Claim: Evidence for your claim:. A statement that answers your question Scientific data that support the claim Data need to be appropriate (pictures, graphs, table) Observation Reasoning (how your evidence justifies your claim):. Based on scientific principles. Each piece of evidence may have a different justification for.

We know students in the middle grades can make an argument to throw a pizza party, to get out of detention or to prove a point. So, why do they find it hard to craft strong arguments from text? The skill of argumentative or persuasive writing is a skill that’s easier said than done.Close reading naturally lends itself to teaching argumentative writing.

To be sure, it’s not the only way to culminate a close-reading lesson, but as students read, reread and break down text, analyzing author’s arguments and crafting their own can come naturally.Argumentative writing isn’t persuasion, and it’s not about conflict or winning. Instead, it’s about creating a claim and supporting that claim with evidence. For example, in this set of writing samples from, fifth grade students read an article about homework and wrote an argument in response to the question How much homework is too much? One student wrote the claim: I think that students should have enough homework but still have time for fun. Students in third grade should start having 15 minutes a night and work up to a little over an hour by sixth grade. The student goes on to support her claim with evidence from the article she read. It builds responsibility and gives kids a chance to practice.Here are four ways to build your students’ ability to write arguments through close reading.Choose Text WiselyI don’t think I can say it enough: The most important part of planning close reading is.

If you want students to be able to create and support an argument, the text has to contain evidence—and lots of it. Look for texts or passages that are worth reading deeply (read: well written with intriguing, worthwhile ideas) and that raise interesting questions that don’t have a right or wrong answer.PEELS: Help Students Structure Their ArgumentsBefore students can get creative with their writing, make sure they can structure their arguments. In the PEELS approach, students need to:. Make a point. Support it with evidence (and examples).

Explain their evidence. Link their points. Maintain a formal style.Check out this (free) for an explanation and graphic organizer to use with students.Provide Time for CollaborationWhen students are allowed to talk about their writing, they craft stronger arguments because they’re provided time to narrow and sharpen their ideas.

In his book, (2014) Thomas McCann outlines two types of conversation that help students prepare to write. Exploratory discussions: These small-group discussions provide space for students to find out what others are thinking and explore the range of possibilities. These conversations should happen after students have read closely, with the goal of building an understanding of what ideas or claims are present within a text. Drafting discussions: After students have participated in exploratory discussion, drafting discussions are a chance for students to come together as a whole group to share and refine their ideas. Drafting discussions start by sharing arguments that students discussed in the exploratory discussions, then provide time for students to explore the arguments and challenge one another.

The goal is for students to end the discussion with a clear focus for their writing.The Incredible Shrinking Argument: Help Students SynthesizeOnce students are writing, probably the biggest challenge becomes whittling an argument down to the essentials. To help students do this, have them write their argument on a large sticky note (or in a large text box). Then, have them whittle it twice by revising it and rewriting it on smaller sticky notes (or text boxes) to get the excess ideas or details out. By the time they’re rewriting it on the smallest sticky note (or textbox), they’ll be forced to identify the bones of their argument. (See blog for more on this strategy.)(Photo from The Middle School Mouth)Samantha Cleaver is an education writer, former special education teacher and avid reader.

Her book, Every Reader a Close Reader, is scheduled to be published by Rowman and Littlefield in 2015. Read more at her blog. This website uses cookies to improve your experience while you navigate through the website. Out of these cookies, the cookies that are categorized as necessary are stored on your browser as they are essential for the working of basic functionalities of the website.

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Shakespeare’s Sonnet 18, which might serve as an exhibit in a textExhibits are examples or excerpts from the object of study. Humanities (like English or religious studies) makes use of exhibits in the form of primary texts. For example, an article about Shakespeare’s sonnets would quote small sections of the poems. A text about Buddhism might quote English translations of the sutras (and perhaps the Sanskrit originals).Exhibits can also include visual reproductions.

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A paper on Michelangelo might attach images of the paintings in the Sistine Chapel. A book about the Great Depression might use reproductions of photographs by the WPA. A study of the Jurassic period might provide photographs of dinosaur bones and excavation sites.Examples or observed phenomenon can also be exhibit sources. Social media scholars might use an Instagram post as an exhibit source, or political scientists might refer to a piece of legislation.

By themselves, exhibits are not evidence; however, when the author explains how an exhibit supports a reason, it becomes evidence.Expert Testimony. Expert testimony includes quotations from scholars and summaries of previous research or scholarship. Expert testimony can reinforce an argument; however, a quotation by an expert with similar claims is rarely sufficient as evidence on its own. Authors must explain how those experts support their claims and then reinforce their own claim with evidence from other sources.Before quoting an expert, an author must determine whether he or she counts as an authority. Just because someone has published an academic paper or book does not mean that readers will believe his or her theories are valid. In the sciences and social sciences, readers should expect expert testimony to be the most current research.

Wd virtual cd 070a usb device driver for mac windows 10. Quoting a paper written even ten years ago may not be convincing expert testimony.In the sciences, readers rarely expect direct quotations of secondary sources as evidence. Instead, science writers use summaries of previous research and the findings, or data, to support their own claims. Interviews and SurveysResults from a Dallas Morning News article survey relating to students and digital social networking.Interviews and surveys are often used as evidence in the social sciences. For example, a psychology paper might interview teachers and parents about their children’s gender identities and then observe their children’s behavior when playing. Quotations and detailed descriptions of an author’s observations count as evidence in examples like these.Surveys are often mistaken for “facts” or used as “data.” While they look like statistics or “hard numbers,” surveys are created through interviews. Therefore, when seeing a survey as evidence, whether it is one an author created or one found through research, it is important for readers to understand the method of the survey.

Who were the participants? How were they selected?

How were the questions phrased? Surveys are valid evidence in many disciplines, but they require explanation before readers trust the numbers. Personal AnecdotesIn some texts, stories about an individual’s personal experience may be appropriate. Personal anecdotes may be appropriate in some sociology or psychology papers, but only when accompanied by additional evidence. In some humanities writings, personal anecdotes are acceptable as a stylistic choice in the conclusion or introduction, but not as evidence in the body paragraphs.Readers will not be persuaded by personal anecdotes if authors rely on them to support all claims or use them to support a controversial claim. Readers will wonder whether someone’s personal experience represents a common occurrence, or one that just happened to that one person.