How Do I Teach Argumentative Writing?
Argumentative writing is a hot topic in the elementary world right now. The 2023 Reading STAAR took us by surprise when third-grade students were asked to read a paired selection of two informational articles and then make a claim with supporting evidence in the form of an extended constructed response. Based on the scores, I think we can agree that the third-grade students were underprepared for this type of question. If the third-graders from the 22-23 school year can be assessed using paired selections and argumentative prompts, imagine what our third-, fourth-, and fifth-graders might see in the upcoming school years.
Argumentative essay writing is one of the more challenging genres to teach because it relies heavily on text evidence. However, if your students can argue with a friend, family member, or have the desire to prove a point, then argumentative writing is the perfect writing genre to teach them. I’ve listed 7 steps that may help you guide your students in constructing an argumentative essay.
Find two argumentative texts to compare. After reading each article, locate where the authors used evidence to support their claims. Identify which author presented the best case in influencing the reader. Offer suggestions that authors could make to improve their writing. Point out facts that the authors used to develop their ideas.
Soft Debate. Conduct an informal debate on a high-interest topic. See below for a list of argumentative topics. Lots of students have the gift of gab, meaning they have the ability to argue an excellent point. The idea is for them to speak about the topic before writing about the topic. Using an activity like “Would You Rather” would be perfect for a soft debate. Students who agree are to move to one side of the room taking turns explaining and defending their position.
Evidence-Based Debate. The same rules apply as that of the soft debate , but with more structure. Articles are presented to students, and they are given time to read through and support their position with evidence. The idea is for students to understand that evidence makes a solid case. The learning experience allows for students to appreciate the value of evidence when trying to persuade an audience. This step also provides opportunity for the transference of thoughts from the discussion to an opening paragraph.
Assessment Introduction. Now that students have an idea of what argumentative text is, show them the assignment that they’ll be working on for the next week or so. The assignment should be a model essay from a prompt, created by the teacher, and meets the requirements of the assigned rubric. The prompt should mimic the format of how it will be reflected on the STAAR assessment. Students appreciate clear expectations, especially with new learning and information.
The Foundation. Consider spending time on explaining how to interpret the prompt. Some students feel overwhelmed by the amount of words on the paper. Sometimes the author of the assessments will include words that are irrelevant to the task. Guide them toward identifying the information that is relevant to what they are being asked to do.
At least one day should be spent on the development of their topic, claim, and main points. Without a solid foundation, it’ll be easy for the rest of the paper to become off-topic or disorganized. The teacher should model a think-aloud while building the foundation and remaining components of the essay. Start from scratch to allow students to see how messy the process can be for assembling an argumentative essay.
Conferring. While students are writing their essays, the teacher should be conferring with students one-on-one or in small groups. The focus should be about particular grammar skills previously taught. Consider this another form of application. This is your opportunity to provide feedback to students. If the feedback is positive, praise the work, not the student. We want them to continue producing the same level of work or better. If the feedback is constructive, provide it in a way that does not tear down the student nor the writing.
The Finale. Students should be given the opportunity to type the final essay for practice. This has been a process and should be celebrated at the end. Allow students to express how they felt about the process and the reason why. Ask if they would make any changes for next time.
Teaching writing is not for the faint of heart. It is a long and messy process, but very rewarding in the end. Students get a chance to see how their writing starts off small but blossoms into a beautiful arrangement in the end.
Hopefully, these steps will help you during your classroom instruction. If you stay ready, you don’t have to get ready. In the end, we all just want our students to succeed and become amazing readers and writers.
