Transcript Evaluating Argument Writing

Evaluating Argument Writing
Heather Indelicato, Minneapolis Adult Education
Tammy Twiggs, St. Paul Hubbs Center
Objectives
By the end of this presentation you will be able to…
● recognize the characteristics of argument writing at CCRS C-E
● use rubric to evaluate argument writing for GED learners
● use rubric to evaluate argument writing for Adult Diploma
learners
Agenda
Review Argument Writing
● What is argument writing? (a brief review)
● What are the CCRS expectations for levels C-E?
● What rubrics should I use?
Scoring Argument Writing and an Adult Diploma Argument rubric
● student writing samples for CCRS levels C-E
What is
Argument
Writing?
An argument is…
a formal presentation of evidence that supports a particular
claim or position. It requires critical thinking and rhetorical
production involving:
▪ Claim
▪ Evidence
▪ Warrants
that connect the thesis, evidence, and situation within which
the argument is being made.
Argument
vs
presents a position
considers both sides of issue
Persuasive
presents an opinion
considers one side of issue
(e.g. ads, propaganda, etc)
supported by textual evidence
supported by personal
experience & knowledge
source demonstrates credibility
sources can be anything
appeals to readers’ logic
appeals to readers’ emotions
5 Building Blocks of An Effective Argument
◼ Claim (arguable position based in evidence about an issue)
◼ Evidence (support from primary & secondary sources)
◼ Warrant (connects the evidence and the claim)
◼ Counterclaim (addresses potential objections to the claim)
◼ Rebuttal/Refutation (response to the counterclaim)
What are the
expectations for
CCRS levels C-E
writing?
opinion and expository responses
include some information drawn from
outside sources (text and/or
personal experience)
CCRS Level C
convey information understandably
at a surface level of skill and/or
understanding
developed with support from others
through the writing process
demonstrate correct at level standard
English conventions
argument and expository responses
include information drawn from
multiple outside sources
(research, text, and/or personal
experience)
CCRS Level D
convey information competently
without sophisticated understanding
developed with some support from
others through the writing
process
demonstrate correct at level
standard English conventions
argument and expository responses
about substantive topics
CCRS Level E
include information drawn from
multiple outside sources
(research, primary and secondary
sources)
effectively and thoroughly convey
information
developed with little or no support
from others through the writing
process
demonstrates correct at level
standard English conventions
Which rubric
should I use?
Simplified GED Writing Rubric
Simplified ADP Writing Rubric
What level is this
student’s writing?
“The claim is clearly stated and
supported.”
“Multiple reasons from the text are
included and cited...”
Sample A
D with some C and E
“There is a good organizational pattern
that moves seamlessly from one idea to
the next.”
“Some of the quotes could be
paraphrased.”
“The counter-claim is acknowledged and
briefly supported.”
“...many errors in standard English, but
these errors do not detract from quality of
writing.”
“Overall the writer appears to have
analyzed both arguments well.”
“The thesis statement and conclusion are
sophisticated, and the conclusion pulls the
essay together without being overly
repetitive of the introduction.”
Sample B
Low to middle D with
a few elements approaching E
“There could be better orientation for the
reader on this issue…”
“He/she does give some summarizing…,
but this could be more substantial.”
“The style and conventions weaken this
writing. The sentence structure is
repetitive.”
“...clear thesis that presents two
reasons...and the ideas logically progress
from the thesis.”
“The writing relies heavily on a “formula” to
its detriment.”
Sample C
Strong C
with some elements of D
“Quotes are used, but they are not cited…”
“...indications that the reader may have a
limited understanding of the topic…”
“There aren’t any really bad errors in
language conventions, but the limited
variety of sentence structure weakens [it].”
“Overall, the vocabulary and tone is
appropriate for an academic essay…”
“While he/she initially mentions two
authors in the introduction, he/she uses
the same author as both the proponent
and opponent in the body paragraphs.”
“The thesis is very simplistic and there is
ineffective integration of evidence.”
Sample D
Solid Low C
“The writer doesn’t acknowledge the
opposing argument besides stating that
there is one…”
“There is very simplistic sentence structure
and style.”
“There is limited use of cohesive language
within paragraphs…”
“There is a clear claim and reasons for the
support.”
“Quotes chosen by the writer support the
writer’s claims and there is some analysis,
but sources are not cited.”
Sample E
Mixed C/D
“Of more concern is the use of the
conventions of standard English which is
very weak.”
“...the reader would have to have some
prior knowledge to understand the issue
with only the information provided.”
“There is an organizational plan, but it is
obviously formulaic.”
Objectives
By the end of this presentation you will be able to…
● recognize the characteristics of argument writing at CCRS C-E
● use rubric to evaluate argument writing for GED learners
● use rubric to evaluate argument writing for Adult Diploma
learners
Thank You!
Heather Indelicato, Minneapolis Adult Education
[email protected]
Tammy Twiggs, St. Paul Hubbs Center
[email protected]