Focus Question: How can we apply our understanding of argumentative strategies to our writing?
Give the students the LW-7-2-2_Essay-Order Activity to complete. Students must cut the writing into strips before assembling them in a logical order. "You will be rearranging the written pieces on the Essay-Order Activity worksheet for this exercise. Collaborate with a partner and explain why you think the pieces belong in the order you choose. Determine the three appeals, conclusions, attention-getters, body paragraphs, and statements of significance. We can get a better understanding of how structure and order support the argument by observing how these disparate, tiny units interact with one another."
Using the handout "Example of Argumentative Letter" (LW-7-2-2_Example of Argumentative Letter), discuss the students' results and distribute them in the proper order. Allow students to make any required edits so they will have a correct model to refer to in the future.
Assign the Analysis of Argumentative Letter assignment to the students, and discuss the right answers in class (LW-7-2-2_Analysis of Argumentative Letter). Have students go back to the sample letter and underline instances of strong language (strong verbs, exact adjectives) during the discussion. "We need to use strong language in our writing if we want to write with authority and strike an argument. Make sure your statements are concise and leave a lasting impression on the reader. Your argument is weakened overall if you use hesitant language or strike a soft tone. Let's examine a few more instances of strong and weak language."
Powerful: I've demonstrated that I'm a committed learner. Never once have I submitted an assignment late or without finishing it. I'm good at making plans in advance to meet deadlines, and I would only gain from joining the jazz choir.
Weakness: I think I do fairly well academically. I'm fairly certain I've never submitted an incomplete or late assignment. I believe I can probably schedule my time well enough to meet deadlines, and I think joining the jazz choir would be beneficial.
Re-watch the PowerPoint presentation (LW-7-2-1 Presentation) that was used in Lesson 1.
Give out the LW-7-2-2_Topics for Argumentative Letters list of potential topics for argumentative letters. Ask students to come up with a list of other subjects or assertions that would be suitable to use. Students should add these suggestions to the handout's list after recording them for the class.
"Choose a subject, viewpoint, or assertion that you can substantiate with solid arguments, data, anecdotes, and specifics."
The following step is for students to complete the Argumentative Writing Map (LW-7-2-2_Argumentative Writing Map).
Select a sample topic, formulate and present your thesis, and then walk students through the process of filling out the map. Complete each section. Inform students that they may have more than three reasons and/or supporting facts, details, and examples that they should fill out on their map based on their specific support.
"Give your opinion or claim some thought before completing your copy of the map. Your assignment's thesis statement will be one sentence that summarizes your position. You can start filling out the map as soon as I approve your thesis. You can use it as a guide to write your actual letter. Write a thesis that expresses your viewpoint in unambiguous terms."
Discuss thesis statements with students in person.
"Think about how you could bolster your claim or opinion with ethos and logos. Be sure to indicate the type of appeal for each of your supporting points as you write." Post and discuss the following student guidelines: Use your sample topic to model ethos and logos, then fill them in and label them on your map.
Demonstrate the author's objectivity, expertise, and reliability. (Also demonstrate consideration for readers' opinions by foreseeing and answering their counterarguments.)
Provide evidence to back up the assertion. (Explain that the author gave the matter a lot of thought. Provide specifics and illustrations. Make use of data and facts. Consult the opinions of the "experts" on your subject. Look for research, if you can, to back up your assertion.)
Engage the readers' feelings. (Note: Instead of emphasizing emotional appeal, you can choose to completely ignore this or advise students to concentrate more on using logical reasoning and supporting evidence.)
Allow students to do research during class to find facts to support their claims by holding a meeting in the library if time permits. Give them a list of reliable websites to visit for information, or limit their sources to printed materials found in the library, to help them in their endeavors.
Encourage students to trade maps with one another once they have finished theirs. "Discuss with your partner which of their arguments is the most compelling. Which arguments still lack sufficient support? How are they able to be more powerful? Record your partner's recommendations on your map."
Before the students start writing their letters in the following lesson, gather their maps and provide them with more feedback.
Extension:
The Analysis of Argumentative Letter worksheet (LW-7-2-2_Analysis of Argumentative Letter) can be used to analyze another argumentative letter or essay for students who might need more practice with organization.
