Principals’ Session
Approaching Argument Writing:
Module 9.4
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Purpose of this Session
• Participants will be able to…
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Identify the key design principles and features of
Module 9.4.
Understand the design components and
approach to argument writing.
Identify areas where students and teachers will
need support when engaging with the module.
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Origins of the NY Curriculum Modules’
Approach to Argument Writing
Odell
Education
Unit
CCSS
Reading
Argument
Writing: NY
Curriculum
Modules
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CCSS
Writing
3
Argument Writing:
Key Design Features
• Analyze texts to write arguments.
• Evaluate argument writing.
• Engage in productive evidence-based
conversations about text.
• Collect and organize evidence from texts to
support analysis in writing.
• Build skills for successful argument writing.
• Analyze authors’ use of rhetoric.
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Writing Standards: Writing Has a Progression Too!
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Writing Arguments: Assessed CCSS
•
•
Read W.9-10.1.a-e
Discuss: What are the skills and expectations embedded in these standards?
o W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of
interest to formulate an argument.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing
claims, and create an organization that establishes clear relationships among
claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each while
pointing out the strengths and limitations of both in a manner that anticipates the
audience’s knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between
reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the
argument presented.
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Writing Argument to Build and Present
Knowledge in the CCSS
•
•
Read W.9-10.5.
Discuss: What are the skills and expectations embedded in these standards?
o W.9-10.5
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience. (Editing for conventions should
demonstrate command of Language standards 1-3 up to and including grades
9-10 here.)
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Assessment Map
• Mid-Unit Assessment
• End-of-Unit Assessment
• Performance Assessment
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How do they require increasing levels of mastery
for W.9-10.1.a-e? For W.9-10.5?
How can you talk with teachers about what an
assessment is expected to tell us about what
students can do, and what the students'
performance on that assessment says about the
need for instruction, scaffolding, or other
supports?
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9.4 Module Overview
• Form groups of three.
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
Look at the 9.4 module overview.
In your group, share details about the overview
with the other group members, focusing on the
following questions:
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What do the lessons provide to help students
understand the writing process?
How do the lessons connect and build on each other?
What do you notice about the way this module is
designed?
Share out takeaways.
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Reflecting on 9.4: Approach to
Argument Writing
In the next sessions, you’ll have an opportunity
to discuss:
• How this approach to argument writing supports
the CCSS instructional shifts and standards.
• How you might envision adapting this to your
classroom or school(s).
• Decide which pieces will be most challenging to
implement and solutions to meet those
challenges.
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Q&A
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Online Parking Lot
Please go to
http://www.engageny.org/resource/network-teaminstitute-materials-may-13-16-2014
and select “Online Parking Lot” for any NYSED
related questions.
Thank You!
CONFIDENTIAL – DO NOT CIRCULATE
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