How To Write An Argumentative Essay 9th Grade

[Donat Ruel]

Gatherthe sources and make them available for students. The first time you play, you might want to only give them one source, but work up to playing with all three sources. Also, prepare the slideshow, replacing my claims with your own. Think about some arguments your students may use to respond to the question, and write them in the form of a statement. (Basically, you give them the claim and they have to find the evidence in the sources to support the claim.) For the example above, I wrote these four claims:

Divide them into teams of 4. Give them the essay topic and the sources. Give them time to read/listen to the sources and brainstorm how they could use the information to support both sides of the argument, before they see any of the claims.

Most of the material on this site is directed at all teachers. I look for and put together resources that would appeal to any teacher who teaches any subject. That practice will continue for as long as I keep this up. But over the next year or so, I plan to also share more of what I know about teaching students to write. Although I know many of the people who visit here are not strictly English language arts teachers, my hope is that these posts will provide tons of value to those who are, and to those who teach all subjects, including writing.

I would have students read these texts, compare them, and find places where the authors used evidence to back up their assertions. I would ask students which author they feel did the best job of influencing the reader, and what suggestions they would make to improve the writing. I would also ask them to notice things like stories, facts and statistics, and other things the authors use to develop their ideas. Later, as students work on their own pieces, I would likely return to these pieces to show students how to execute certain writing moves.

Once students have argued without the support of any kind of research or text, I would set up a second debate; this time with more structure and more time to research ahead of time. I would pose a different question, supply students with a few articles that would provide ammunition for either side, then give them time to read the articles and find the evidence they need.

Before letting students loose to start working on their essays, I make sure they have a solid plan for writing. I would devote at least one more class period to having students consider their topic for the essay, drafting a thesis statement, and planning the main points of their essay in a graphic organizer.

I would also begin writing my own essay on a different topic. This has been my number one strategy for teaching students how to become better writers. Using a document camera or overhead projector, I start from scratch, thinking out loud and scribbling down my thoughts as they come. When students see how messy the process can be, it becomes less intimidating for them. They begin to understand how to take the thoughts that are stirring around in your head and turn them into something that makes sense in writing.

If I wanted to make the unit even more student-centered, I would provide the mini-lessons in written or video format and let students work through them at their own pace, without me teaching them. (To learn more about this approach, read this post on self-paced learning).

What other sites do you recommend for teacher use on providing effective organizational structure in argumentative writing? As a K-12 Curriculum Director, I find that when teachers connect with and understand the organizational structure, they are more effective in their teaching/delivery.

Students need to be writing all the time about a broad range of topics, but I love the focus here on argumentative writing because if you choose the model writing texts correctly, you can really get the kids engaged in the process and in how they can use this writing in real-world situations!

I agree, Laura. I think an occasional tight focus on one genre can help them grow leaps and bounds in the skills specific to that type of writing. Later, in less structured situations, they can then call on those skills when that kind of thinking is required.

I teach 6th grade English in a single gendered (all-girls) class. We just finished an argument piece but I will definitely cycle back your ideas when we revisit argumentation. Thanks for the fabulous resources!

I just want to say that this helped me tremendously in teaching argument to 8th Graders this past school year, which is a huge concept on their state testing in April. I felt like they were very prepared, and they really enjoyed the verbal part of it, too! I have already implemented these methods into my unit plan for argument for my 11th grade class this year. Thank you so much for posting all of these things! : )

My students will begin the journey into persuasion and argument next week and your post cemented much of my thinking around how to facilitate the journey towards effective, enthusiastic argumentative writing.

Additionally, we made the leap into blogging as a grade at -future/

It feels much like trying to learn to change a tire while the car is speeding down the highway. Reading your posts over the past years was a factor in embracing the authentic audience.

Thank You!

Trish

-A gallery walk: Students could do this virtually if their writing is stored online or hard copies of their writing. Here are some different ways that you could use gallery walks: Enliven Class Discussions With Gallery Walks

-Students could give each other feedback using a tech tool like Flipgrid. You could assign students to small groups or give them accountability partners. In Flipgrid, you could have students sharing back and forth about their writing and their opinions.

I love the idea of mentor texts for all of these reading and writing concepts. I saw a great one on Twitter with one text and it demonstrated 5-6 reasons to start a paragraph, all in two pages of a book! Is there a location that would have suggestions/lists of mentor texts for these areas? Paragraphs, sentences, voice, persuasive writing, expository writing, etc. It seems like we could share this info, save each other some work, and curate a great collection of mentor text for English Language Arts teachers. Maybe it already exists?

I love the steps for planning an argumentative essay writing. When we return from Christmas break, we will begin starting a unit on argumentative writing. I will definitely use the steps. I especially love Step #2. As a 6th grade teacher, my students love to argue. This would set the stage of what argumentative essay involves. Thanks for sharing.

To the CGSC class of 2020, I say congratulations! Many of you may be looking forward to leaving the argumentative essay behind. To be sure, you are finished with academic essays (for now, at least). But writing and arguing will be essential to your success as a field grade leader. Rather than abandoning the argumentative essay at graduation, I hope you instead resolve to master it.

Section 1: 45 multiple choice questions to be completed in an hour. This portion counts for 45% of your score. This section requires students to analyze a piece of literature. The questions ask about its content and/or what could be edited within the passage.

Section 2: Three free response questions to be completed in the remaining two hours and 15 minutes. This section counts for 55% of your score. These essay questions include the synthesis essay, the rhetorical essay, and the argumentative essay.

The arguments in this essay are problematic, as they do not provide enough examples of how exactly competition is overrated. The essay discusses the context in which competition is overrated but does not go far enough in explaining how this connects to the prompt.

In the first example, school stress is used to explain how competition manifests. This is a good starting point, but it does not talk about why competition is overrated; it simply mentions that competition can be unhealthy. The last sentence of that paragraph is the main point of the argument and should be expanded to discuss how the anxiety of school is overrated later on in life.

It should also be noted that the structure of the essay is incomplete. The introduction only has a thesis statement and no additional context. Also, there is no conclusion paragraph that sums up the essay. These missing components result in a 4/6.

The student could also analyze why Powell, given his background and experiences, might have come to such a conclusion, thus providing more context and showing an understanding of the rhetorical situation.

"The ability to write logical arguments based on substantive claims, sound reasoning and relevant evidence is a cornerstone of the writing standards, with opinion writing - a basic form of argument - extending down into the earliest grades." (Source: Key Shifts in English Language Arts Common Core State Standards)

Writing a strong argumentative essay teaches students to make a case for their own point of view without relying on emotion or passion. These argumentative essay topics provide options for kids of all ages, including controversial subjects and some that are just for fun.

Persuasive and argumentative essay topics often overlap. The difference is in how the writer approaches the topic. When you assign one of the topics below as an argumentative essay, remind students to use research, reason, and logic to make a strong but dispassionate argument.

LSAT Writing uses the same decision-prompt structure that schools and candidates are already familiar with from previous LSAT administrations. This structure is specifically designed to elicit the kind of argumentative writing that candidates will be expected to produce in law school. Candidates will still be given 35 minutes to write an essay in response to the prompt that is presented to them.

LSAT Writing is a remote-proctored online writing exam, delivered through LSAC LawHub. The test lasts 35 minutes and can be taken on-demand, anywhere in the world with a strong and stable internet connection.

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