effect on energy
consumption that year. A three-year study of counties
in Indiana showed that residents of that state spent
$8.6 million more each year for energy, and air
pollution increased after the state switched to DST.
The researchers theorized that the energy jump was
caused in part by increased use of air conditioning as
a result of maximizing daylight hours.
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Close Reading
After they have read the excerpt(s), can your students
answer these questions?
• What is the author’s argument?
• What position does the author take (for or against)?
• What is one point that supports the author’s argument?
• What evidence does the author give to support
this point?
• What is the point of view of the author?
• What is one point that refutes the
author’s point of view?
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Identify the evidence in order to
develop a claim.
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Looking at Both Sides
• Question
• Evidence (both sides)
• Decision
• Reasons (rational)
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Analyzing and Evaluating
• Examine form, content, and
organization
• Examine the author’s purpose
and perspective
• Identify the author’s claim and
the reasons
• Determine if evidence is
sufficient and accurate
• Determine logical fallacies
(errors in reasoning)
• Evaluate the purpose of the
argument
• Recognize the main claim and
evaluate how it is expressed
• Understand and evaluate the
structure of the argument
• Evaluate the reliability of
evidence
• Understand and evaluate
reasoning about the evidence
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Analyzing Evaluating
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Start with the Planning Process
• Claim
• Evidence
• Bridge – the logical
connection between the
evidence and the claim
• Counterclaim
• Rebuttal
• Conclusion
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Claim (thesis statement)
• States what is being argued;
what point is being made.
• A claim must be
– Debatable: reasonable people could
disagree
– Narrow: not too big to deal with in a
writing
– Valid: evidence needs to support the
claim
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Start with Writing Frames
Although _____________________ (believes, demonstrates,
argues) that ____________________________________,
_________________ supports/provides the clearest evidence
_________________________ because ________________.
Looking at the arguments regarding ____________, it is clear
that _____________________________________________.
When comparing the two positions in this article,
____________ provides the clearest evidence that
___________________________ because ___________.
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Sample Claim
In the argument for daylight
savings time, the pro
daylight savings position is
better supported because
the research is more timely
and reliable.
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Explanation
Why?
What your
evidence will
support!
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Where’s the Claim?
Between the two positions
in this article, the one
against Daylight Saving
Time is better supported . . .
because the evidence is
more specific and thorough.
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Evidence (data support)
• Supports the claim; not opinions but,
information from reliable sources that
may include:
– Facts or statistics
– Expert opinion
– Examples
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Show Me the Evidence! Frames for
Incorporating Evidence
In the article, “ ________________, _________________
maintains that __________________________________.
___________’s point is that ________________________.
_______________’s claim rests upon the questionable
assumption that _______________________________.
One reason that __________________ maintains the position
of ____________________ is that _____________________.
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Evidence
• While the first author used studies from the
1970s, this one mentions a study done in
2007.
• The writer gives the states in which the
studies were conducted, and the reasons
why the researchers believe they got those
results.
• . . . One study took place in the 1970s
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Bridge (the connection piece)
• Explains the pieces of evidence
(arguments) and connects
them to the claim.
• A bridge (warrant)
– Is logical – makes sense
– Is reasonable – avoids excessive emotion
– Does not assume – sticks with the evidence
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Claim
What is your claim?
Using a Direct Quote
What direct quote supports the claim?
Paraphrasing
How can you rewrite the direct quote in your own words?
Explanation
How does the evidence support or connect to the claim?
Explaining and Connecting the
Evidence
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Explaining and Connecting the
Evidence
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Claim
Daylight savings time is a positive part of American lives because the research is more timely and reliable.
Using a Direct Quote
“Nearly three decades of research shows an 8-11% reduction in crashes involving pedestrians and a 6-10% decrease in crashes for vehicle occupants after the spring shift to DST.”
Paraphrasing
Research over a long period of time has shown a reduction in automobile accidents.
Explanation
Because of the extended daylight hours when fewer crashes tend to occur.
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Connected Evidence
The second position is much
better supported, especially
compared to the somewhat
lacking arguments of the
previous position. The writer's
information is precise, and he
seems to use more studies
than the first author.
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Explaining and Connecting the
Evidence
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Counterclaim and Rebuttal
• Disagrees with the claim.
• Reasonable people can
disagree with a specific claim.
– What do they think?
(counterclaim)
– What is their evidence?
• Explains why the counterclaim
is wrong.
• A person can reasonably
disagree with the counterclaim.
– Why is the counterclaim
wrong?
– What is the evidence as to
why a counterclaim is wrong
or less effective?
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Counterclaim Rebuttal
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Words of Counterclaims and Rebuttals
• One might object that . . .
• It might seem that . . .
• According to the research . . .
• Admittedly . . .
• Of course . . .
• Although . . . , there is
evidence to support . . .
• The other side states that . . .
• Nevertheless
• But
• However
• Otherwise
• On the contrary
• In contrast
• On the other hand
• Although . . . , research
supports . . .
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Counterclaim Rebuttal
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Sample Counterclaim and
Rebuttal
The writer brings up expenses,
safety, and crime rates, all of
which are supposedly improved
through the use of DST.
However, the evidence he uses
to support this claim seems
general and outdated.
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Example of Claim and Counterclaim
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Point
A claim
or thesis
Evidence
Evidence &
examples
to support
the claim
Explana-
tion
Explana-
tion of the
evidence
(how and
why it
supports
the claim)
Link
A link
(transition)
to the next
point or
from the
last point
Style
A formal
style
throughout
Effective argumentative writing includes . . .
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Structure for Constructed Response
Beginning
• The introduction states the main idea or position. It sets the stage or context for the position that is being argued and provides a “hook” to get the reader’s attention. The beginning introduces the claim or thesis.
Middle
• Answer the question first.
• Offer data (reasons/evidence) to support the claim.
• This is where you go to the text(s) and provide examples/evidence and important details to support the answer.
• Show connections between the evidence and the claim.
• Provide a counterclaim and rebuttal supported by evidence.
• Include background information as required by the prompt.
Ending
• Write a closing that summarizes the position taken or restates the claim or thesis statement in a different way. Share the significance of the claim and what the reader should “take away”
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Don’t Forget to Revise and Edit
• Structure and content
• Make changes to the
substance of the writing
from one draft to another
• Make corrections
• Ensure adherence to standard
English conventions
• Use editing checklist
A dd
R emove
M ove
S ubstitute
L ists
I ntroductory
E xtra
information
S entences
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Challenges in Social Studies
Integrating strategies in social studies extended response
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So What is Different About the Social
Studies Extended Response?
• Requires students to identify “enduring issue”
from an excerpt
• Requires students to identify evidence from two
passages (a quote and text or two short texts)
• Requires students to share their own knowledge
about the enduring issue
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Sample Social Studies Prompt
Excerpt
All too, will bear in mind this
sacred principle, that though
the will of the majority is in all
cases to prevail, that will, to be
rightful, must be reasonable;
that the minority possess their
equal rights, which equal laws
must protect, and to violate
which would be oppression.
- Thomas Jefferson, 1801
In your response, develop an
argument about how the
author's position in her letter
reflects the enduring issue
expressed in the excerpt from
Thomas Jefferson. Incorporate
relevant and specific evidence
from the excerpt and the letter
as well as your own knowledge
of the enduring issue and the
circumstances surrounding the
case to support your analysis.
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What Are Enduring Issues?
The prompts for the GED® Social Studies Extended Response
will always fall under the category of Civics and Government.
Know the major themes will provide you with a frame of
reference for prompts that may arise.
The themes of Civics and Government are:
• An individual’s rights versus the good of the community
• Separation of powers
• Checks and Balances
• States’ rights versus federal power.
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It’s still a constructed response!
• Creation of Arguments and Use of Evidence
– Claim (text-based argument)
– Evidence
– Connected
• Development of Ideas and Organizational
Structure
• Clarity and Command of Standard English
Conventions
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Challenges in
Science Short Answer
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Short Answer Types
Two Short Answer Responses
• Short Answer Type 1
o Respond to textual stimulus material
o Examine relationships
• Short Answer Type 2
o Design a scientific investigation
o Describe the experiment
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Remember! Each SA has its own Scoring Rubric
and Scoring Tool!
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Science Short Answer Type 1
Prompt
Cite multiple pieces of data from the table that
support why wind energy would be a preferred
energy source over coal. Explain how a significant
increase in the use of wind energy would affect the
energy supply of coal.
Type your response in the box. This task may
require approximately 10 minutes to complete.
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It’s still a constructed response!
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Wind energy is far more resourceful
compared to coal. Coal has ongoing fuel
costs, and has many more impacts to the
environment as wind energy does not. Wind
does not produce any Co2 emissions, as where
coal produces 200 pounds of CO2 emissions
per kWh. Coal has many impacts that will affect
the environment in the long run, as to wind
energy. Simple inconveniences are the main
issue. The effects of wind energy would help
with the coal consumption. Projections show
that coal resources will only last 100 years if we
don’t find alternate energy sources.
What is the
claim?
What are the
• key words
• phrases
• ideas
• data
that support the claim
from the excerpt or
the hypothesis?
Does it completely
answer the prompt?
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Putting It All Together
Think about your classroom and
reflect on the following . . .
• What do my students need to
be successful in creating an
argumentative writing sample?
• What can I do to improve my
teaching of the argumentative
writing process?
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Don’t forget that once is not enough . . .
When teaching a new strategy:
• Activate background knowledge
• Discuss the strategy
• Model the strategy
• Have students memorize the steps for
the strategy
• Support students learning to
implement (scaffolding)
• Establish independent practice to gain
mastery
I do
We do
You do
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“High achievement always occurs in
the framework of high expectation.”
Charles F. Kettering (1876-1958)
Bonnie Goonen
Susan Pittman
53