What is

Argumentative
Writing?
 The Standards
College and Career Readiness Anchor Standard for Writing #1. Write arguments to
support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.

Writing Standard #1 6th grade

Write arguments to support claims with clear reasons and relevant
evidence.
a. Introduce claim(s) and organize the reasons and evidence clearly.
b. Support claim(s) with clear reasons and relevant evidence, using
credible sources and demonstrating an understanding of the topic
or text.
c. Use words, phrases, and clauses to clarify the relationships
among claim(s) and reasons.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from the
argument presented.
 
 What Is the Difference between
Persuasive Writing
and Writing Argument?
Persuasive - In a persuasive essay, you can select the most
favorable evidence, appeal to emotions, and use style to
persuade your readers. Your single purpose is to be convincing .
The same might be said of propaganda and advertising.

Argument, on the other hand, is mainly about logical appeals and

involves claims, evidence, warrants, backing, and rebuttals,
Argument is at the heart of critical thinking; it is the kind of
writing students need to know for success in college and in life.

Kinneavy and Warriner

 ELA Argument
Claim-
An assertion or conclusion that answers the original question.

Evidence-
Data from the text that support the claim. The data need to be appropriate &
sufficient to support the claim.

Reasoning –
A justification that links the claim & evidence. The reasoning shows why the data
count as evidence to support the claim by applying an appropriate ELA framework
or established criteria and clearly explaining how the evidence fits the framework
or meets the criteria.
 Elements of Argument
Claim
Cite Evidence: relevant and verifiable
Explanation of how the evidence
supports the claim; often common
sense rules, laws, scientific principles or
research, and well-considered
definitions.
Qualifications and Counter-arguments:
acknowledgement of differing claims
#1
The Claim or Thesis
Statement
…is the most important sentence in your paper

…is an assertion

…answers the question: “What am I trying to prove?”

...brings focus to the entire essay

…lets the reader know the main idea of the paper

…is not a factual statement or an announcement of purpose, but a

claim that has to be proven throughout the paper.
Example: Which is a thesis statement?
• Parents, often too busy to watch television
shows with their families, can monitor their
children’s viewing habits with the aid of the V-
chip.

• To help parents monitor their children’s viewing

habits, the V-chip should be a required feature
for television sets sold in the U.S.

• This paper will describe a V-chip and examine

the uses of the V-chip in American-made
television sets.
Is this a Claim?

• What some people refer to as global

warming is actually nothing more
than normal, long-term cycles of
climate change.
Is this a Claim?
A STUDENT READ “DREAMS” AND “DREAM
DEFERRED” BY LANGSTON HUGHES, AND HE
GENERATED THIS THESIS.

Langston Hughes uses metaphors to

illustrate how having to postpone one’s
wishes or desires can lead to destruction.
 REVIEW
#1
The Claim or Thesis
Statement
…is the most important sentence in your paper

…is an assertion

…answers the question: “What am I trying to prove?”

...brings focus to the entire essay

…lets the reader know the main idea of the paper

…is not a factual statement or an announcement of purpose, but a

claim that has to be proven throughout the paper.
#2 Concrete evidence from Reading…

Strong Evidence should be:

Unified
Specific
Accurate
Adequate
Relevant
Representative

From a source…..
 Appropriate Evidence
• Current events (local, municipal, state,
national, global)
• Historical events
• Literature (and other academic texts)
• Analogies and hypotheticals
• Personal anecdotes (if appropriate to
the prompt)
#3 Explanation/Commentary
The why (justification) of the
data you used in your claims…
making relevant in-depth
understanding of text
#4 Counterargument

By acknowledging that there is

another side, you can strengthen
your argument.

Be careful not to argue for the

opposing side.
#5 Conclusion
-Have I ended the discussion of the logical argument?

-Have I restated my claim?

-Have I summarized the main points of the argument?

 Let’s try one….
• Your principal has decided to choose a new
mascot for your school. What should the
mascot be? Write a short argument for that
mascot.
 Creating an Argument

A Miner would be a Mascots should be Our area has mining as

Evidence
Claim

Explanation
good mascot selection strong or tough and one of its primary
for our school. represent the area. industries, so the choice
They should be would represent our
something people area. In addition,
would be proud to be. miners need to be
tough because they do
strenuous work—and
dangerous work. They
work hard to fill a need
for people everywhere.
That’s something to be
proud of.
Let’s practice with content specific reading
focusing on Claims, Evidence and Argument
Let’s Practice Writing an Argument
• Should the government implement a tax on
junk food?
– Resources:
• Adult Obesity Facts
• Would junk food taxes really make people eat
better?
• Poll: Most Oppose Tax on Junk Food
 Junk Food Tax
• Use the resources to write a claim
and support it with evidence and
reasoning.
• Closely read and annotate the
following texts to make your
argument.