c. Use words, phrases, Consider the differences in opinion, persuasion and argument along with key transitional words and clauses to clarify the and phrases students may use in these types of writing. relationships among claim(s) and reasons. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from the argument presented. W.7.1 Write arguments to R Resource – Student argument. Was produced for an on-demand assessment. support claims with clear reasons and relevant ML Model Lesson – evidence. From Scholastic comes a for argument writing based on a scientific article. It offers a. Introduce claim(s), instruction on how to approach the lesson, a copy of the article, and handouts that guide acknowledge alternate or students through the writing as they form their argument and gather evidence. Supplemental opposing claims, and reading or student research could be added. organize the reasons and evidence logically. PL Professional Learning – b. Support claim(s) with This of Kelly Gallagher discusses real world writing and the power of teacher modeling of logical reasoning and writing. book Write Like This is a valuable resource. Gallagher’s relevant evidence, using is an instructional DVD with video segments to help lead in teacher professional growth. accurate, credible Viewers will find clips of teachers, administrators, students and other writing leaders discussing research-based practices in the teaching of writing. sources and Consider the differences in opinion, persuasion and argument along with key transitional words demonstrating an and phrases students may use in these types of writing. understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. d. Establish and maintain a formal style.
c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from the argument presented. Consider the differences in opinion, persuasion and argument along with key transitional words and phrases students may use in these types of writing. W.7.1 Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. d. Establish and maintain a formal style. R – Resource Student argument. Was produced for an on-demand assessment. ML – Model Lesson From Scholastic comes a for argument writing based on a scientific article. It offers instruction on how to approach the lesson, a copy of the article, and handouts that guide students through the writing as they form their argument and gather evidence. Supplemental reading or student research could be added. PL – Professional Learning This of Kelly Gallagher discusses real world writing and the power of teacher modeling of writing. Gallagher’s book Write Like This is a valuable resource. is an instructional DVD with video segments to help lead in teacher professional growth. Viewers will find clips of teachers, administrators, students and other writing leaders discussing research-based practices in the teaching of writing. Consider the differences in opinion, persuasion and argument along with key transitional words and phrases students may use in these types of writing.