Chapter 8: PresentationDevan and Kayla

Stages1. Gateway Activity2. Research an Issue3. Practicing warrants4. Drafting an Essay5. Peer-Group Response and Author

Revision6. Attending to bibliographic form

The basic procedures involved in argumentation research papers: Take position on an issue Support claims Include warrants Anticipate counterarguments and

counterevidence Respond Cite sources

Stage 1: Gateway Activity Begin by debating an interesting,

controversial topic

Discuss components of the debate

Stage 2: Research an Issue Introduce a current issue Have open discussionOR Have student work in small groups Then have a classroom discussionOR Have student do research

Stage 3: Practicing Warrants Students may have little experience

with warrants

Take time to practice warrants

Stage 4: Drafting an Essay Planning process

Should use graphic organizers

Stage 5: Peer-Group Response and Author Revision Use guided questions for peer reviews

Purpose: to point out areas in which, the evidence is not sufficient to support a claim and suggest additional evidence

Types of Guided Questions Is the Author’s overall thesis stated and fleshed out

clearly and consistently in the intro? Does the argument come across a series of related

claims? Is each claim supported by evidence? Is the evidence tied to a claim by a warrant? Is there a counterargument or counterevidence

stated or rebutted? Does the concluding paragraph sum the Author’s

position and restate the thesis? Does the paper itself make sense or veer away from

the thesis?

Stage 6: Attending to bibliographic form Should consist of logical sequence of

information with appropriate paragraphing

Students should learn A style rather than THE style

Online sources are a convenient way to let students see appropriate orders to list segments of citations.

What makes this sequence a structured process approach? Scaffolds students’ learning as they

argue based on what they already know and extend their knowledge

Students help one another to develop argument strategies and find evidence to support their claims

Helps students respond to opposing perspectives critically and openly

Please get in the following groups:1. Tiffany, Emily, Amy, Joey

2. Jessica, Cali, Nybria, Devynn

3. Elyssa, Rebecca, Kerry, Mary, Candace

4. Stephanie, Brandon, Jana, Alessandra, Sam