K-12+Argumentation+Model



Interesting video clips about arguments here.

Argumentation "Vee Diagram": Perhaps this is adaptable for use in the SJSD?



Draft of the Argumentation Construct process for SJSD, inspired by the Toulmin Argumentation Model. Version from 12/6/11: 1. Make a claim. 2. Provide evidence for the claim. 3. Provide a reason. 4. Provide a source to back up the reason. 5. Provide a second piece of evidence. 6. Provide a reason for the evidence in number 5 7. Provide a source to back up the reason in number 6. 8. Provide a 3rd piece of evidence. 9. Provide a reason for the evidence in number 8. 10. Provide a source to back up the reason in number 9. 11. Provide a counter-claim. 12. Explain why the counter-claim is not valid. 13. Conclude by restating the claim and supports the argument presented.

Next steps...Jaime will: 1. Post the ppt with the difference between argumentation and persuasion.--> //You can find the ppt by going to this link and downloading the file. Slide 3 is what we will likely use in the future to explain this difference.//

2. Define the vocabulary listed in steps 1-13. Then we need to consider defining tier 3 (command) words by content area. <--DO THIS LATER?? __**Claim:**__ statement that clearly introduces an idea or belief that is supported by evidence __**Reason:**__ cause, justification, or explanation for how the evidence supports the claim. __**Source:**__ original material (primary source), such as someone's diary or journal, a survey or interview, letters, autobiographies, and observation or material that other people have gathered and interpreted, extended, analyzed, or evaluated (secondary source), such as newspaper articles, a documentary on television, a website, a science text, and an encyclopedia entry. __**Counter-claim:**__ an argument that negates the writer's claim __**Argument:**__ a claim that must be supported by evidence that attempts to convince the reader that the claim is the truth; An argument focuses on evidence and is grounded in facts, data, and logic; An argument requires critical reading of texts and include evidence from more than one source; An argument also fairly addresses counter-claims. __**Persuasion:**__ attempts to convince the reader to accept the thesis as truth and is often grounded in feelings more than facts; it appeals to the credibility, character, or authority of the writer and often requires the reader to take some sort of action to remedy the situation. //(Many of the definitions above adapted from this site.)//
 * __Evidence:__** something that gives a sign or proof of the existence or truth of something, or that helps somebody to come to a particular conclusion

3. Break the process down by grade spans. //(Someone please run this through your filter and cross-reference with the Common Core Standards. I have cross-referenced it, but would appreciate someone checking my work.--Jaime)//
 * K-Component #1**
 * 1-Components #1, 3, 13**
 * 2-Components #1, 3, 13 (in component #3, student must provide more than one reason)**
 * 3-Components #1, 3, 13 (student must provide more than one reason)**
 * 4-Components #1, 2, 3, 4, 5, 6, 13**
 * 5-Components #1, 2, 3, 4, 5, 6, 13**
 * 6-Components #1, 2, 3, 4, 5, 6, 7, 13**
 * 7-Components #1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 13**
 * 8-12-Components #1-13**

Version from 11/21/11 1. Make a claim. 2. Provide evidence for the claim. (how many pieces of evidence do we want to require? Do we put all of the reasons in one place or do we put them along with the reasoning throughout the paper?) 3. Provide a reason. 4. Provide a source to back up the reason. (need to define the difference between evidence and source) 5. Provide another reason. (does this need additional evidence to back up or is this identified in step 2?) 6. Provide a source to back up the reason. 7. Provide a 3rd reason. 8. Provide a source to back up the reason. 9. Provide a counter-claim. 10. Explain why the counter-claim is not valid. 11. Conclude by restating the claim and supports the argument presented.

Need to see a visual of what this looks like in action.

Resources: Common Core State Standards Toulmin Argumentation Model

Jaime's highlighted version of the CCSS:

This is a link from the National Forensics League on how to do Public Forum Debate. Argumentation is discussed on page 2. (David George) []

This is a link to an online book published on NFLonline.org that discusses how to compete in Lincoln-Douglas "values" debate. Please see pages 10-23 for a discussion of case structure and argumentation. (David George) []

This is a document that I use to teach students how to write Original Oratories. These are persuasive speeches built on a single argument. They are meant to be delivered as "motivational speeches". Essentially, every motivational speaker delivers a long version of an NFL Oratory. Please note, this document is designed for creating a speech. However, I believe it contains an argument structure that could apply to Common Core. (David George)

This is a PowerPoint that I use to teach students how to structure a simple debate case:

This a resource I found that focus more on the elementary level. As soon as I am able to obtain full text I will attach to our Wiki. Reznitskaya, A., Anderson, R. C. & Kuo, L. (2007) Teaching and learning argumentation. Elementary school journal, 107(5), 449-472. This is also a link I though interesting: [|Education for Thiking Institute] A couple other resources I have been looking at in the Elementary level are: "Nonfiction Mentor Texts" by Lynne Dorfman and Rose Cappelli and Nonfiction Craft Lessons by Jann Portalupi and Ralph Fletcher **(FYI- Not Very good resource for the argumentation model- maybe for the research model)** Just a thought for the other Elementary teachers to also take a look.

After reading through the information that David has upload and the Toulmin model, I feel that my contribution may be quite simple. The Education for Thinking Institute article had a great diagram. I included the outline my students use to answer open ended historical questions with evidence and a power point that guides students through the process of selecting relevant evidence. I feel this is comparable to the debate format but am looking forward to hearing everyone's thoughts.



Sometimes I find the student does a better job of saying it to me and my focus then shifts into putting it into writing. []

So what do I look for in the writing? Composing Features of the Argumentative Essay []

A favorite, favorite resource... []

A possible wealth of resources: @http://transitiontocommoncore.hcpss.wikispaces.net/

(Awesome find below. I would love to read the article they refer to. Do we know where the article is?)

media type="custom" key="11097744"

[|So you think you can argue? - Powerpoints and lesson ideas]

Case Studies

http://joneshistory.net/wp-content/uploads/2011/06/Tier-1-Middle-School-Social-Studies-Plan-Schroon-Lake-CS-David-Jones.pdf (I couldn't get above site to work) - Sorry when I copied it over, the "h" didn't copy. []