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TABLE OF CONTENTS

Chapter 1: Examining the Fundamentals of Argumentation
Chapter 2: Building an Argumentation Unit Map
Chapter 3: Formulating a Pre- and Culminating Assessment and Establishing Criteria for Success
Chapter 4: Writing Engaging Introductions Using Gradual Release of Responsibility
Chapter 5: Designing Lessons
Appendix A: List of Figures and Tables
Appendix B: Professional and Student Resources

REPRODUCIBLES

Chapter 1

• Figure 1.1: Grade 8 Student Argument Writing Sample

Chapter 2

• Figure 2.1: Unit-Planning Components of Backward Design
• Figure 2.2: Unit Map Template
• Table 2.1: Argumentation Unit Map—KUDs and Guiding Questions

Chapter 3

• Figure 3.3: Argument Student Writing Checklist
• Figure 3.4: Argument Audience Checklist
• Figure 3.5: Orienting Students to a Writing Checklist
• Figure 3.6: Argument Writing Rubric

Chapter 4

• Figure 4.1: Cards for Modeling Engaging Introductions
• Figure 4.2: Introduction Examples
• Figure 4.3: Options for Engaging Readers

Chapter 5

• Figure 5.1: Text Excerpts for Author’s Purpose Activity
• Figure 5.2: Sentence Strips for Thesis Activity
• Figure 5.3: Sample Thesis Statements for an Argument
• Figure 5.4: Common Subordinating Conjunctions
• Figure 5.5: Elaboration Practice—Obesity
• Figure 5.6: Elaboration Practice—Minimum Legal Drinking Age
• Figure 5.7: Counterargument Sentence Frames 1
• Figure 5.8: Counterargument Sentence Frames 2
• Figure 5.9: Counterargument Examples
• Figure 5.10: Socratic Discussion Peer Observation Form
• Figure 5.11: Prewriting Suggestions
• Figure 5.12: Argumentative Revision Sheet
• Figure 5.13: Feedback Sheet for an Argument

SUGGESTED RESOURCES

Books

• Glass, K. T. (2017). The Fundamentals of (Re)designing Writing Units. Bloomington, IN: Solution Tree Press
• Marzano, R. J. (in press). The New Art and Science of Teaching: A Framework for Change. Bloomington, IN: Solution Tree Press

Websites

Chapter 1

• University of North Carolina Writing Center’s “How Can I Incorporate Evidence Into My Paper?”

Chapter 2

• Google Docs

Chapter 3

• 6+1 Trait Rubrics
• Achieve the Core’s “Argument/Opinion Writing: On-Demand”
• Achieve the Core’s “Student Writing Samples”
• Literacy Design Collaborative’s Resources
• Stanford Center for Assessment, Learning, and Equity’s K–12 performance tasks across content areas

Chapter 5

• Adverb Clauses Are Subordinate Clauses
• “Author’s Purpose Commercials” by Amanda Spence
• Debatepedia
• Google differentiated search lessons
• Harvard College Writing Center
• “Mrs. Collar’s Author’s Purpose” by Nicole Collar
• The New Canaan High School Writing Center
• On Demand Instruction
• ProCon.org
• “Scaffolding for Socratic Seminar”
• “Socratic Seminar: The ‘N-Word’”
• “Socratic Seminar: Patience & Practice”
• “Socratic Seminar: Supporting Claims and Counterclaims”
• Teaching Channel
• What Is a Subordinate Clause?
• The Writing Center at University of North Carolina at Chapel Hill

Appendix B

General Writing

• Brown’s Student Learning Tools “Argumentation Help!”
• Dartmouth’s “Institute for Writing and Rhetoric”:
• Duke (University) Thompson Writing Program
• Google differentiated search lessons
• Harvard College Writing Center
• National Geographic Graphic Organizers Collection
• Purdue University Online Writing Lab
• University of Washington’s (Tacoma) “Teaching and Learning Center”
• The Writing Center at UNC-Chapel Hill

Argumentation Topics

• Debatepedia
• New York Times’s The Learning Network’s “192 Questions for Writing or Discussion”
• New York Times’s The Learning Network’s “200 Prompts for Argumentative Writing”
• ProCon.org

Thesis Statements

• Grammar-Monster.com’s “What Is a Subordinate Clause?”
• Grammar Revolution’s “The Subordinate Clause”
• On Demand Instruction
• ProCon.org
• The Writing Center at UNC-Chapel Hill “Thesis Statements”

Performance Assessment Tasks

• K–12 performance tasks across content areas
• LDC module templates for elementary and grades 6–12
• LDC science argument prompts and student work for middle school
• Performance Assessment Resource Bank
• Washington State Office of Superintendent of Public Instruction collection of K–12 informational and argumentation assessment prompts and rubrics for civics, economics, geography, history, and international perspectives

Student Writing Models

• Achieve the Core’s Student Writing Samples
• Brown’s Student Learning Tools
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects: Appendix C—Samples of Student Writing
• Holt, Rinehart and Winston’s Holt Online Essay Scoring—Writing Prompts:
• Literacy Design Collaborative’s Student Work Samples
• New York Times’s The Learning Network student contests and student contest winners

Oregon Department of Education’s Writing Scored Student Work:

• Grade 5
• Grade 6
• Grade 7
• Grade 8
• High school
• Oregon State University: Writing 121’s argument sample essays and web resources
• Thoughtful Learning

Rubrics

• 6+1 Trait Rubrics
• Edutopia’s Resources for Using Rubrics in the Middle Grades
• Kathy Schrock’s Guide to Everything: Assessment and Rubrics
• Literacy Design Collaborative’s Student Work Rubrics
• Office of Superintendent of Public Instruction, State of Washington: Social Studies—OSPI-Developed Assessments for Social Studies
• RubiStar
• University of Wisconsin-Stout’s “Rubrics for Assessment”
• What Are Rubrics and Why Are They Important?

Calibrating to Score Student Work

• The Rhode Island Department of Education’s “Writing Calibration Protocol”
• Stanford Center for Assessment, Learning, & Equality’s “Semi-Structured Calibration Activity”

Peer Review

• Calibrated Peer Review
• Eli Review
• Peerceptiv
• PeerMark
• “The Reliability and Validity of Peer Review of Writing in High School AP English Classes”

Published Works

• Detroit Free Press
• The Miami Herald
• National Geographic
• Newsela
• New York Times
• New York Times articles by Nicholas Kristof
• New York Times’s The Learning Network
• ProCon.org
• Slate
• Sports Illustrated
• Time for Kids
• Upfront Magazine
• USA Today
• The Week

Unit and Lesson Examples

• “Analyzing Famous Speeches as Arguments”
• Digital Docs in a Box
• EngageNY
• “English Language Arts Guidebook Units”
• New York Times’s The Learning Network’s “For the Sake of Argument: Writing Persuasively to Craft Short, Evidence-Based Editorials”
• New York Times’s The Learning Network’s “Skills Practice: Persuading an Audience Using Logos, Pathos and Ethos”
• Project Exchange
• Stanford History Education Group’s “Reading Like a Historian (Grades 9–12)”
• Stanford University’s “Persuasion Across Time and Space: Analyzing and Producing Complex Texts”

Organizations and Associations

• International Literacy Association
• National Council of Teachers of English
• National Writing Project
• ReadWriteThink
• Stanford Center for Assessment, Learning, & Equity

Videos to Teach Argument

• TeachingChannel’s “Evidence & Arguments: Lesson Planning (Grades 9–10)”
• TeachingChannel’s “Read, Discuss, Debate: Evaluating Arguments (Grades 9–12)”

Socratic Method

• “Civil Disobedience” Excerpt Seminar
• “Scaffolding for Socratic Seminar”
• “Socratic Seminar: The ‘N-Word’”
• “Socratic Seminar: Patience & Practice”
• “Socratic Seminar: Supporting Claims and Counterclaims”