Argumentative Essay Unit
This is a unit I designed for an argumentative essay. I teach this unit every year but wanted to enhance it with more technology. When using this unit, teachers take on a facilitating role while students take on the task with feedback from peers. Students will be able to move through each step of the writing process at their own pace as well.
In the past, I have had students write these essays using Word. This time around, I wanted to use Google Docs so that it would be a “living” document for students. I also think that this provides an even greater place for peer editing since it can be so easily shared.
There are several learning targets within this unit; however, the main one is for students to write an argument with clear reasons and relevant evidence. The full list of standards is below.
Common Core State Standards:
W.8.1: Write arguments to support claims with clear reasons and relevant evidence
W.8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
W.8.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
W.8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
W.8.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
W.8.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.8.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.