Presentation given at the Southern California Social Science Association meeting on October 17, 2015 in Burbank, CA.

1. Argumentative Writing in Civics
Presented by Scott M. Petri, Ed.D.
SCSSA mini-conference October 17, 2015

2. Opening Quick Write
• Go To: http://tinyurl.com/nl5f3cq
• Please describe the professional development
you have been given on argumentative
writing. What types of resources has your
school or district provided so that you are able
to effectively teach this type of writing.

3. 98 Responses
• I am sorry to say that I have received no real
PD on argumentative writing. We do have
some resources available for social studies
teachers, but most of the training is only
reserved for language arts instructors.
• I have not received any training on
argumentative writing. I have been getting
some tips from our Language Arts teacher but
nothing formal.

4. 98 Responses
• My school has not provided me with any
materials to help with argumentative writing.
• I have had very little PD on Argumentative
Writing.
• My district has provided no professional
development for us on any kind of writing.
• I am sad to say I have had very little training in
argumentative writing strategies. What little I
have had have come from AP Institutes through
the years.

5. 98 Responses
• We have had limited PD directed at specifically
teaching argumentative writing at my school.
• The expectation of students learning how to
write in argumentative approach is handed over
to ELA teachers. Our district offers some PD but
it is up to the teacher to find resources to make it
happen.
• I have gone through no formal professional
development about argumentative writing. What
I know has been learned through observations
and trial and error with my kids.

6. Roadmap

7. Elements of an Argument
(Toulmin, 1958 as quoted in Hillocks)
1. a claim
2. based on evidence of
some sort
3. a warrant that explains
how the evidence
supports the claim
4. backing supporting the
warrants
5. qualifications and
rebuttals or counter
arguments that refute
competing claims

9. Claims & Warrants (Furigay)

10. Hillocks (2011)
• Design writing tasks that have your students do
the following:
1. Read & understand data to develop a claim
2. Make a reasonable claim, if not an insightful one
3. Support it with evidence
4. Supply rules (warrants) tying the evidence to the
claim, showing the evidence is relevant
5. Qualify the claim and warrants as necessary
(Explain the examples)
6. Provide backing for warrants (authority)

11. (Fletcher, 2015)
1. Loop Writing
2. The Believing &
Doubting Game
Asking students to write
the thesis first is putting
the cart before the horse.
It’s hard to ask a question
about an on-going
conversation when you
don’t listen to the
conversation first. – Carol
Jago

12. Loop Writing (Fletcher, 2015)
1. When I first think of the Second Amendment,
I think of...
2. Next I think of...
3. Then it occurs to me...
4. Now I wonder...
Opponents say that the Second
Amendment protects an individual’s right
to own guns; that guns are needed for self-
defense from threats ranging from local
criminals to foreign invaders; and that gun
ownership deters crime rather than causes
more crime.
Proponents of more gun control laws state
that the Second Amendment was intended
for militias; that deadly, senseless, and
costly gun violence would be reduced; and
that a majority of Americans, including gun
owners, support new gun restrictions.
Source: ProCon.org

13. RAFT Writing Task
• You are the President of the
United States. Explain how you
would change the second
amendment. What gun laws
would you propose to make our
country safer?

16. The Believing/Doubting Game
adapted from (Fletcher, 2015)
• Divide class in half. One group is the believers,
the other group is the doubters.
• Each reads the text to:
1. Identify the thesis (main idea)
2. Find the evidence
3. Paraphrase claims & warrants
4. Label backing (underlying assumptions) supporting
claims & warrants
5. Evaluate the qualifications of the author(s) and
people giving testimony
• Summarize the argument in one paragraph

17. Claim, Evidence & Reasoning
• https://www.youtube.c
om/watch?v=vCJacUvo
778

18. Central
Question
Should the Bill
Of Rights be
strengthened or
weakened for
national
security?
Pro/Positive Con/Negative
1. _
2. _
3. _
4. _
5. _
6. _
1. _
2. _
3. _
4. _
5. _
6. _
Thesis/Summary:
The Bill of Rights needs to be ________
because of ______________,
_______________, and ______________.

19. After Sorting Evidence

20. Help Students Support Their Claims
1. Based on this evidence, it appears that_____.
2. This statement reveals (suggests) _____.
3. When placed into context, this passage takes on a different
meaning. Now we see that _____.
4. This source tells us about __________________.
5. This story/account is told from the perspective of ______.
6. The creator of this source appears to be sympathetic to the
idea that ______________.
Source: http://teachhistorywell.blogspot.com/2014/06/some-
historical-thinking-sentence.html

21. Turn & Talk
• How can you use Loop writing and/or the
Believing/Doubting Game in your classroom
practice?

22. MEAL Paragraphs
• M – Main Idea: Thesis/Topic Sentence
• E – Evidence: Proof found in primary
source/book/research
• A – Analysis: How the evidence proves
the main idea (explanation/rationale)
• L – Link: How a paragraph fits in to what
the paper is trying to prove.

23. MEAL
PROMPT:
Was
Operation
Overlord a
triumph of
planning or
a lucky
break?

24. MEAL or No MEAL?
Main Idea Evidence

25. MEAL
PROMPT:
Should
WWII island
hopping be
considered
a success or
failure?

26. MEAL Argument Paragraphs
Main Idea Evidence Analysis Link

27. Turn & Talk
• What types of short assignments can you
create so that your students can practice
writing MEAL paragraphs?

28. (Heinrichs, 2007)

29. References
• Fletcher, J. (2015). Teaching Arguments:
Rhetorical Comprehension, Critique, and
Response. Stenhouse Publishers.
• Heinrichs, J. (2013). Thank you for arguing: What
Aristotle, Lincoln, and Homer Simpson can teach
us about the art of persuasion. Three Rivers Press.
NY.
• Hillocks Jr, G. (2011). Teaching argument writing,
grades 6–12. Heineman. Portsmouth, NH.