This document discusses the shift in writing instruction towards argumentation rather than persuasion due to the Common Core State Standards. It explains that the standards emphasize using evidence from texts to develop well-supported claims and analyses. Effective strategies include identifying fact vs. opinion, evaluating credible sources, acknowledging alternative claims, using a variety of syntax, and assigning both short and long writing tasks. The document also distinguishes between persuasion, which can rely on emotion, and argumentation, which uses reasoning and evidence to logically convince an audience.

1. Opinion and
Argument
What’s New?
Spring 2014

2. Writing Opinion and Argument
A few major shifts have occurred in the
way we will go about teaching writing
due to our understanding of the
demands of the Common Core State
Standards.
 Achieve the Core puts it this way:

3. Achieve the Core
 “The standards place a premium on student writing to
sources, i.e., using evidence from texts to present careful
analyses, well-defended claims, and clear information.
 …(T)he reading standards focus on students’ ability to
read carefully and grasp information, arguments, ideas
and details based on text evidence.”
• Achievethecore.org

4. Strategies from Lauren Davis
 Identify Fact vs. Opinion
 Determine Credible Sources
 AcknowledgeAlternate or Opposing Claims
 Vary Syntax
 Assign a Combination of Short and LongerWritingTasks
 Use MentorTexts
 Involve Content AreaTeachers
 Don’t Forget Speaking and Listening

5. Shifting from Persuasion to
Argument
 A logical argument … convinces the audience because of
the perceived merit and reasonableness of the claims and
proofs offered rather than either the emotions the writing
evokes in the audience or the character or credentials of
the writer.
 (CCSS, ELA AppendixA, p.24)

6. Shifting from Persuasion to
Argument
 Persuasive writing is not as rigorous because it allows
students to write solely based on their experiences and
emotions, without having to gather evidence and facts or
consider the other side.
 2012 Eye on Education, Inc. Larchmont, NY,
www.eyeoneducation.com

7. Benjamin and Hugelmeyer
 “If a student were asked to persuade her
parents to get her a four-legged pet, she
might resort to whatever works between
her and her parents. Whining, pouting,
insisting and threatening to run away
would be fair game, assuming such
techniques have worked in the past.

8. Benjamin and Hugelmeyer
 “If she were asked to create an argument for why
she should have a four-legged pet, and if the
audience were less subjective than her parents -
let’s say, the directors of an animal shelter – she
should offer evidence about her suitability as a
potential pet owner: her history taking care of
someone or something that depended on her, her
knowledge, her schedule, her physical strength.

9. Benjamin and Hugelmeyer
“The Common Core definitely seeks
to wean students from emotional
responses and transition them into
more substantial reasoning.” p.59
 Benjamin,A. &Hugelmeyer, M. (2013) Big Skills for the Common Core: Literacy
Strategies for the 6 – 12 Classroom. Larchmont, NY: Eye on Education