Already a subscriber or advertiser? Enter your login information here

Tuesday, 24 April 2018
INTERNATIONAL SCHOOL APPOINTMENTS

You are here: Home > Online Articles > Teaching Persuasion and Argumentation

THE MARSHALL MEMO

SEARCH

Teaching Persuasion and Argumentation

04/13/2018

The article: “For the Sake of Argument: An Approach to Teaching Evidence-Based Writing” by Linda Friedrich, Rachel Bear, and Tom Fox in >American Educator, Spring 2018 (Vol. 42, #1, p. 18-22, 40), Link
_______________________________________________________________________

In this article in American Educator>, Linda Friedrich, Rachel Bear, and Tom Fox (National Writing Project) share their program for developing persuasive writing, which they sum up as dialogue, not debate. “Participating in a conversation is central to our understanding of argument,” say Friedrich, Bear, and Fox. “Before students develop a solid claim for an argument, they need to get a good sense of what the range of credible voices are saying and what a variety of positions are around the topic… Readers recognize a thoughtful argument when it’s clear that the writer deeply understands the conversation around the issue, carefully engages a range of viewpoints, and skillfully handles the evidence with commentary that advances the claim.”

The National Writing Project’s 45-hour College, Career, and Community Writers Program (C3WP) for grade 4-12 teachers, implemented in schools in 41 states, is built on these principles:

• Focus on a specific set of skills or practices in argument writing that build over the course of an academic year. These include organizing evidence and responding to opposing viewpoints.

• Provide text sets that represent multiple perspectives on a topic, beyond pro and con, with a range of positions, information modes, genres, and perspectives, using videos, images, written texts, infographics, data, and interviews.

• Use iterative reading and writing practices that build knowledge about a topic. These might include interviewing community members, doing detailed research, and beginning to craft their claims.

• Support the recursive development of claims that emerge through reading and writing. These are manifest as students gather information from text, consider multiple angles on a topic, develop and revise a claim, and write a full draft.

• Help students organize and structure their writing to advance an argument. Have students read exemplary op-ed articles, thinking through the decisions the writers made and how they organized their sources. A key takeaway: there isn’t one right way to write a persuasive piece.

• Embed formative assessments to identify areas of strength and inform next steps for teaching and learning. Especially important are one-on-one conferences with students to focus, encourage, tweak, and if necessary redirect their efforts.




Please fill out the form below if you would like to post a comment on this article:

Nickname (this will appear with your comments)
Email
Comments


Comments

There are currently no comments posted. Please post one via the form above.

MORE FROM THE MARSHALL MEMO
In this article in Phi Delta Kappan, the authors insist that instructional coaching embodies ..more
Issues such as climate change, vaccinating children, and genetically modified organisms (GMOs) are o ..more
COLLEGE COUNSELING WITH MARTIN WALSH
FEATURED ARTICLES
Evolving Teacher Leadership
By Jason Hicks
13-Apr-18
GORDON ELDRIDGE: LESSONS IN LEARNING
Vocabulary Learning for Older Students
By Gordon Eldridge, TIE Columnist
04-Apr-18
How Do Kids Think About Effort and Ability?
By Gordon Eldridge, TIE Columnist
22-Feb-18
IN THE SPOTLIGHT
John Magagna’s Lifelong Search for Top-Quality Educators
By Meadow Hilley, TIE Editor
04-Apr-18
Education Is not a Zero-Sum Game
By Mike Simpson
04-Apr-18
THE PRINCIPALS' TRAINING CENTER
The Servant Leader: A PTC Pearl of Wisdom
By Janine Stegall
19-Oct-17
TOP STORIES
Mindful Teacher, Mindful School: A Must-Read for Every Educator
By Cynthia Nagrath, TIE Staff Writer
20-Apr-18
Becoming Knowledge Experts Through the ToK Interview Process
By Luís Campos Ferreira, Olivia Kelly, Sarah Román-Quezada, & Taila Senanu
19-Apr-18