This document provides guidance on writing an argument to support a claim using clear reasons and evidence. It instructs students to develop an initial claim by activating their background knowledge on a topic from sources like readings. As an example, it provides two potential claims for debate: whether teachers should be replaced by robots. Students are prompted to provide evidence from sources to support one of the claims. They are also instructed to include warrants to explain how the evidence supports the claim and convince readers. Finally, students should include a counterargument by considering an alternative perspective and rebutting it.

1. Arguments
CCSS 6.1: Write arguments to support claims with clear reasons and relevant
evidence

2. VTS: Developing a Claim
The process of working through an argument is the
process of inquiry. At its very beginning is the
examination of data, not the invention of a thesis
staTement in a vacuum. As such, it is essential to
activate students’ background knowledge or the topic
in order to access funds of knowledge from which
hey can derive an initial claim.

4. Pre-reading:
Are Robots the School teachers of the Future?

5. Claim: An arguable statement
What do you think should happen?
Claim 1: Teachers should be replaced by robots.
Claim 2: Teachers should not be replaced by robots.

6. Evidence
Why do you think what you think?
Use information from the articles you
have read and from other sources
such as personal experience,
books, movies, newspapers, etc.

7. Warrants (reasoning)
Why is the evidence you have provided
relevant? How does it support the
claim that you are making?
Why is it convincing?
Readers want explanations of why the data we
produce support the claims we make.

8.  Claim 1. Teachers should be replaced by robots
 Claim 2. Teachers should not be replaced by robots.
 Invite students to present one reason they have written down in support of Claim 1
and evidence from the article or VTS lesson.
 Discuss as a whole class how to link the evidence to the claim they are making
 Readers will want explanations of why the data we introduce support the claims we make and
are trying to demonstrate.
 Teaching the warrant seeks to eliminate argument writing that merely expresses a vague opinion
without presentation of relevant evidence.
 To help generate a counterargument discuss as a whole class why someone might
disagree with the claim they are making.
Warrants and Counterclaims:

9. A Counterclaim
 What might those who disagree
with you argue? How would you
rebut this alternative claim?

10. Your essay should include:
CLAIM
EVIDENCE
WARRANTS (REASONING)
COUNTERARGUMENT

11. THE EDITING PROCESS

12. PEER EDITING FEEDBACK FORM

13. Writing the Essay!
 Your essay should include:
 A Claim- What do you think should happen?
 Evidence- Why do you think what you think?
Use information from the articles you
have read and from other sources such as
personal experience, books, movies,
newspapers, etc.
 Warrants- Why is the evidence you have
provided relevant? How does it
support the claim that you are
making? Why is it convincing?
 A Counterargument- What might those who disagree
with you argue? How would you
rebut this alternative claim?

14. THANK YOU!