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This presentation is designed to introduce your students to the elements of an organized essay, including the introduction, the thesis, body paragraphs, topic sentences, counterarguments, and the conclusion.

Argumentative Writing Unit | Argument Essay Graphic Organizers | PowerPoint

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Description.

Introduce argumentative writing to all levels of learners with this comprehensive unit! Everything you need to differentiate and scaffold instruction is included with this printable and digital argument writing lesson! Use this bundle of step-by-step materials to guide students through every paragraph and element of argument writing. Make it easy for all students to plan, draft, and revise their essays. A PowerPoint and Google Slides presentation is also included! 

Included With Your Purchase:

  • Powerpoint & Google Slides Presentation: “How to Write an Argument Essay”
  • Introductory Activity
  • Transition Words
  • Introduction
  • Body Paragraphs 1 & 2
  • Body Paragraph 3
  • Citing Sources
  • Essay Template
  • Editing Checklist
  • Essay Topics
  • Student Example

Great for 5th, 6th, 7th, or 8th grade!

CHECK OUT THE PREVIEW TO SEE A LOT MORE!

Teacher Tip:

  • Use the worksheets to create your own argument writing workshops. Each workshop can focus on a different paragraph or element of argumentative writing. This will make the writing process easy to differentiate and/or scaffold for all levels of learners. 

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Language Arts Subject for Middle School: Writing of an Argumentative Text

Language arts subject for middle school: writing of an argumentative text presentation, free google slides theme and powerpoint template.

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Argumentative writing

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  • 2. Argue(v) : to persuade someone to do or to not do something; to give the reasons for your opinion, ideas, beliefs, etc. Argumentative (adj.): someone who is argumentative often argues or likes arguing. Argument (n): a set of reasons which show that something is true/untrue, right or wrong etc.
  • 3.  An argumentative essay tries to change the reader’s mind by convincing the reader to agree with the writer’s point of view. It attempts to be highly persuasive and logical.
  • 4. Advantages and Disadvantages  Expressing opinions/providing solutions to problems  Expressing arguments for or against a topic  Compare/contrast something or somebody 
  • 5. Introduction The first paragraph is the introductory paragraph. It presents the problem and gives the background information necessary for the argument and the thesis statement.  Thesis statement (n) a short statement (usually one sentence) that summarizes the main point or claim of an essay, research paper, etc.
  • 6.  “All students in public schools should wear uniforms”. Do you agree? School uniforms are the compulsory garments worn by students. They can be in different styles and colours. Over the years, wearing school uniforms have been the rule in many schools. Some people are opposed to the use of school uniforms. However, uniforms play an important role in the education system. The use of uniforms should continue because it saves money, it gives one a sense of belonging and it encourages equality among students.
  • 7. Topic The use of illegal drugs causes more harm than good in society. Bad Thesis Good Thesis Drug use is detrimental to society. Illegal drug use is detrimental because it causes gang violence, disrupts family life and is linked to health problems. (Support topic) Global warming is only Global warming is a the natural cycles of serious issue. the earth and not a threat. Global warming is a highly serious issue because it is a threat to the environment, animals and people. Physical education should be compulsory in all schools. Physical education should be compulsory because it introduces students to different types of sports and teaches them about living healthy and happy. (Refute topic) (Support topic) Physical education is important for all schools.
  • 8.    The body paragraphs contain the reasons/points of your argument. Each paragraph talks about one reason. The reason is stated in the topic sentence and is supported by supporting details or materials. These supporting materials can be either examples, statistics, personal experiences, or quotations.
  • 9. School uniforms would help make all the students feel equal. People’s standards of living differ greatly, and some people are well-off while others are not. People sometimes forget that school is a place to get education, not to promote a “fashion show.” Implementing mandatory school uniforms would make all the students look the same regardless of their financial status. School uniforms would promote pride and help to raise the self-esteem of students who cannot afford to wear stylish clothing.
  • 10.    The conclusion restates the main claim (thesis). It presents 2 or 3 general statements which summarize the arguments you have made in the body of your essay. Do not write any new points in your introduction.
  • 11.  In conclusion, there are many benefits to implementing mandatory school uniforms for students. The use of uniforms should not be stopped because students learn better and act more responsibly by abiding to dress-codes. Public schools should require uniforms in order to benefit both the students and society as a whole.
  • 12.  First, you need to understand the question.  What do you have to do?  What issues do you need to cover?  What do you know about this issue? Make a list of points  decide if you are arguing for/against the statement. • Next, you should have a draft of your essay. It would guide you as you begin to write • Your writing should be more factual rather than emotional
  • 13.    “Students are given too much homework.” “Laptops should be banned from the classroom.” “Country life is better than city life”

Can You Convince Me? Developing Persuasive Writing

argumentative writing powerpoint

  • Resources & Preparation
  • Instructional Plan
  • Related Resources

Persuasive writing is an important skill that can seem intimidating to elementary students. This lesson encourages students to use skills and knowledge they may not realize they already have. A classroom game introduces students to the basic concepts of lobbying for something that is important to them (or that they want) and making persuasive arguments. Students then choose their own persuasive piece to analyze and learn some of the definitions associated with persuasive writing. Once students become aware of the techniques used in oral arguments, they then apply them to independent persuasive writing activities and analyze the work of others to see if it contains effective persuasive techniques.

Featured Resources

From theory to practice.

  • Students can discover for themselves how much they already know about constructing persuasive arguments by participating in an exercise that is not intimidating.  
  • Progressing from spoken to written arguments will help students become better readers of persuasive texts.

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

  • 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
  • 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

Materials and Technology

  • Computers with Internet access  
  • PowerPoint  
  • LCD projector (optional)  
  • Chart paper or chalkboard  
  • Sticky notes  
  • Persuasive Strategy Presentation
  • Persuasion Is All Around You  
  • Persuasive Strategy Definitions  
  • Check the Strategies  
  • Check the Strategy  
  • Observations and Notes  
  • Persuasive Writing Assessment

Preparation

Student objectives.

Students will

  • Work in cooperative groups to brainstorm ideas and organize them into a cohesive argument to be presented to the class  
  • Gain knowledge of the different strategies that are used in effective persuasive writing  
  • Use a graphic organizer to help them begin organizing their ideas into written form  
  • Apply what they have learned to write a persuasive piece that expresses their stance and reasoning in a clear, logical sequence  
  • Develop oral presentation skills by presenting their persuasive writing pieces to the class  
  • Analyze the work of others to see if it contains effective persuasive techniques

Session 1: The Game of Persuasion

Home/School Connection: Distribute Persuasion Is All Around You . Students are to find an example of a persuasive piece from the newspaper, television, radio, magazine, or billboards around town and be ready to report back to class during Session 2. Provide a selection of magazines or newspapers with advertisements for students who may not have materials at home. For English-language learners (ELLs), it may be helpful to show examples of advertisements and articles in newspapers and magazines.

Session 2: Analysis of an Argument

Home/School Connection: Ask students to revisit their persuasive piece from Persuasion Is All Around You . This time they will use Check the Strategies to look for the persuasive strategies that the creator of the piece incorporated. Check for understanding with your ELLs and any special needs students. It may be helpful for them to talk through their persuasive piece with you or a peer before taking it home for homework. Arrange a time for any student who may not have the opportunity to complete assignments outside of school to work with you, a volunteer, or another adult at school on the assignment.

Session 3: Persuasive Writing

Session 4: presenting the persuasive writing.

  • Endangered Species: Persuasive Writing offers a way to integrate science with persuasive writing. Have students pretend that they are reporters and have to convince people to think the way they do. Have them pick issues related to endangered species, use the Persuasion Map as a prewriting exercise, and write essays trying to convince others of their points of view. In addition, the lesson “Persuasive Essay: Environmental Issues” can be adapted for your students as part of this exercise.  
  • Have students write persuasive arguments for a special class event, such as an educational field trip or an in-class educational movie. Reward the class by arranging for the class event suggested in one of the essays.

Student Assessment / Reflections

  • Compare your Observations and Notes from Session 4 and Session 1 to see if students understand the persuasive strategies, use any new persuasive strategies, seem to be overusing a strategy, or need more practice refining the use of a strategy. Offer them guidance and practice as needed.  
  • Collect both homework assignments and the Check the Strategy sheets and assess how well students understand the different elements of persuasive writing and how they are applied.  
  • Collect students’ Persuasion Maps and use them and your discussions during conferences to see how well students understand how to use the persuasive strategies and are able to plan their essays. You want to look also at how well they are able to make changes from the map to their finished essays.  
  • Use the Persuasive Writing Assessment to evaluate the essays students wrote during Session 3.
  • Calendar Activities
  • Strategy Guides
  • Lesson Plans
  • Student Interactives

The Persuasion Map is an interactive graphic organizer that enables students to map out their arguments for a persuasive essay or debate.

This interactive tool allows students to create Venn diagrams that contain two or three overlapping circles, enabling them to organize their information logically.

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ARGUMENTATIVE ESSAY POWERPOINT[1] (1)

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Related Papers

Evi Chryssafidou

Argument diagramming can scaffold the process of argumentation but only a few studies have investigated its impact on the quality of argumentative writing. This research contributed to this direction with two studies. An exploratory study investigated the impact of argument diagramming, applied as a paper-based or a computer-based method, on the quality of argumentative text. The computer method increased the refutations and overall quality of essays. The study highlights the significance of writers’ argumentative ability for interpreting improvement. A qualitative study looked into the impact of argument diagramming on the process of writing cognition through analysis of online process data, diagrams and essays of sixteen undergraduate students. Writers with myside bias schema used the method to increase counterarguments and refutations. Writers at lower level of pseudo-integration adopted more advanced strategies like weighing, and writers at middle level of pseudo-integration formed positions with qualifications. Needs at higher levels of argumentative ability are not met. The support of writing planning processes through argument diagramming affects mainly the semantic aspects of the text while the support of linearization processes affects mainly the rhetorical aspects. The analysis of interviews revealed that interacting with argument diagramming can improve awareness of argumentation schema, hence, a writer can progress from unaware, to aware-and-lost and aware-but-oriented. Improvement is signified as being sensitised to limitations, gaining knowledge of writing processes and the ability to self-regulate.

argumentative writing powerpoint

ben nyongesa

Contemporary Educational Psychology

Michael Nussbaum

This study examines the effect of goal instructions on students’ reasoning and argumentation in an interactive context (discussing a topic on-line). Goal instructions specify the goal of a discussion. General goals (to persuade or explore) were crossed with speciWc goals (to generate reasons or counterarguments/rebuttals) in a 3x3 randomized design using 224 undergraduates. The design also controlled for need for cognition, which measures dispositions to think. The goal instruction to “generate as many reasons as possible” resulted in deeper, more contingent arguments, closer to Mercer’s (1996) notion of exploratory talk, whereas the persuade goal resulted in arguments that were more adversarial and somewhat better supported. The other goals had less dramatic effects. Need for cognition also predicted total argument claims and depth. These Wndings have important implications for building richer interactive discussions that promote the integration of ideas.

Nizigiyimana Edouard

Journal of Educational Psychology

The authors investigated ways of encouraging students to consider more counterarguments when writing argumentative texts. One hundred eighty-four undergraduates wrote essays on TV violence. In Experiment 1, students given specific goals generated more counterarguments and rebuttals than controls. In Experiment 2, some participants were provided with a text outlining arguments/counterarguments; some were also asked to write a persuasive letter. Prior attitudes toward the topic were also measured. Persuasion instructions negatively affected and text (without persuasion instructions) positively affected counterargumentation and the overall quality of arguments. Text was only effective, however, for students with less extreme prior attitudes. The danger of using persuasion goals and the advantages of using more specific goals (with text) are discussed.

Walaiporn Chaya

Paul Stapleton

It is generally acknowledged that counterargumentation is a key factor contributing to the persuasiveness of argumentative essays; however, recent research has revealed that students tend to neglect alternative viewpoints when responding to argumentative writing prompts. This study used a pretest-posttest design on experimental and control groups with 125 participants at a Chinese university. The control group received instruction in argumentative writing (which typically ignores counterargumentation in mainland China), while the experimental group received instruction in argumentation which included counterarguing and refuting. The results of the study demonstrate the efficacy of explicit classroom instruction in counterargumentation. Text analysis on posttest scripts showed that the inclusion of counterarguments and rebuttals was significantly positively correlated with the overall score of an argumentative essay using the evaluative rubric of a high-stakes test. These findings may have important implications for writing prompts and rubrics as well as argumentative writing pedagogy in China and beyond. It is proposed that counterargumentation be considered in the writing prompts and rubrics of high-stakes English tests, and included in classroom instruction on argumentative writing.

Assessing Writing

P. David Pearson

Adam Wilson

Abstract. The purpose of this case study was to examine the effects of scaffolded instruction in the Toulmin Model of Argument on the problem solving strategies used by four sixth-grade writers while composing argumentative essays. Three major components of the Toulmin Model that were presented to participants were claims, data, and warrants. Participants for the proposed study were four sixth-grade students, two of whom were identified as “high ability” (one male and one female) and two of whom were identified as “average ability” (one male and one female). Results of the study were derived primarily from the analysis of intervention protocols and essays produced by participants. After completing a survey about their experiences with argument/persuasion, participating in a practice think aloud, and composing a pretest argumentative essay while providing a think aloud guided by the intervention protocol, participants received a total of six units of scaffolded instruction in the Toulmin Model over a period of four weeks. At the end of the instructional period, participants composed an “independent” argumentative essay under normal (non-protocol) conditions. For the posttest, participants provided a second think aloud guided by the intervention protocol while composing an argumentative essay. Pre-test, independent, and posttest prompts asked participants to formulate and support a claim about a proposed change to a school policy and were identical in form, audience, and task demands. As a result of the intervention instruction in the Toulmin model and the scaffolds I was able to construct through the intervention protocols, participants were able to move beyond knowledge telling to engage in knowledge transforming, moving back and forth between problem spaces of content and rhetoric, and thus more effectively handling the audience-related task demands of warranting claims and providing convincing supporting data – aspects of argumentative writing that existing research suggests pose the greatest difficulties for secondary students. I had hypothesized that the intervention instruction in the Toulmin model would also enable participants to more effectively handle the argumentative writing task demand of anticipating and responding to opposition, but this hypothesis was not supported by the study data.

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argumentative essay

ARGUMENTATIVE ESSAY

Mar 31, 2019

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ARGUMENTATIVE ESSAY. ARGUMENTATION. The aim of writing argumentative essays is to convince or persuade the reader. O ne attempts to change the reader’s mind and convince the reader to agree with the point of view or claim of the writer.

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ARGUMENTATION • The aim of writing argumentative essays is to convince or persuade the reader. • One attempts to change the reader’s mind and convince the reader to agree with the point of view or claim of the writer. • So an argumentative essay needs to be highly persuasive and logical.

Argumentation _____ Refutation _____ Proponent _____ Opponent _____ Counter Argument (CON) ____ Pro Argument (PRO) _____ Key Terms to Learn (p. 112) 1. a person who disagrees with something and speaks against it 2. the act or process of forming reasons, drawing conclusions, and applying them to acase in discussion 3. point or statement that supports one’s ideas and/or thesis 4. point or statement in opposition to the argument being made in a written documentor speech 5. the process of discrediting the arguments thatoppose your thesis statement 6. someone who argues in favor of something; advocate 2 5 6 1 4 3

WHAT ARE THE GOALS OF ARGUMENTATION? • present an opinion on a controversial topic to the reader; • explain, clarify and illustrate that opinion; • persuade the reader that the opinion supported in the essay is valid by: a. moving the reader to action, b. convincing the reader that the opinion is correct, or c. persuading the reader that the opinion is at least worth considering; • support the opinion by means of giving evidence: facts, examples, physical description, support of authority, and statistics; • present counterarguments to the thesis and refute them respectfully and critically.

ADVERTISING MANIPULATES VIEWERS In the simplest form, advertising can be defined as a kind of message or message transmission that is designed to promote a product, service, or an idea. Today this basic marketing strategy has become a natural part of our daily life. Considering that the 20 billion dollars spent on advertisements in 1979 had drastically risen to 120 billion dollars in 1999 and that in the course of a lifetime, one will see about three years worth of advertisements on television and approximately 3,000 ads per day, a person may easily acknowledge the impact of advertising(DiChiara, 2008, para. 3). Nonetheless, as Giselle Touzard (2008) explains, advertising, which originally intended to be a source of information for people on the availability of products, “has developed into an industry that shapes people’s identity” (para. 2). Coming in various forms – in print, audio, or visual form – advertisements not only bombard audience with their messages, but they also sell the ideas of who we are and what we should do or be. Thus, advertisements are harmful for the society owing to their disruptive influence. Sample Essay - Introduction definition facts authority’sopinion Thesis statement

Some may argue that advertisements are beneficial.It is the opinion of these supporters that advertisements are essential in keeping the market alive and rivalry hot. They believe that it is thanks to advertisements that companies working on the same line can display their products on the market equally and fairly. However, this idea cannot go further than being an immature claim because this rivalry is unfair. It is only the companies who can “afford” broadcasting strong claims of their product that can actually survive in this competitive environment. In that sense, small companies are destined to be wiped out from the market. Followers of advertisements may also assert that consumers become more “aware” and “conscious”. This position goes on to say that advertisements help the undecided customers come to a decision seeing all the available products on the media.This point has advantages on the surface and could be acceptable to an point. It is true that advertisements inform the consumers on the availability and variety of goods. Yet, serious doubts can be raised against this view when one considers the shortcomings of the messages the viewers are exposed to.The target audience, that is the consumers, are forced to believe in illusions about the product rather than realities. When an advertiser focuses merely on the advantages of a product, it creates a false impression. Or when a commodity is equated with positive feelings such as happiness and self-confidence, this image builds up a false hope that once you buy it, you will be happy and self-confident. Eventually, when these illusions are not realized – as they have been lies of the advertiser all along -, the consumer is disappointed. The advertiser achieves the ultimate end and turns a gear in the consumer society, but it is a deception that is ethically unacceptable. The advertiser not only pushes the public deeper into consumption, but also disillusions it with false messages. The conclusion one needs to draw from these is that advertisements are detrimental. Sample Essay – Con Refute Paragraph An idea that is contrary/opposedto the thesis statement Showing the weaknesses of this opposite argument Another opposing claim Showing the weaknesses of this opposite argument

It is clear that advertisements manipulate viewers; first of all, they destroy public balance as they draw on gender stereotypes.Frequently advertisements make use of models and myths for the sake of making the message striking and memorable. Thus, it is a common practice to represent women as pretty objects at home who are obedient to men.Studies have identified that in advertising women are less often used in work representations compared with men (as cited in Jacobson & Mazur, 2007, p. 217). In the advertisements of house appliances, especially, women are typically equated with housewives and mothers. Even when women are portrayed in professional environments, they are often in lower positions, receiving instructions. Hence, professional women are reduced to order-takers. Men, on the other hand, are commonly associated with power, leadership, and efficiency. It is especially in car advertisements that these features are paired with masculinity. Also, professional men are shown in powerful and influential positions, giving orders. It is mostly men who solve the problems, lead a company or pursue professional goals. This double standard in the illustration of genders not only reveals the mainstream view but also affirms it because when consumers buy the advertised products, one indirectly approves of the advertisements, and therefore contributes to keeping and reproducing certain representations.Hence, advertisements destroy the possibility of a society where both genders are equal. Sample Essay – Pro Paragraph Back to the thesis statement and original argument Supporting techniques (example, explanation, authority’s opinion)

Secondly, advertisements present impossible body images both for men and women, and thus create an insecure society. Everywhere advertisements tell the audience what it means to be a desirable man or woman, just as directly as the advertisement that claims, “Image is everything”. For a man, the message is: You need to be athletic. It seems that whether a man is 20or 40, whether he has brown or silver hair, an athletic body is crucial for a strong, powerful, and confident man. The opposite is an exaggeration, just like the poor man, the anti-Mr. Muscle in the detergent advertisement. For a woman, too, the message is similar: You need to be beautiful and skinny. Women are constantly exposed to gorgeous looking women who have the perfect hair or skin, and a body like that of a model. Although all these images are simple illusions, women unfortunately ignore this. Due to this lack of self-satisfaction, today 25 percent of women are dieting and another 50 percent have recently started or quitted a diet (Jacobson & Mazur, 2007, p. 214). Some women take even more dangerous steps to be like the women they see in advertisements. They develop an eating disorder such as anorexia or bulimia. It is quite striking that today approximately one in five women have an eating disorder (p. 214). Hence, advertisements perpetuate disappointment as well as dissatisfaction in both genders. Sample Essay – Pro Paragraph 2 Another argument which is parallel to the thesis statement Examples, explanations, authority’s opinions, statistics to clarify the topic sentence

All in all, attempts trying to justify the gentleness of advertisements are destined to being weak because advertisements cause apparent harms on public. These written, audio or visual messages reinstate stereotypes and consequently crush gender equality. They also portray impossible body images for men and women, which eventually manipulates the public and shakes self-esteem. Finally, advertisements abuse the future generations for their own end and cause irreversible weakening on their health and psychology. As Sarah Bernhardt (n.d, para. 3) remarks, “The monster of advertisement... is a sort of octopus with innumerable tentacles. It throws out to right and left, in front and behind its clammy arms, and gathers in, through its thousand little suckers, all the gossip and slander and praise afloat, to spit out again at the public.”Therefore, we need to save ourselves from the evil tentacles of this monster and learn to make our own free choices, before it is too late. Sample Essay - Conclusion Linker signalling the conclusion + summary of the main points Authority’s opinion warning

HOW TO WRITE ARGUMENTATIVE ESSAYS • STAGE 1: CHOOSING A TOPIC AND WRITING THE THESIS STATEMENT • Decide on a controversial topic(debatable and interesting) • Write an argumentative thesis statement. • Generate ideas (free writing or brainstorming)

The Argumentative Thesis Statement • The thesis statement should define the scope of the argument and make a statement that is open to debate.

Sample Argumentative Thesis Statements • Something should be done on media bias. This is not an effective argumentative thesis statement because it does not clearly state the writer’s idea. The answers of questions like “what is that ‘something’ that should be done?” or “who should do it?” are not clear.

Sample Argumentative Thesis Statements • CNN is the best TV channel. This is not an effective thesis statement. This sentence is not debatable as it involves personal choice or preference.

Sample Argumentative Thesis Statements • There are three ways of media censorship. This is not an argumentative thesis statement as the writer aims at listing the types of media censorship. Therefore, the writer’s purpose of writing this essay is not to persuade the reader but to give information. Also, the ways of media censorship are not open to debate, thus, not suitable for argumentation.

Sample Argumentative Thesis Statements • Newspapers should not identify people by color, race, or religious faith in any way. This is an effective argumentative thesis statement. Firstly, the topic is open to discussion. There may be people who would oppose this argument claiming that this kind of restriction would damage the objectivity of the news. Therefore, the writer holds a clear stance. Above all, it is obvious that the writer’s aim is not simply to inform the readers but to convince them to take his or her side in the debate.

THE EXPOSITORY THESIS STATEMENT VS. THE ARGUMENTATIVE THESIS STATEMENT • Both expository and argumentative thesis statements express a certain opinion about a topic. • However, an expository thesis statement does not include a sharp opinion; rather, it discusses advantages, disadvantages, types, reasons, results, problems, solutions, processes, or categories of an issue often in the form of listing, enumeration, classification, or sequencing. • An argumentative thesis statement, on the other hand, has a clear stance on a debatable topic, fiercely argues that the writer’s opinion is correct and reflects this prejudiceboth in its style and tone.

More Examples to Show the Difference • There are three main reasons why the media manipulate the news. This thesis statement is not argumentative. Although the writer has the assumption that the media manipulate the news, the aim of this essay is not to convince the reader on this issue, but to simply list the three reasons for media manipulation. The reader, too, expects to learn the three reasons.

More Examples to Show the Difference • The media should not manipulate the news in any way. This thesis statement is acceptable as an argumentative thesis statement because the writer clearly takes a stand in the debate about whether the media should manipulate the news or not. Here, the writer intends to influence the mind of readers rather than to merely inform them.

On the Whole • On the whole, while writing argumentative thesis statements, be sure to have a debatable topic, state your claim and stance as strongly as possible and make the reader understand that your aim is to persuade rather than only to inform.

Time to Practice! Choose two of the topics, and write an argumentative thesis statement for each. 1. war journalism 2. advertisements / commercials 3. reality programs 4. radio programs 5. the government 6. newspapers

STAGE 2: GENERATING IDEAS • After formulating your argumentative thesis statement, you need to brainstorm a variety ofsupporting ideas, counter arguments and ways to refute these opposing views.

One important concern in writing an argumentative essay is tostrengthen your argument. Todo this, you need to base your argument on sound evidence. In supporting your argument,the evidence that you include can be facts, examples, support from authority (testimony), andstatistics. Facts: data that have been objectively proven and are generally accepted (suchas historical facts, scientific data, statistics etc.) Examples: should be sufficient number of examples toprove the case. Support from authority:Opinionsof experts Statistics: Averages, percentages, numbers etc. When Supporting your Argument

TASK 6 1. It is clear that TV triggers violence. According to a study by the American PsychologicalAssociation (2005), the average child living in a developed country will view 8000 murdersand 100.000 other acts of violence before finishing elementary school. The average 27 hours aweek kids spend watching TV - much of it violent - makes them more prone to aggressive andviolent behavior as adolescents and adults (p. 10). TV executives have known this for a longtime. One of the most comprehensive studies of the impact of violent TV was commissionedby CBS back in 1978. It found that teenage boys who watched more hours of violent TV thanaverage before adolescence were committing such violent crimes as rape and assault at a rate49 percent higher than boys who watched fewer than average hours of violent TV (as cited inAPA, 2005, p. 3). Supporting technique used: ____________________________________________________ Statistics / Research Findings

Task 6 2. Not letting their children watch television as a punishment is a futile effort of parents sincealmost every effect of punishment is negative. Dr. Bruno Bettleheim (2003, p. 8), famouspsychologist and professor at the University of Chicago, writes, “Punishment is a traumaticexperience not only in itself but also because it disappoints the child’s wish to believe in thebenevolence of the parent, on which his sense of security rests.”… Supporting technique used: ________________ Authority’s opinion / testimony

Counter Arguments One way to strengthen your argument is to show that you have a deep understanding of the issueand also to show that you can anticipate and address the counterarguments or objections thatyour audience may have. In this way, you show that you have thought the issue in detail.

Generating Counter Arguments • How strong is the opposition? • What arguments might be used against my thesis statement? • How can I refute these arguments? • Will I have to agree with some of these points? • Which of my arguments might the opposition try to discredit? • How closely does my audience identify with the opposition? • Can I see any weak links in the opposition’s thinking?

Pro-Con Chart • After finding pro and counter ideas for your topic, it may be a good idea to put these on a pro-conchart.

Pro-Con Chart

Counter Arguments Sometimes it may be difficult to anticipate the counterarguments. Here are some strategies thatyou can make use of if you are having difficulty at this stage: • Do some research. It may seem to you that no one could possibly disagree withyour position, but you will be astonished to find that someone most probably alreadyhas. • Talk with a friend or your instructor. Someone else may point out certaincounterarguments that may never have occurred to you. • Consider the thesis and your supporting arguments and think of how people mayobject to each of them.

Refuting the Counter Arguments Refuting Counter Arguments by Claiming that they are: 1. Incorrect:demonstrating that your opponent’s reasoning is wrong because it isbased on incorrect or misleading information 2. Irrelevant:showing that your opponent’s viewpoint is inappropriate and unrelatedbecause it is not relevant to the key point 3. Insufficient:showing that your opponent’s reasoning is weak because it is based oninsufficient information or ignores significant information. Partially agree with theopponent’s point of view but on the whole prove that it is weak

Important Reminder! • When writing an argumentative essay, arguments which have been suggested by opponentsand proponents should be made clear. Otherwise, the reader may be confused.

STAGE 3: ORGANIZING IDEAS INTO AN OUTLINE

Important Reminder! • As you have seen above, the writers of argumentative essays need to generate many supportingand opposing ideas to construct their argument and this much of information might cause someorganizational problems. Here are the most common mistakes:

Common Errors The refutation does not refute the counter argument. In other words, the refutation is irrelevant to the counter argument. • Thesis Statement: The medium of university education should be Turkish. • CON: Supporters of English as the medium of university education believe that English as is the language in which most academic studies are published. Therefore, they maintain, our education shoulf be in Englsih so as to be able to better understand and respond to these studies. • REF: However, learning English is very difficult and not everyone can master it.

Common Errors 2. In the counter argument refutation paragraph, one of the pro arguments, which is dealt with in another paragraph as well, is repeated as the refutation of the counter argument. In other words, the ideas are repetitious. Thesis statement: The medium of university education should be Turkish. I. PRO: It will make Turkish more prestigious if we use it in the academic and scientific context. II. The students will be more successful. III. CON: Supporters of English medium universities believe that English is the language of the academic publication, so having education in English will contribute to the students’ future accomplishments. REF: By doing so we miss the opportunity to make Turkish accepted in the academic circles; Turkish needs to be used in academic and scientific context so as to gain more prestige and be a world language.

Common Errors 3. The counter argument presented is not contradictory to the thesis statement. In other words, the counter argument does not present a direct opposition to the stance of the thesis statement. Thesis statement: The medium of university education should be Turkish. I. CON: Opponents of this idea believe that English is a world language and everybody should learn it.

Final Tips for Writing an Argumentative Essay • Find a debatable topic. • Word your thesis carefully to provoke thought or action. • Do research. • Make a pro-con chart. • Outline your arguments so that they are focused and organized. • Anticipate objections and differing viewpoints and show why your argument is strongereven if the others have some merit. • Support all your claims with convincing evidence and reasoned analysis. • Avoid logical fallacies; they weaken any argument.

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Persuasive Writing Lesson Slides | Opinion Writing Unit Plan and PowerPoint

Persuasive Writing Lesson Slides | Opinion Writing Unit Plan and PowerPoint

Subject: English

Age range: 7-11

Resource type: Lesson (complete)

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argumentative writing powerpoint

Are you looking for fresh opinion writing activities and lessons that are fun, engaging, and no-prep? This huge 200+ slide resource is packed full of sequenced persuasive writing activities covering persuasive structure, and the language features of persuasive texts.

You’ll also save time with our 25-lesson teaching sequence, hyperlinked menu, and guided writing slides to help students through every step of their persuasive writing.

Topics covered in persuasive writing (also known as opinion writing): forming opinions, supporting with evidence, counter-arguments, persuasive structure, language features of persuasive texts and more!

Your students will love the different opinion writing activities included. These slides even include learning intentions, success criteria checklists, and step-by-step guided writing slides to help students boost their opinion writing!

You will get:

  • 205 colourful and engaging persuasive writing slides in PowerPoint and Google (PDF link included) - see the contents below!
  • Hyperlinked menu so you can find concepts easily
  • 25-lesson opinion writing teaching sequence with hyperlinks to suggested slides
  • Student checklists at different levels
  • Step-by-step writing slides - scaffold your students with these guided writing slides.
  • Your students will love the simplicity of the structured persuasive writing lesson slides and see real improvement in their persuasive writing. You will love having everything in one place!

Opinion Writing Lesson slides contents include:

  • Teaching Sequence
  • Learning Intention and Success Criteria
  • Student Checklists
  • What is a Persuasive Text?
  • Types of Persuasive Texts
  • Why do we write Persuasive Texts?
  • Examples of Persuasive Texts

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IMAGES

  1. Argumentative Writing Powerpoint by Yetta Smith's ELA Resources

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  2. Argumentative Writing PowerPoint and Notes Argument Writing Middle

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  3. Argumentative Writing Process PowerPoint and Activities, CCSS, (6th

    argumentative writing powerpoint

  4. PPT

    argumentative writing powerpoint

  5. PPT

    argumentative writing powerpoint

  6. PPT

    argumentative writing powerpoint

VIDEO

  1. Teacher goes over Argumentative Writing

  2. ARGUMENTATIVE Writing Techniques || GRADE 10 || MELC-based VIDEO LESSON

  3. GRADE 10-CLASS: Use a variety of Informative, Persuasive, and Argumentative Writing Techniques

  4. Mastering Argumentative Writing: Building Strong and Persuasive Arguments

  5. The BEST Way to Break Down the Argument Prompt!

  6. 6-Paragraph Timed Argumentative Essay -- Part 4 -- 2nd Body Paragraph

COMMENTS

  1. ARGUMENTATIVE ESSAY POWERPOINT

    2. the act or process of forming reasons, drawing conclusions, and applying them to a case in discussion 3. point or statement that supports one's ideas and/or thesis 4. point or statement in opposition to the argument being made in a written document or speech 5. the process of discrediting the arguments that oppose your thesis statement 6 ...

  2. Organizing Your Argument Presentation

    Organizing Your Argument Presentation. This presentation is designed to introduce your students to the elements of an organized essay, including the introduction, the thesis, body paragraphs, topic sentences, counterarguments, and the conclusion. This resource is enhanced by a PowerPoint file. If you have a Microsoft Account, you can view this ...

  3. Persuasive Writing

    Persuasive Writing. Mar 13, 2015 • Download as PPT, PDF •. 30 likes • 44,843 views. AI-enhanced description. University of Santo Tomas. This document provides guidance on writing persuasive essays. It explains that the goal of persuasive writing is to convince the reader of a position through arguments and evidence.

  4. Argumentative Writing ppt

    Argumentative Writing ppt - Grades 10-11 / Forms 4 - 5. Teaching argumentative writing can help develop students' critical thinking skills through inferences, arguments, facts and critical analysis. This powerpoint presentation provides: a definition for argumentative writing; examples of everyday arguments; elements of argumentative writing ...

  5. Argumentative Essays PowerPoint Presentation

    In this presentation, your students will look at writing examples to examine the necessary characteristics of an argumentative essay, including: The purpose for writing argumentative text. How to establish a claim based on facts. How to justify your text's claim with supportive reasoning. By the end of the lesson, students will be able to ...

  6. Persuasive Writing and Argumentation

    Free Google Slides theme and PowerPoint template. Whether you're a student looking to ace your essays or a teacher trying to enhance his or her students' communication skills, this template is your ultimate guide to crafting persuasive messages that captivate and convince, or teaching about it! Red is the color of passion, and that's what we've ...

  7. PDF Argumentative Writing PowerPoint and Notes CONTENTS

    1. Argumentative Writing PowerPoint and Notes. INSTRUCTIONS. This interactive argumentative unit is engaging and humorous. It will surely keep your students' attention, while they learn the intricacies of argument writing. The guided notes correspond with the PowerPoint show that is included in the zip file. As you go through the presentation ...

  8. Persuasive Essay PPT

    A persuasive essay: presents your side of an arguable (has two sides) issue while addressing opposing arguments. . uses evidence to support a position. uses clear organization to present a logical argument. length: 7 or more pages, double spaced, including an introduction, 5 body paragraphs, and a conclusion. includes a minimum of 5 supporting ...

  9. PDF PowerPoint Presentation

    The purpose of an argumentative essay is to persuade the reader to accept—or seriously consider—your opinion on a controversial issue Has five parts: Thesis (Claim), Reasons, Evidence, Counterclaim, Rebuttal (plus Introduction and Conclusion) Where to put it? Introduction w/Thesis Reason 1 w/Evidence Reason 2 w/Evidence Counter Claim ...

  10. Persuasive Writing and Argumentation

    Premium Google Slides theme and PowerPoint template. The importance of persuasive writing and argumentation cannot be underplayed in language arts lessons. The power of convincing your audience, of communicating something that they will believe is true, the ability to defend your own ideas... Invaluable!

  11. PPTX PowerPoint Presentation

    Introduction (4-5 sentences) HOOK. Introduce the issue: Briefly explain the issue and the controversy surrounding the argument. Give background information. State your claim: This is your thesis statement!!!! Body Paragraphs (5-6 sentences) Topic sentence- introduces a reason people should be convinced by your argument.

  12. PPT

    Concluding • The conclusion of an argumentative essay should rearticulate your thesis and explain the importance of your claim. • Some conclusions consider solutions to the argument at hand. • Some conclusions make predictions on the future of the argument. Writing an Argumentative Essay. Based on Purdue Owl's "Argumentative Essays".

  13. Writing an Argumentative Paragraph

    Students work in groups to practice argumentative writing about a story that the class read and discussed together. Evaluate Students read a piece on their own and formulate an argument. ... Argumentative Writing PowerPoint (see Attachments) Class Notes on writing an argumentative paragraph (see Attachments for guided notes and a key) ...

  14. Argumentative essay ppt

    This powerpoint presentation provides: a definition for argumentative writing; examples of everyday arguments; elements of argumentative writing; ideas about how to organise an argumentative essay; practice prompts and much more! Argumentative Writing ppt - Grades 10-11 / Forms 4 - 5

  15. ARGUMENTATIVE ESSAY POWERPOINT

    2. the act or process of forming reasons, drawing conclusions, and applying them to a case in discussion 3. point or statement that supports one's ideas and/or thesis 4. point or statement in opposition to the argument being made in a written document or speech 5. the process of discrediting the arguments that oppose your thesis statement 6 ...

  16. Argumentative Writing Unit

    Description. Introduce argumentative writing to all levels of learners with this comprehensive unit! Everything you need to differentiate and scaffold instruction is included with this printable and digital argument writing lesson! Use this bundle of step-by-step materials to guide students through every paragraph and element of argument writing.

  17. Language Arts Subject: Writing of an Argumentative Text

    Download the Language Arts Subject for Middle School: Writing of an Argumentative Text presentation for PowerPoint or Google Slides. If you're looking for a way to motivate and engage students who are undergoing significant physical, social, and emotional development, then you can't go wrong with an educational template designed for Middle School by Slidesgo!

  18. Argumentative Essay Toolbox

    Write an argumentative essay that argues whether Freeganism should or should not be supported on a larger scale. Develop your essay by providing evidence from both passages. Manage your time carefully so that you can plan your argument and do some pre-writing. Be sure to: - use information from both passages. - avoid over relying on one passage.

  19. Argumentative Essay PPT Presentation and Google Slides

    An argumentative essay is a persuasive piece of writing in which the writer presents an opinion and seeks to convince their readers that their point of view is valid. It includes both evidence to support the argument, as well as counter-arguments to refute any opposing views. The essay is usually structured into 3 parts, including an ...

  20. Argumentative Writing Powerpoint.pptx

    Argumentative vs. Persuasive Writing Argumentative Writing Persuasive Writing GOAL: Convince the audience that your claim is valid GOAL: Persuade the audience to agree with you GETTING STARTED: Conduct research about a topic, and then form a claim GETTING STARTED: Know your opinion and claim from the beginning THE CLAIM: Based off opinion AND ...

  21. Argumentative writing

    Argumentative writing. 1. 2. Argue (v) : to persuade someone to do or to not do something; to give the reasons for your opinion, ideas, beliefs, etc. Argumentative (adj.): someone who is argumentative often argues or likes arguing. Argument (n): a set of reasons which show that something is true/untrue, right or wrong etc.

  22. Can You Convince Me? Developing Persuasive Writing

    Persuasion Map: Students can use this online interactive tool to map out an argument for their persuasive essay.: Persuasive Strategy Presentation: This handy PowerPoint presentation helps students master the definition of each strategy used in persuasive writing.: Check the Strategies: Students can apply what they know about persuasive writing strategies by evaluating a persuasive piece and ...

  23. ARGUMENTATIVE ESSAY POWERPOINT[1] (1)

    The analysis of interviews revealed that interacting with argument diagramming can improve awareness of argumentation schema, hence, a writer can progress from unaware, to aware-and-lost and aware-but-oriented. Improvement is signified as being sensitised to limitations, gaining knowledge of writing processes and the ability to self-regulate.

  24. PPT

    Presentation Transcript. ARGUMENTATION • The aim of writing argumentative essays is to convince or persuade the reader. • One attempts to change the reader's mind and convince the reader to agree with the point of view or claim of the writer. • So an argumentative essay needs to be highly persuasive and logical.

  25. Opinion Writing Unit Plan and PowerPoint

    Topics covered in persuasive writing (also known as opinion writing): forming opinions, supporting with evidence, counter-arguments, persuasive structure, language features of persuasive texts and more! ... 205 colourful and engaging persuasive writing slides in PowerPoint and Google (PDF link included) - see the contents below!

  26. Teaching middle school students with learning disabilities

    There were 14 modules; each included a video, PowerPoint and content to read. The modules provided an overview of SRSD and the Common Core State Standards for argumentative writing, deeper instruction on the stages of SRSD, writing strategies, self-regulation strategies, fidelity of instruction, discussion of all lessons, video modelling four ...