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26 Other Argument Forms

Page
213
from
Write Ahead

Other Argument Forms Chapter Opener

Start-Up Activity

Present students with these two different Google definitions of the term argue:

  1. Give reasons or cite evidence in support of an idea, action, or theory, typically with the aim of persuading others to share one's view.

  2. Exchange or express diverging or opposite views, typically in a heated or angry way.

Ask your students which of the two you want them to create when they make argument essays (obviously the first). Help them understand that the "heated or angry way" that dominates most arguments in our modern political scene is a problem, not a solution. Instead, they need to "cite evidence in support of an idea, action, or theory, typically with the aim of persuading others to share one's view."

Also share other persuasive (argument) essay examples.

Think About It

“It were not best that we should all think alike; it is difference of opinion that makes horse races.”

—Mark Twain

State Standards Covered in This Chapter

CCSS.ELA-LITERACY.RI.9-10.1

CCSS.ELA-LITERACY.RI.9-10.2

CCSS.ELA-LITERACY.RI.9-10.3

CCSS.ELA-LITERACY.RI.9-10.5

CCSS.ELA-LITERACY.RI.9-10.6

CCSS.ELA-LITERACY.W.9-10.1

CCSS.ELA-LITERACY.W.9-10.1.A

CCSS.ELA-LITERACY.W.9-10.1.B

CCSS.ELA-LITERACY.W.9-10.1.E

CCSS.ELA-LITERACY.W.9-10.4

CCSS.ELA-LITERACY.W.9-10.5

CCSS.ELA-LITERACY.W.9-10.1.C

CCSS.ELA-LITERACY.W.9-10.1.D

CCSS.ELA-LITERACY.W.9-10.2

CCSS.ELA-LITERACY.W.9-10.2.A

CCSS.ELA-LITERACY.W.9-10.2.B

CCSS.ELA-LITERACY.W.9-10.2.C

CCSS.ELA-LITERACY.W.9-10.2.D

CCSS.ELA-LITERACY.W.9-10.2.E

CCSS.ELA-LITERACY.W.9-10.2.F

LAFS Covered in This Chapter

LAFS.910.RI.1.1

LAFS.910.RI.1.2

LAFS.910.RI.1.3

LAFS.910.RI.2.5

LAFS.910.RI.2.6

LAFS.910.W.1.1

LAFS.910.W.2.4

LAFS.910.W.2.5

LAFS.910.W.1.2

TEKS Covered in This Chapter

110.36.c.4.F

110.36.c.5.C

110.36.c.7.D

110.36.c.7.E

110.37.c.4.F

110.37.c.5.C

110.37.c.7.D

110.37.c.7.E

110.36.c.5.D

110.36.c.7.D.i

110.36.c.7.E.i

110.36.c.4.G

110.37.c.5.D

110.37.c.7.D.i

110.37.c.7.E.i

110.37.c.4.G

110.36.c.8.B

110.37.c.8.B

110.36.c.8.A

110.36.c.9.A

110.37.c.8.A

110.37.c.9.A

110.36.c.9

110.36.c.10.C

110.37.c.9

110.37.c.10.C

110.36.c.9.B.i

110.36.c.9.B.ii

110.37.c.9.B.i

110.37.c.9.B.ii

110.36.c.9.C

110.36.c.9.D

110.37.c.9.C

110.37.c.9.D

110.36.c.10.B

110.37.c.10.B

110.36.c.5.H

110.37.c.5.H

TEKS Covered in This Chapter

Page 214 from Write Ahead

Sample Problem-Solution Essay

Have volunteers read each paragraph of the sample essay. After each paragraph, ask your class, "What is the writer doing in this paragraph?"

  • Beginning paragraph: "Getting the reader's attention and identifying the problem and solution."
  • First middle paragraph: "Establishing the seriousness of the problem."
  • Second middle paragraph: "Showing that the 'supermajority' should not just stand by."
  • Third middle paragraph: "Offering one part of the solution."
State Standard Reference:
LAFS Standard:
LAFS.910.RI.1.1
TEKS Standard:
110.36.c.4.F, 110.36.c.5.C, 110.36.c.7.D, 110.36.c.7.E, 110.37.c.4.F, 110.37.c.5.C, 110.37.c.7.D, 110.37.c.7.E
NE ELA Standard:
LA 10.1.6.g

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:
Grade 9Grade 10
Mode:
Persuasive Writing
Form:
Problem-Solution
English Language Arts:
ReadingWriting

Page 215 from Write Ahead

Sample Problem-Solution Essay (Cont.)

Continue having volunteers read each paragraph. After each, ask, "What is the writer doing in this paragraph?"

  • Fourth middle paragraph: "Providing another part of the solution."
  • Fifth middle paragraph: "Giving a broader view of the solution."
  • Ending paragraph: "Summarizing the argument and giving a call to action."
State Standard Reference:
LAFS Standard:
LAFS.910.RI.1.1
TEKS Standard:
110.36.c.4.F, 110.36.c.5.C, 110.36.c.7.D, 110.36.c.7.E, 110.37.c.4.F, 110.37.c.5.C, 110.37.c.7.D, 110.37.c.7.E
NE ELA Standard:
LA 10.1.6.g

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:
Grade 9Grade 10
Mode:
Persuasive Writing
Form:
Problem-Solution
English Language Arts:
ReadingWriting

Page 216 from Write Ahead

Writing Guidelines

When your students are ready to write their own problem-solution essays, help them find topics by asking them about problems in their school and community. You can also direct them to topic ideas on pages 44–45.

After students have selected a problem to write about, have them answer the four questions on the page, beginning to gather details for their essays.

Next, have students complete the activity at the bottom of the page. Download and distribute Outline and Evaluate Solutions to help your students think through reasons and objections.

Downloads:
State Standard Reference:
LAFS Standard:
LAFS.910.W.1.1
TEKS Standard:
110.36.c.9, 110.36.c.10.C, 110.37.c.9, 110.37.c.10.C
NE ELA Standard:
LA 10.2.1.b, LA 10.2.2, LA 10.2.2.a

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:
Grade 9Grade 10
Mode:
Persuasive Writing
Form:
Problem-Solution
English Language Arts:
Writing ProcessPrewriting

Page 217 from Write Ahead

Writing, Revising, and Editing

When students are ready to draft their problem-solution essays, lead them through the instructions at the top of the page. Help them understand that the way they structure the middle part depends on what their audience already knows about the problem. If the problem is well known, the writing should introduce it and then move quickly to solutions. If the problem is not well known, the writing should spend more time explaining it before describing solutions.

After students draft, provide them the Problem-Solution Revising Checklist to support their revision work. You can also provide the Response Sheet to facilitate constructive peer review sessions.

You can help students edit by downloading and distributing the Editing and Proofreading Checklist.

Downloads:
State Standard Reference:
LAFS Standard:
LAFS.910.W.1.1
TEKS Standard:
110.36.c.9, 110.36.c.10.C, 110.37.c.9, 110.37.c.10.C
NE ELA Standard:
LA 10.2.1.b, LA 10.2.2, LA 10.2.2.a

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:
Grade 9Grade 10
Mode:
Persuasive Writing
Form:
Problem-Solution
English Language Arts:
WritingRevisingEditing

Page 218 from Write Ahead

Sample Editorial

Have volunteers read each paragraph of the sample editorial. Then lead a discussion of the piece, using questions like these:

  • How would you define the word "contentious" in the first sentence? (Causing contention or conflict)
  • How does the writer use the word "contentious" to point out the problem of parental over-involvement in high school sports? (Parents should not fight over high school sports, which should be about the game instead of money. Student athletes should handle most conflicts with their coaches themselves and not be "robbed" of the learning opportunity by over-protective parents.)
  • What detail most strongly supports the writer's point?
  • What call to action does the writer give in the final paragraph? ("Let’s leave our high school sports teams in the hands of our coaches and players.")
State Standard Reference:
LAFS Standard:
LAFS.910.RI.1.1
TEKS Standard:
110.36.c.4.F, 110.36.c.5.C, 110.36.c.7.D, 110.36.c.7.E, 110.37.c.4.F, 110.37.c.5.C, 110.37.c.7.D, 110.37.c.7.E
NE ELA Standard:
LA 10.1.6.g

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:
Grade 9Grade 10
Mode:
Persuasive Writing
Form:
Editorial
English Language Arts:
ReadingWriting

Page 219 from Write Ahead

Writing Guidelines

Help students find worthy editorial topics in their school or community, asking questions like these:

  • "What's the biggest problem at school?"
  • "What's the biggest problem in our community?"
  • "What's one big change you wish you could make in your life?"

Have them choose a topic and write an opinion about it. Then have them perform research to answer the bulleted questions about their opinion.

When they are ready to draft their editorials, lead them through the material in the middle of the page.

To support their revising and editing, provide them the Revising Checklist and the Editing and Proofreading Checklist.

Downloads:
State Standard Reference:
LAFS Standard:
LAFS.910.W.1.1
TEKS Standard:
110.36.c.9, 110.36.c.10.C, 110.37.c.9, 110.37.c.10.C
NE ELA Standard:
LA 10.2.1.b, LA 10.2.2, LA 10.2.2.a

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:
Grade 9Grade 10
Mode:
Persuasive Writing
Form:
Editorial
English Language Arts:
WritingRevisingEditing

Page 220 from Write Ahead

Sample Public-Service Announcement

Instead of reading this model aloud, act it out. Cast the parts of Alicia, Mr. Meadow, and the Narrator. Tell the rest of the class that they need to play the part of "Classmates." Have the whole class read and study their parts to understand what they should do. Meanwhile, set up a desk where Alicia can study, a section of your class where the scene between Alicia and Mr. Meadow can play out, and a "car" that Alicia can drive. Then act out the public-service announcement, allowing students to use the script in their books. Let this be a fun exercise, with goofiness and laugher. Get students engaged with the idea of creating a PSA about an important topic.

State Standard Reference:
LAFS Standard:
LAFS.910.W.1.1
TEKS Standard:
110.36.c.9, 110.36.c.10.C, 110.37.c.9, 110.37.c.10.C
NE ELA Standard:
LA 10.2.1.b, LA 10.2.2, LA 10.2.2.a

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:
Grade 9Grade 10
Mode:
Persuasive Writing
Form:
Public Service Announcement
English Language Arts:
ReadingWriting

Page 221 from Write Ahead

Sample Public-Service Announcement (Cont.)

Afterward, lead a serious discussion of the public-service announcement:

  • "How many hours of sleep did you get last night?" (Draw a time line on the board, from 1 hour to 10 hours. Point at each spot, and have students raise hands to register their votes. You can tally them if you wish.)
  • "How many hours of sleep do you usually get?" (Use the same scale as above.)
  • "Have you ever fallen asleep in class or some other embarrassing public place? Explain.
  • "What other serious challenges do you and other teens face in life?"
State Standard Reference:
LAFS Standard:
LAFS.910.W.1.1
TEKS Standard:
110.36.c.9, 110.36.c.10.C, 110.37.c.9, 110.37.c.10.C
NE ELA Standard:
LA 10.2.1.b, LA 10.2.2, LA 10.2.2.a

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:
Grade 9Grade 10
Mode:
Persuasive Writing
Form:
Public Service Announcement
English Language Arts:
ReadingWriting

Page 222 from Write Ahead

Writing Guidelines

Once your students are ready to create their own public-service announcements (PSA), lead them through the material on this page. After your discussion from the previous page, they should have some strong ideas for topics. If not, direct them to pages 44–45 to discover other ideas.

After students have selected topics, download and distribute the PSA Table to help them gather details for their videos or audios.

Before students write their scripts or begin recording, lead them through the instructions for creating a strong beginning, middle, and ending. Help them understand that the PSA works just like an essay, grabbing the audience's attention, delivering a clear focus, and supporting it. Then provide students the video and audio hardware and software they need t complete the assignment.

When students are ready to revise and edit their works, lead them through the material at the bottom of the page.

Downloads:
State Standard Reference:
LAFS Standard:
LAFS.910.W.1.2
TEKS Standard:
110.36.c.9, 110.36.c.10.B

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:
Grade 9Grade 10
Mode:
Persuasive Writing
Form:
Public Service Announcement
English Language Arts:
Writing ProcessPrewritingWritingRevisingEditing

Page 223 from Write Ahead

Responding to a Persuasive Prompt

Often, on-demand writing assessment provides a persuasive prompt. Students must read the prompt, quickly analyze it to understand it, and form a plan for writing. All of that happens in the first five minutes of most assessment writing situations. The PAST strategy can help students quickly analyze the prompt and come up with an on-target response. Demonstrate one student's use of this strategy to create an effective plan.

Afterward, have volunteers read the sample response, paragraph by paragraph.

Related Minilesson:
State Standard Reference:
LAFS Standard:
LAFS.910.RI.1.1
TEKS Standard:
110.36.c.4.F, 110.36.c.5.C, 110.36.c.7.D, 110.36.c.7.E, 110.37.c.4.F, 110.37.c.5.C, 110.37.c.7.D, 110.37.c.7.E
NE ELA Standard:
LA 10.1.6.g

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:
Grade 9Grade 10
Mode:
Writing for AssessmentPersuasive Writing
Form:
Argument EssayPersuasive Essay
English Language Arts:
ReadingWriting

Page 224 from Write Ahead

Responding to a Persuasive Prompt (Cont.)

Have volunteers finish reading the sample response to a persuasive prompt. Then lead a discussion of it, using questions such as the following:

  • What three reasons does the writer give for restricting cellphone use in class? (They cause distraction, isolation, and discrimination.)
  • What order does the writer use for these reasons? (Order of importance, with the most important reason first)
  • What is the writer doing in the second-to-last paragraph? (Answering objections)
  • Do you agree with the writer's position? Why or why not?
State Standard Reference:
LAFS Standard:
LAFS.910.RI.1.1
TEKS Standard:
110.36.c.4.F, 110.36.c.5.C, 110.36.c.7.D, 110.36.c.7.E, 110.37.c.4.F, 110.37.c.5.C, 110.37.c.7.D, 110.37.c.7.E
NE ELA Standard:
LA 10.1.6.g

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:
Grade 9Grade 10
Mode:
Persuasive Writing
Form:
Persuasive EssayArgument Essay
English Language Arts:
ReadingWriting

Page 225 from Write Ahead

Writing Guidelines

Prepare students for analyzing a persuasive prompt by teaching them the PAST strategy at the top of the page. Then instruct them to create a quick list to plan their responses. By doing so, they have completed an abbreviated (5 minute) session of prewriting.

Next, lead them through the tips for creating an effective beginning, middle, and ending for their essays. This drafting phase should take most of their time.

Help them understand that they should save about 5 minutes afterward to revise and edit. Provide them the Persuasive Prompt Revising and Editing Checklist to help them know the kinds of issues to watch for.

As practice, assign students to write their own persuasive essays within a certain time period (often between 35 and 50 minutes). Give them the following prompt:

Sasquatch, ghosts, little green men, Chupacabra . . . People enjoy telling of their encounters with strange creatures. Do you believe in a strange creature such as these? If so, write an argument essay naming the creature and providing evidence that will convince classmates that it exists. If you do not believe in such creatures, choose such a creature and write an argument essay to prove to classmates that it does not exist. Provide a variety of details to make your persuasive point.

When students use the PAST strategy to analyze the prompt, they should come up with answers like the following:

Purpose: To argue for or against the existence of a creature

Audience: Classmates

Subject: A creature that most people have not seen

Type: Argument essay

Downloads:
State Standard Reference:
LAFS Standard:
LAFS.910.W.1.2
TEKS Standard:
110.36.c.9, 110.36.c.10.B

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:
Grade 9Grade 10
Mode:
Persuasive Writing
Form:
Persuasive EssayArgument Essay
English Language Arts:
Writing ProcessPrewritingWritingRevisingEditing