This document discusses strategies for engaging students in argument. It begins by asking who is in the room and whether they are compliant or non-compliant. It then defines argument and asks how to engage students in argument and whether "Everything is an Argument" is an accurate statement. It provides examples of using images to launch arguments and discussing the title as a claim. It discusses studying evidence, generating claims, and connecting evidence to claims. It provides a video example and discusses analyzing relationships. It covers using counterclaims as a strategy and acknowledging alternative perspectives. It asks how argument looks in the real world and how mentor texts can provide authentic examples. It raises questions about the challenges students face and how mentor texts can help. It ends by discussing

1. Engaging Students Hearts and
Minds in Argument
Stevi Quate

2. Who’s in the room?

5. COMPLIANT

9. NON-COMPLIANT

11. Rebellion

14. What is argument?
How do we engage students in argument?
How on target is this statement: Everything
is an Argument?

15. http://bcs.bedfordstmartins.com/easywriter4e
/#518364__592768__

20. Using images to launch argument
Gregory Crewdson

21. What do you
notice?
What might it
mean?
Why do you say
that?

23. Title as Claim
• Claims:
– Debatable
(controversial)
– Defendable

25. What do you notice?
STUDYING THE
EVIDENCE/DATA/TEXT
What might it mean?
GENERATING A CLAIM
Why do you say that?
CONNECTING EVIDENCE
WITH CLAIM AND
NURTURING REASONING

26. Claims are not plucked out of the sky;
they are grown from the ground.

36. https://www.youtube.com/watch?v=Ao6GQSU
zx7Q

37. Nature of their
relationship?
 Abusive?
 Fun-loving?
 Or?

43. Counterclaim as a Strategy
• Imagine your
audience: What
are they thinking
about? What are
their “yes buts”?

44. Counterclaim as a Strategy
• Acknowledge
that idea and
ease their
worries
• Politely
discredit it

45. You deplore the demonstrations taking place in
Birmingham. But your statement I am sorry to say
fails to express a similar concern for the conditions
that brought about the demonstrations.
-- Martin Luther King Jr in “Letter from Birmingham
Jail”

46. Scaffolds for counterclaims
“…the templates are
learning tools to get you
started, not structures set
in stone.”
--pg 11

47. At this point, I would like
to raise some objections
that have been inspired
by the skeptic in me. The
author feels that….;
however, ……

48. Another way to support students at
looking at other perspectives….
• Assign pro/con position
• Pairs build an argument
• Pairs meet with pairs to present argument
• Opposing side paraphrases
• Switch sides and build new arguments on other
side
• Present again
• Come to consensus
(See Packet)

50. What does argument look like in the
world?

51. Students deserve the right to do
authentic work, and mentor text
provides into authenticity.

53. As you read consider
• What is the claim and where is it?
• How does the writer use evidence?
• What about reasoning?
• Where’s the counterargument?
• What do you notice about writer’s craft?
• How does the writer arrange his/her ideas?
• And….?

54. What challenges do your students
face?
• How can mentor text
address that challenge?

56. And the big questions:
What is argument?
Is everything an
argument?

57. And are they…..
Opinion Persuasion Argument

58. 1. Prepare for the
seminar
2. Right before the
seminar, select
the coach for
process points
3. 1 rep/group in
center circle
4. All must
contribute

59. Go explore
https://sites.google.com/site
/quateteachingargument/
OR
Steviq.com and look under
resources