For seven years, I was a writing teacher. Yes, I was certified to teach the full spectrum of English language arts—literature, grammar and usage, speech, drama, and so on—but my absolute favorite, the thing I loved doing the most, was teaching students how to write. That practice will continue for as long as I keep this up. 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.
This overview will be most helpful to those who are new to teaching writing, or teachers who have not gotten good results with the approach you have taken up to now. If you are an experienced English language arts teacher, you probably already have a system for teaching this skill that you like.
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. Although many students might need more practice in writing an effective argument, many of them are excellent at arguing in person.
An activity like This or That one of the classroom icebreakers I talked about last year would be perfect here: Then they take turns explaining why they are standing in that position. This ultimately looks a little bit like a debate, as students from either side tend to defend their position to those on the other side. 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.
Here they are still doing verbal argument, but the experience should make them more likely to appreciate the value of evidence when trying to persuade. Before leaving this step, I would have students transfer their thoughts from the discussion they just had into something that looks like the opening paragraph of a written argument: A statement of their point of view, plus three reasons to support that point of view.
Next I would show students their major assignment, the performance assessment that they will work on for the next few weeks. What does this look like? Anytime I give students a major writing assignment, I let them see these documents very early on.
At this time, I also show them a model of a piece of writing that meets the requirements of the assignment. Unlike the mentor texts we read on day 1, this sample would be something teacher-created or an excellent student model from a previous year to fit the parameters of the assignment.
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.
I would rather spend more time getting it right at the pre-writing stage than have a student go off willy-nilly, draft a full essay, then realize they need to start over. Meanwhile, students who have their plans in order will be allowed to move on to the next step.
During this time, I would move around the room, helping students solve problems and offering feedback on whatever part of the piece they are working on. I would encourage students to share their work with peers and give feedback at all stages of the writing process. 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 my post on self-paced learning. As students begin to complete their essays, the mini-lessons would focus more on matters of style and usage. Only then do we start fixing the smaller mistakes. Finally, the finished essays are handed in for a grade.
Use the comments section below to share your techniques or ask questions about the most effective ways to teach argumentative writing. English language arts , Grades , Grades , teaching strategies. This is useful information. It is a classic model that immediately gives a solid structure for students. Because they often pick a topic they have not thought much about, and without enough material to argue their way through, they end up restating the same point over and over.
The essay becomes one long repetition. If you have more than one essay option, choose a topic you are familiar with. This is why you need to read extensively and keep up with current events: The more you understand the world, the more topics you can write about.
But we can help you understand how to organize your essay a little better. To argue effectively, you need to State clearly what the issue is. State your position in the thesis statement. Support your position with sound arguments supported by details or examples. Many who watched the figure skating events at the Winter Olympics insist that Michelle Kwan, not Tara Lipinski, should have won the ladies' competition. Both Michelle and Tara landed seven triple jumps in the long program. Tara, though the more proficient jumper of the two, lacked sophistication in her skating, so many believe Michelle's clean and artistically exquisite program was just as worthy, if not more so, of an Olympic gold medal.
But I think that on the night of the competition, deserved to win. Support your position with sound arguments: In any figure skating competition, winning means giving one's very best in both the short and the free program. Michelle was the odds-on favorite for the ladies' gold, especially after edging out for first place in the short program. Judges stepped into the White Wing arena on February 16 with very high expectations for Michelle.
She demonstrated superior technique and nailed all her elements; but to avoid mistakes, she skated a little too cautiously and slowly. Tara, whom every onlooker expected to wait for her golden moment in , who had been upstaged by Michelle throughout the season, and who had received negative media reviews the preceding three months, skated later, and gave it her all.
Her great speed, her energy, and her two triple-triple combinations, wowed the judges into ranking her performance ahead of Michelle's.
By trying her best, she captured the Olympic spirit and the gold. To accommodate readers with different views, include a counter-argument and refute it: A lot of folks who joined in the debate ended up being split between Michelle's artistry and 's athleticism.
Artistry was nowhere in the judging criteria; presentation was — and that was used to reward technical prowess displayed effortlessly. Six out of nine judges believed presented the program well enough to win. Restate your position, and if possible, add a new and arresting perspective: I, who was born in , would love to see a Chinese face on top of the podium.
Conclusion restated with a new perspective But let us not get into the debate of who is a better skater, or what it was the skaters did that made them the greatest. Firstly, parents feel that their children will be able to realise their potential better if they can work at their own rate and concentrate on specific subjects.
For example, there have been cases of children who have gone to university as young as twelve or thirteen because they especially gifted and have opted out of the school system.
Parents feel that they will also be able to protect their children from harmful influences they may encounter at school if they keep them at home. Problems such as truancy and drugs are common and adolescents particularly can be led astray by their peers. Thus, school can prevent learning to take place effectively. However, there are also arguments in support of sending children to school rather than educating them at home.
First of all, children are isolated at home; at school, on the other hand, they are able to socialise and meet people of different ages and so become increasingly independent.
Children also need their peers to do subjects like sports and drama. Another important point is that schools have more resources and equipment than can be provided at home. In addition, school can offer a much wider range of subjects and expertise than parents can provide on their own. It would be prohibitively expensive for a family to provide the necessary scientific equipment to study physics and chemistry, for instance.
It is also clear that parents may not be the best people to teach their children because they would spend too much time together. In sum, home tuition can affect social independence and create difficulties in drawing boundaries between home and school life. On balance it seems that education at school is preferable to learning at home. It is fair to assume that home education aids concentration and protection, it also limits socialising, availability of resources and professional teaching.
There may be particular cases in which home tutoring would be advantageous, such as for severely disabled children; however, for the vast majority of children there are greater benefits from going to school. The essay can be used in a number of different ways - see the lesson plan. Is advertising a benefit for society? This essay investigates the negatives of a materialistic focused society against the economic benefits of advertising.
Is a university degree worth the cost? This essay investigates the positive of university life and qualifications against high debt and competitive job markets.
Tips and Example how to write argumentative essays in English.
Nov 26, · A few more things to note about argumentative writing: You can state your position after you weigh the pros and cons. However, many beginners find it easier to state it in the opening paragraph.
A Step-by-Step Plan for Teaching Argumentative Writing. February 7, Jennifer Gonzalez. facebook; twitter; Close. I was certified to teach the full spectrum of English language arts—literature, grammar and usage, speech, drama, and so on—but my absolute favorite, the thing I loved doing the most, was teaching students how to write. English argumentative writing All this needs writing english argumentative to nd it. However, such forewarning is a survey instrument, the technology transfer ott.
Writing for Success: Argument. Anonymous. This section will help you determine the purpose and structure of an argumentative essay. The Purpose of Argument in Writing. The word prove is frequently used in the discussion of argumentative writing. Writers may claim that one piece of evidence or another proves the argument, but proving an. Performing Argumentative Writing in English: Difficulties I Processes I and Strategies Wei Zhu Argumentative writing constitutes an important part of second-language.