Argument
R
TEACHE
EDITION
Argument
LESSON FOCUS
In this lesson, students will use a mentor text to learn
about the key elements and structure of this genre.
Students will begin by analysing a strong argument.
Then, they will be guided through the writing process
to produce their own arguments.
TEXT TYPE
An argument is an essay that presents a point of
view on a subject. A strong argument states a clear
opinion and provides resons and details to support
it. Arguments typically include an introduction, body
paragraphs and a conclusion.
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Reading an Argument
INTRODUCE THE GENRE.
• Read the information in the green box about the genre’s features.
ARGUMENT
Reading an Argument
• Discuss the KEY FEATURES (i.e., clear opinion, reasons/details as supporting evidence)
and STRUCTURE (introduction, body paragraphs and conclusion) that strong arguments
have.
presents an opinion.
An argument is a type of text that
author:
When writing this type of text, the
KEY FEATURES
view, clearly
• states an opinion, or point of
reasons
• backs up the opinion with specific
and details
STRUCTURE
includes an
The structure of an argument usually
a conclusion.
and
paragraphs
introduction, body
• Facilitate a discussion about arguments. Have the students share their experiences of
reading or writing this text genre in the past.
STUDENT EDITION: ARGUMENT 2
READ THE MENTOR TEXT.
ARGUMENT
Here is a sample prompt.
Here is a sample argument.
• Read the sample prompt aloud. Explain that the students will now read a mentor text of
an argument.
Write an argument in the
form of a letter to one of
Emperor Qin’s craftsmen.
In your argument, tell
the craftsman what you
think about all the work
that he did on the
Terracotta Army.
MENTOR
TEXT
Dear Craftsman,
I know that you are one of the people who worked on Emperor Qin’s famous buried
army. I am writing you this letter to let you know that I think you did a great job.
I think this for many reasons.
First of all, the statues in the Terracotta Army are very nice to look at. There are
many different kinds of statues, including soldiers, musicians and horses. Each
statue has a special or unique face. This must have been very hard for you and the
other craftsmen to do.
I also think it is really amazing that you made so many terracotta warriors in such
a short amount of time. You and the other craftsmen made 8000 statues in 8 years.
Therefore, you made more than 1000 statues each year! That is a lot of work.
Finally, I think the best part of your work is that it has lasted for such a long time.
You and the other craftsmen built the statues around 221 BCE and the farmers
discovered them in 1974 CE. They still looked good.
For all of these reasons, I think you did a wonderful job on the Terracotta Army.
Emperor Qin must have been proud. The statues were beautiful, you made them
quickly, and they have lasted a very long time.
• Read the mentor text together as a class. Remind the students to keep the KEY FEATURES
and STRUCTURE of this genre in mind as they read.
Here is the introduction,
where the author says
what he or she will talk
about in this argument.
Here are the body
paragraphs, where the
author develops his or
her ideas. The underlined
words are linking words,
or words that help
connect ideas and make
sentences flow.
In the conclusion, the
author restates his or her
opinion and sums up the
main points.
STUDENT EDITION: ARGUMENT 3
SPECIAL
NEEDS
You may wish to use this mentor text as a guide to write an argument as a whole class.
Follow each step of the writing process to build an essay together, responding to the
same sample prompt as the mentor text (i.e., letter to a craftsman).
EXPLAIN WHY THE MENTOR TEXT IS STRONG.
• Read through the boxes on the right-hand side of the page and help the students locate
the KEY FEATURES (i.e., clear opinion, reasons/details as supporting evidence) and
STRUCTURE (introduction, body paragraphs and conclusion) of the mentor text.
– Point out the separate paragraphs in this argument. Clarify that the writer has
included one introduction, three body paragraphs and one conclusion.
– Discuss the clear opinion in the introduction. Explain to the students that the writer
has clearly stated an opinion in response to the prompt (i.e., that the craftsmen
did a great job on the buried army) and then listed three reasons why they feel that
way (i.e., that the statues were beautiful and unique, that the craftsmen worked
quickly and that the statues lasted a long time). Explain that each of these reasons is
expanded upon in a separate body paragraph, with details and examples to support
each reason.
• Point out the underlined transitions in each paragraph and discuss how they are used in
the argument.
• Allow time for analysis of the mentor text. You may wish to structure this time as wholegroup discussion, small-group discussion or think-pair-share work between partners.
ELL
You may need to define the terms BCE and CE for some English language learners. Let
the students know that BCE stands for “before the Common Era” and that CE stands
for “the Common Era”. You may want to explain that BCE is the same as BC, or “before
Christ”, and that CE is the same as AD, or “anno domini” (meaning in the year of the
Lord, or the time of Jesus Christ).
TEACHER EDITION: ARGUMENT
3
Writing an Argument
INTRODUCE THE WRITING PROCESS.
• Now that the students have read a mentor text and studied its KEY FEATURES (i.e., clear
opinion, reasons/details as supporting evidence) and STRUCTURE (introduction, body
paragraphs and conclusion), it is time for them to write their own arguments.
ARGUMENT
Writing an Argument
Writing an
Argument
You will now write your own argument.
Choose one of the following prompts to answer.
Write a letter to someone,
alive or dead, who
you think
is a great leader. In
your
argument, be sure
to include
the following:
Write an argument about
a famous discovery. In your
the
writing, be sure to include
following:
• a description of the
discovery
• reasons and details why
you think this was a great
PROMPT
PLAN
• a description of
the leader
• reasons and details
why
you think this person
is a
great leader
discovery
• Let the students know that first they will read through some writing prompts. Then they
will complete the five steps of the writing process: plan, write, revise, edit and peer
review.
WRITE
REVISE
EDIT
PEER
REVIEW
STUDENT EDITION: ARGUMENT 4
READ THROUGH THE PROMPTS.
PROMPT
• Either read the prompts out loud to the class or have the students read them
independently. Then, ask the students to choose the one they would like to write about.
ARGUMENT
Writing an Argument
Writing an
Argument
You will now write your own argument.
Choose one of the following prompts to answer.
Write a letter to someone,
alive or dead, who
you think
is a great leader. In
your
argument, be sure
to include
the following:
Write an argument about
a famous discovery. In your
the
writing, be sure to include
following:
• a description of the
discovery
• reasons and details why
you think this was a great
PROMPT
• For students who need extra help, consider allowing them to read and discuss the
prompts with a partner before they begin planning.
PLAN
• a description of
the leader
• reasons and details
why
you think this person
is a
great leader
discovery
WRITE
REVISE
EDIT
PEER
REVIEW
STUDENT EDITION: ARGUMENT 4
SPECIAL
NEEDS
Some students with special needs may struggle with these prompts. Consider modifying
them to minimise research time and maximise writing time. Write the following prompts
on the board and have students select one:
– Why is your local park a great place to play?
– What are some great things about your school?
– What is your favourite sport and why?
INTRODUCE THE GRAPHIC ORGANISER.
• Explain to the students that they will now plan their arguments.
ARGUMENT
Plan your argument using the following graphic organiser: a concept map.
My opinion is
• Guide the students through the graphic organiser. You may wish to model how
to complete this step of the writing process by choosing one prompt and filling out the
graphic organiser on the board, thinking aloud as you work.
because
PROMPT
1.
2.
Reason #1
PLAN
Writing an
Argument
3.
Reason #3
PLAN
Reason #2
WRITE
REVISE
EDIT
PEER
REVIEW
Conclusion
STUDENT EDITION: ARGUMENT 5
ALLOW THE STUDENTS TO WRITE AT THEIR OWN PACE.
• Once they have completed their plans, allow the students to start writing their
arguments.
ARGUMENT
Write your argument in the space provided.
Writing an
Argument
WRITE
PROMPT
• Check in with students either one-on-one or in small groups to monitor their work. Use
this time to assess the students’ writing progress and their understanding of the genre.
PLAN
WRITE
REVISE
• Provide assistance to students who are struggling. If you have several students who need
help in one area, pull a small group together to offer a quick minilesson.
EDIT
PEER
REVIEW
If you need more paper, ask your teacher!
STUDENT EDITION: ARGUMENT 6
We have supplied a page
for writing, but you may
wish to supply more.
ELL
Consider providing English language learners with a writing frame to help them
construct a clear opinion: (I think) _______ because _______.
Remind the students that they should expand on each of these reasons in the body
paragraphs of the argument.
TEACHER EDITION: ARGUMENT
4
INTRODUCE THE REVISING MINILESSON.
ARGUMENT
Revising Minilesson
Linking words help connect
sentences and make
ideas flow. When you
use a linking word at the
beginning of a sentence,
use a comma after it.
Writing an
Argument
When you revise your work, try to use linking words.
Linking Words
Go back to your argument.
Use the following ideas
to help you revise your
work. Place a tick beside
each step after you have
completed the task.
REVISE
• Ensure that students are using the genre’s KEY FEATURES and STRUCTURE
correctly.
PROMPT
To show ...
Use these LINKING WORDS ...
EXAMPLES
time
first, to begin with, next, secondly,
lastly, finally, in conclusion
In conclusion, all people
should have the right to vote.
examples
for example, for instance, specifically,
especially, in particular
For instance, people like
having pets.
similarities
similarly, likewise, also, in addition
Similarly, we should listen to
others.
differences
on the other hand, however, in contrast,
but, nevertheless, yet
On the other hand, sometimes
we must do what is best.
cause and
effect
as a result, consequently, therefore,
because, thus, hence
This is important to many
people; therefore, we should
make it a law.
PLAN
WRITE
REVISE
Checklist
Check that you
have used linking
words correctly.
EDIT
PEER
REVIEW
Add one new
linking word to
your writing.
• Read through the information on linking words together as a whole class.
• Consider one of the following activities to help the students practise using linking
words.
STUDENT EDITION: ARGUMENT 7
– Have the students work in small groups to think of other examples for each of the
different types of linking words.
– Facilitate a discussion about which linking words are recognisable to the students
and which are unfamiliar. Spend some time practising using the more unfamiliar
ones in an effort to encourage students to use these in their own writing.
– Write example paragraphs (that have no linking words) on the board. Have the
students insert appropriate linking words where possible.
• Have students go back to their writing and use the checklist in the corner of this page
to revise their work.
• Use this time to offer additional help to individual students.
INTRODUCE THE EDITING MINILESSON.
Editing Minilesson
Punctuation marks
separate sentences and
help to make meaning clear
in your writing.
Go back to your argument.
Use the following ideas
to help you edit your
work. Place a tick beside
each step after you have
completed the task.
Punctuation Marks
PURPOSE
EXAMPLES
.
Full stop
Comes at the end of a sentence
My name is Paul.
Check that
you have used
punctuation
marks correctly.
Highlight all of
the punctuation
marks and label
each.
PROMPT
We went to the park this morning.
!
Exclamation mark
Comes at the end of a sentence;
shows emphasis
I am so confused!
?
Question mark
Comes at the end of a sentence;
shows a question
How are you?
‘
Apostrophe
Takes the place of missing letters; or,
shows possession
Matt’s cat is very cute.
““
Checklist
Writing an
Argument
When you edit your work, pay careful attention to punctuation marks.
PUNCTUATION MARK
EDIT
• Read through the information on punctuation marks together as a whole class.
ARGUMENT
PLAN
This is amazing!
What is your name?
WRITE
• Consider one of the following activities to help the students practise using
punctuation marks correctly.
I won’t do that again.
Quotation marks
Show the words someone is speaking
Jax said, “I really love cupcakes.”
,
Comma
Separates phrases or items in a list
At the store, I bought many things.
:
Colon
Comes at the beginning of a list
The subjects I learn in school include the
following: science, history and social studies.
;
Semicolon
Separates two independent clauses
in a sentence
I love going to the museum; the paintings
there are so beautiful.
()
Parentheses
Separate parts of a sentence when
extra detail or information is needed
There are many things (such as swimming
and reading) that I enjoy doing each day.
–
Dash
Separates parts of a sentence when
an idea or statement needs more
detail or explanation
The night was scary – dark, rainy and filled
with fog.
-
Hyphen
Separates parts of a compound word
The room was filled with six-year-olds.
…
Ellipsis
Shows part of a sentence that has
been left out; or, can be used to show
a sentence is incomplete
Abdul replied, “I am happy to meet you all …
and I know we will be good friends.”
REVISE
I got some celery, carrots and potatoes.
He stared off into the distance …
EDIT
PEER
REVIEW
– Have the students work in small groups to think of other examples for each of the
different punctuation marks.
STUDENT EDITION: ARGUMENT 8
– You could have students form small groups and make flashcards with a punctuation
mark on one side of each card and its purpose on the other.
– Write example sentences (that have no punctuation) on the board. Have students
insert the correct punctuation marks in the appropriate places.
• Have students go back to their writing and use the checklist in the corner of this page
to edit their work.
HELP TO STRUCTURE PEER REVIEW TIME.
• Read the directions of Peer Review together as a class.
ARGUMENT
You have finished planning, writing, revising and editing. Now it’s time to share your work!
Peer Review
1.
Trade papers with a partner.
2.
Use the rubric to review your partner’s argument. Read each statement at the
top of the chart. Then mark the level that describes your partner’s paper.
3.
Lastly, during a meeting with your partner, share your feedback.
Writing an
Argument
PROMPT
PLAN
Argument Rubric
My name
My partner’s name
WRITE
My partner’s argument
has the key features and
structure of this genre.
My partner’s
argument uses
linking words correctly.
My partner’s
argument uses
punctuation correctly.
Starting Out
Starting Out
Starting Out
On the Way
On the Way
On the Way
Good
Good
Good
Really Good
Really Good
Really Good
Excellent
Excellent
Excellent
REVISE
PEER REVIEW
• Have the students pair up into learning partner sets for Peer Review. You may choose
to select the learning partner sets yourself. Alternatively, allow the students to choose
their own partners for this activity.
EDIT
PEER REVIEW
STUDENT EDITION: ARGUMENT 9
• Review the rubric with the students to make sure learning partners know what to look
out for in the other person’s writing.
• You may wish to use the rubric on the next page to assess student work and assign
them a score based on your school’s grading system.
• Have the students publish their writing in some format to share with you, their peers
and their families.
TEACHER EDITION: ARGUMENT
5
ARGUMENT RUBRIC
PLAN
WRITE
REVISE
EDIT
Starting Out
Graphic organiser
incomplete
Argument does not have Argument does not have 10 or more errors in
key features (a clear
any linking words
punctuation that hinder
opinion and/or reasons
understanding
and details) to support
the essay. Essay lacks
structure.
On the Way
Graphic organiser
Argument has some key Argument attempts to
partially completed and/ features (weak opinion
use linking words, but
or filled in incorrectly
and/or reasons and
often incorrectly
details) to support the
essay. Essay has a weak
structure.
5–9 errors in
punctuation that hinder
understanding
Good
Graphic organiser
completed, but partially
incorrect
Argument has key
Argument uses linking
features (a basic
words correctly at a
opinion and reasons and basic level
details) to support the
essay. Essay has a basic
structure.
3 or 4 errors in
punctuation that hinder
understanding
Really Good
Graphic organiser
completed and filled in
correctly, but on a basic
level
Argument has key
Argument uses linking
features (a clear opinion words often and
and developed reasons
appropriately
and details) to support
the essay. Essay has
a clear and developed
structure.
1 or 2 errors in
punctuation that hinder
understanding
Excellent
Graphic organiser
completed, filled in
correctly and with
robust details
Argument has key
features (a rich opinion
and well-developed
reasons and details)
to support the essay.
Essay has a clear
and well-developed
structure.
Argument uses a variety Few errors in
of linking words to
punctuation that do not
smoothly move from
hinder understanding
one idea to another
TEACHER EDITION: ARGUMENT
6
Extension Activities
text to go here
text to go here
Have students work in small groups to
complete a concept map to analyse the mentor
text in this lesson.
text to go here
MENTOR TEXT
Challenge the students to
rewrite the argument they
wrote in this lesson from the
opposite viewpoint.
text to go here
text to go here
text to go here
Print out a newspaper editorial that is a strong example of an
argument. Have students highlight the key features (i.e., clear
opinion, reasons/details as supporting evidence) and structure
(introduction, body paragraphs and conclusion) in the editorial.
Have the students write their own prompts for an argument. Then,
combine all student prompt ideas into one list and have each
student choose one (i.e., not their own). Have students write an
argument for homework based on that prompt.
+
–
Write a series of prompts
on the board and have
the students write clear
opinions for each one.
PROMPT #1
PROMPT #2
PROMPT #3
PROMPT #4
Host a classroom debate. Choose a topic, split the class
into two groups and assign each a position. After a
brainstorming period, have each side present their opinions
clearly, along with reasons and supporting details.
TEACHER EDITION: ARGUMENT
7