Unit 1, Week 4
Argument Writing
Argument Writing: First Drafts and Counterclaims/Rebuttals
Learning Objectives
Writing
Remind students of the culminating writing activity for this unit:
“In the Giver, many characters in the novel view individuality and society differently. Think about the point of view of the Elders, Jonas and the Giver in relation to the choice they make regarding whether to maintain their individuality or to conform to the beliefs of the community for the benefit of the society as a whole. Which point of view do you most agree with? Is it better to maintain your individuality or to conform for the greater good of the community?
Write an argument defending your position on the role of choice in society. Support your argument with evidence from the text, citing specific examples from the point of view of the Elders, Jonas or the Giver. Be sure to introduce your claim clearly, organize your evidence and reasons clearly in order to demonstrate understanding of the text.”
Have students think and do a quick write in response to the prompt. Ensure them that this is just to start generating ideas, and that they should not worry about format or conventions at this time. After a few minutes, have students share their quick writes with a partner and discuss. Encourage them to write down ideas their partners share.
Distribute a graphic organizer similar to the one you used in the previous writing lesson, with a fourth column or section for counterclaim and rebuttal:
Learning Objectives
Writing
- With some guidance and support from peers and adults, develop writing as needed by planning.
- Introduce claim(s) and organize the reasons and evidence clearly
- Write routinely over shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Remind students of the culminating writing activity for this unit:
“In the Giver, many characters in the novel view individuality and society differently. Think about the point of view of the Elders, Jonas and the Giver in relation to the choice they make regarding whether to maintain their individuality or to conform to the beliefs of the community for the benefit of the society as a whole. Which point of view do you most agree with? Is it better to maintain your individuality or to conform for the greater good of the community?
Write an argument defending your position on the role of choice in society. Support your argument with evidence from the text, citing specific examples from the point of view of the Elders, Jonas or the Giver. Be sure to introduce your claim clearly, organize your evidence and reasons clearly in order to demonstrate understanding of the text.”
Have students think and do a quick write in response to the prompt. Ensure them that this is just to start generating ideas, and that they should not worry about format or conventions at this time. After a few minutes, have students share their quick writes with a partner and discuss. Encourage them to write down ideas their partners share.
Distribute a graphic organizer similar to the one you used in the previous writing lesson, with a fourth column or section for counterclaim and rebuttal:
Have students begin filling out the graphic organizer in preparation for responding to the prompt. At first, have students complete only the first three columns of the graphic organizer, waiting until you have taught counterclaim and rebuttal to fill out the fourth column. Circulate the room and support students as needed.
When students have completed the first three columns of the graphic organizer, you can introduce counterclaim and rebuttal by having students think about how trial lawyers have to anticipate the other side’s argument. You may want to search for a video clip of a court trial that demonstrates a counterclaim and rebuttal.
Have students talk in pairs about what counterclaims they might encounter against their claim(s). In pairs, students will brainstorm rebuttals to these counterclaims. Model and support students as needed. After having sufficient time to talk to others about counterclaims and rebuttals, students can fill out the fourth column of the graphic organizer.
Once the majority of your students have filled out the organizer, you can model how to transfer the contents of the organizer to a written piece. Begin by teaching students how to write an effective introduction. Students can then work independently to write the first draft of their argument papers, using their graphic organizers to guide them. Circulate the room to conference and support students as needed.
When students have completed the first three columns of the graphic organizer, you can introduce counterclaim and rebuttal by having students think about how trial lawyers have to anticipate the other side’s argument. You may want to search for a video clip of a court trial that demonstrates a counterclaim and rebuttal.
Have students talk in pairs about what counterclaims they might encounter against their claim(s). In pairs, students will brainstorm rebuttals to these counterclaims. Model and support students as needed. After having sufficient time to talk to others about counterclaims and rebuttals, students can fill out the fourth column of the graphic organizer.
Once the majority of your students have filled out the organizer, you can model how to transfer the contents of the organizer to a written piece. Begin by teaching students how to write an effective introduction. Students can then work independently to write the first draft of their argument papers, using their graphic organizers to guide them. Circulate the room to conference and support students as needed.