Making An Argument for Argument WCPSS Academics Argument

Making An Argument for Argument WCPSS Academics – Argument Training Catherine Trudell & Brian Glendenning

Making An Argument for Argument INTRODUCTIONS AND THE ‘WHY’ WCPSS Academics “What can you do against the lunatic who is more intelligent than yourself, who gives your arguments a fair hearing and then simply persists in his lunacy? ” – George Orwell

Training Team Brian Glendenning Sr. Administrator for Healthful Living Sara Overby Coordinating Teacher for Secondary Literacy Abby Stotsenberg Sr. Administrator for HS Social Studies Anna Jackson Coordinating Teacher for Secondary Mathematics Mike Tally Sr. Administrator for HS Science Mamie Cotten Inst. Specialist - Career & Technical Education Delynda Ramirez Sr. Administrator for World Languages Danna Wilson Inst. Specialist - Career & Technical Education Sonia Dupree Sr. Administrator for HS Mathematics Linda Brown Inst. Specialist - Career & Technical Education WCPSS Academics – Argument Training

Let’s Get Warmed Up “What can you do against the lunatic who is more intelligent than yourself, who gives your arguments a fair hearing and then simply persists in his lunacy? ” – George Orwell

https: //www. recruiter. com/i/wp-content/uploads/2012/10/Handwriting-with-pen. jpg WCPSS Academics “Silence is argument carried out by other means” –Che Guevara We are ALL Writers! When do you write? For work… For family… For everyday life… For pleasure…

Why Teach Argument for Reading, Writing, and Discourse? “Literacy education lies at the center of achieving our stated goals of fostering critical thought, critical dialogue, and a circumspect and vigilant American citizenry. . . [It] has particular value and potential in a culture increasingly unable to distinguish fact from fiction, truth from lies. ” —Alsup et al. 2006, 281 WCPSS Academics “Silence is argument carried out by other means” –Che Guevara

The Importance of Writing in All Disciplines School, the w orkplace, and the com munity all call for som e level of writing skill. dge and Writing in the school setting is a skill that draws on the use of strategies to accomplish a Wrias ting i variety of goals, such e l w o n k sam The e r x o t eans f endin d e writing a report or expressing r i u q e of r g and d skills d n a e n esupport penin of atio an opinion with the c u t x d e e t r a e g stud t kno u o Coelnletgaere high b a g n i wledg it ents’ m instruct Wrevidence y o l p m e e o rs tool f ; it is esetriemdat for s e v o r e o a p d i that 50% im r lear s n o c … w , o s n ning high sch n of prehensio ubjec. o t t o n m co kematter a m s equivale gradiucaant l t n e tud s er s p l m a e A r , h e 6 t 0 i n ot een w (ACT 20 porjeecp t 2 r 0 e 04) e , t b a s n r d for co P ctio e n n Diploma lev o , c l l e w g o en k el writin , d a re y e g. (Achie h t t Inc. , 200 a h ve, w 5) hink. WCPSS Academics “Silence is argument carried out by other means” –Che Guevara dt n a , d n a t 010) unders o Read, 2 2; (Carr, 200 Writing t

Recommendations for Writing in All Disciplines STUDENTS WRITE ABOUT THE TEXTS THEY READ. Students’ comprehension of science, social studies, and language arts texts is improved when they write about what they read. (Writing to Read, 2010) TEACH STUDENTS THE WRITING SKILLS AND PROCESSES THAT GO INTO CREATING TEXT. Students’ reading skills and comprehension are improved by learning the skills and processes that go into creating text, specifically when teachers teach the text structures for writing and the process of writing. INCREASE HOW MUCH STUDENTS WRITE. Students’ reading comprehension is improved by having them increase how often they produce their own texts.

11 Elements of Effective Cross-Curricular Writing Instruction 2. Teach summarization 1. Recursive process of generating ideas, planning, organizing, revising, proofreading/editing 2. Explicit, make thinking visible 3. Use collaborative writing learning activities 3. Teams work together on one response 4. Define specific product goals 5. Use word-processing and other technological supports 6. Teach sentence combining 4. Which subskills of thinking and communicating ideas does this assignment help students learn? 1. Teach writing strategies WCPSS Academics 5. 21 st-century technology for 21 stcentury thinking 6. Complex structures prompt more complex thinking

11 Elements of Effective Cross-Curricular Writing Instruction 7. Require prewriting 7. Multi-modal learning activities for generating and organizing many possible solutions or ideas 8. Design inquiry lessons 8. Engage, Explore, Explain, Evaluate 9. Create writing process environments 9. Peer collaboration, peer coaching, peer review, authentic purposes 10. Use the study of models 10. Read, analyze, and emulate the writing of career professionals in the content area. 11. Write for content learning 11. Lessons with cycles of Read-Think. Write-Discuss (in any order) WCPSS Academics

Making An Argument for Argument DEFINING ARGUMENT WCPSS Academics “What can you do against the lunatic who is more intelligent than yourself, who gives your arguments a fair hearing and then simply persists in his lunacy? ” – George Orwell

Types of Writing Processes, Skills, and Structures 1. Argument 2. Information 3. Narrative WCPSS Academics “Silence is argument carried out by other means” –Che Guevara Disciplinary Literacy

What Argument is NOT Monty Python at the Hollywood Bowl, November, 1982 WCPSS Academics “I love argument, I love debate. I don’t expect anyone just to sit there and agree with me, that’s not their job. ” –Margaret Thatcher

Collective Knowledge Discuss Differences • What is the “definition” of each? • What are the characteristics of each? • Where does one end another begin? • When and why do we teach to students? WCPSS Academics “Arguments are to be avoided: they are always vulgar and often convincing” – Oscar Wilde Create a Visual Representation that shows your collective understanding. Make it BIG ENOUGH to see it from other tables

Making An Argument for Argument EXAMINING K-12 ARGUMENT STRAND WCPSS Academics “What can you do against the lunatic who is more intelligent than yourself, who gives your arguments a fair hearing and then simply persists in his lunacy? ” – George Orwell

K-12 Argument Strand Read annotate the writing standards silently, noting • Additions • Changes • A-ha’s • Concerns • Questions Read annotate the argument mathematical practice, noting • Words and phrases from the writing standards • Similarities • Differences WCPSS Academics “What can you do against the lunatic who is more intelligent than yourself, who gives your arguments a fair hearing and then simply persists in his lunacy? ” – George Orwell

Break Time WCPSS Academics “What can you do against the lunatic who is more intelligent than yourself, who gives your arguments a fair hearing and then simply persists in his lunacy? ” – George Orwell

The Lorax WCPSS Academics “Now that you’re here, the word of the Lorax seems perfectly clear. UNLESS someone like you cares a whole, awful lot, nothing is going to get better. It’s not. - Dr. Seuss

The Lorax on the K-12 Argument Strand Using the Argument Strand cards provided, match the card to the appropriate grade level on the strand. WCPSS Academics “What can you do against the lunatic who is more intelligent than yourself, who gives your arguments a fair hearing and then simply persists in his lunacy? ” – George Orwell

Making An Argument for Argument TOULMIN’S THEORY WCPSS Academics “What can you do against the lunatic who is more intelligent than yourself, who gives your arguments a fair hearing and then simply persists in his lunacy? ” – George Orwell

Claim Ron should wear sunscreen whenever he goes outside. Facts 1. A person’s risk for melanoma doubles if he/she has had 5 or more sun burns. 2. Ron has fair skin, red hair and freckles. Warrants People who wear sunscreen are much less likely to get sunburn. Backing Ron gets sunburn when he does not wear sunscreen. Possible Counterarguments Some sunscreens can cause irritation due to allergic reaction. Rebuttals Only 1% of all skin allergies are sunscreen allergies.

Toulmin’s Theory “Neither irony or sarcasm is argument” –Samuel Butler

The True Story of the 3 Little Pigs WCPSS Academics “Neither irony or sarcasm is argument” –Samuel Butler

Claim Possible Counterarguments Facts Warrants . WCPSS Academics Backing “Neither irony or sarcasm is argument” –Samuel Butler Rebuttals

Making An Argument for Argument LUNCH WCPSS Academics “What can you do against the lunatic who is more intelligent than yourself, who gives your arguments a fair hearing and then simply persists in his lunacy? ” – George Orwell

Making An Argument for Argument ARGUMENT THEORY IN PRACTICE WCPSS Academics “What can you do against the lunatic who is more intelligent than yourself, who gives your arguments a fair hearing and then simply persists in his lunacy? ” – George Orwell

“Slip or Trip? ” WCPSS Academics

Claim Possible Counterarguments Facts Warrants WCPSS Academics Backing Rebuttals

Break Time WCPSS Academics “What can you do against the lunatic who is more intelligent than yourself, who gives your arguments a fair hearing and then simply persists in his lunacy? ” – George Orwell

What’s Worth Arguing in My Content? Look at the selected big ideas for your curricular area. Using today’s tools, create argument claims for at least 3 big ideas. What practices can you use to implement these big ideas and claims in your classroom? WCPSS Academics “Anger is never without an argument, but seldom with a good one” – Indira Gandhi

Closing Use the big ideas you have identified as possible argument-focused as a discussion point in your PLT. What’s next? Implement 3 ideas for argument writing in your class and come back ready to share your experience in the spring! WCPSS Academics