Writing to argue

2. Tools of arguing

Required Resources

• Slides 4-10
• Student Worksheet 1

Delivery

• Review the mark scheme for writing to argue with the class.
• Emphasise that to 'argue convincingly' they need to 'draw on a range of sources' with 'fluent control of a range of techniques and discourse markers'. Explain that you will review some of the techniques so that students can practice using them to make 'convincing' arguments.
• Use the Slides shown below:
  • Slides 4-5: 'Rhetorical questions': Using the parent and child scenario that is presented, in one minute, students should outline as many rhetorical questions as possible that are likely to be asked by the parent. Feedback.
  • Slides 6-7: 'Expert Opinion': Using toothpaste as an example, demonstrate how experts are used to support the perceived value of a toothpaste brand. Use the list of sectors and ask students to produce a brief introduction for an expert in a newspaper reporting style (e.g. "Chair of The Oxford University Centre for Theoretical Physics and winner of the 2006 Nobel Prize for Science, Dr Andrew Packman, agrees with this view, stating..."). Feedback.
  • Slides 8-9: 'Anecdotes': Discuss why some 'personal' stories are effective in creating a convincing argument. From the Slide, students must pick an issue (e.g. road safety, banning drugs) and their chosen side of the argument. They then select several elements from a list of events, characters and physical objects (e.g. 'running', 'Doug' and a 'wheelchair') and use them to create an anecdote with a range of convincing details to support their point of view. Feedback.
  • Slide 10: 'Cohesive devices': Distribute Student Worksheet 1 containing two sets of connectives; half in support of an issue (likewise, similarly, furthermore) and half against (however, alternatively, in contrast). In pairs, students debate a given issue, making a series of alternating points which have to begin with a statement from the Student Worksheet. Each time they use a statement, it should be crossed off. Feedback. Class to discuss how the most effective arguments are those which anticipate the oppositions 'views' and 'prove' why those views are inferior to their partner.

Differentiation

Lower Ability:

Rhetorical questions exercise - ask students to imagine what their own parent might say.
Expert opinion exercise - use keywords to identify the kinds of details required.

Higher Ability:

Rhetorical questions exercise - students to discuss intended effect on the child.
Expert opinion exercise - students discuss the appeal of this type of 'expert' and discuss the intended effects of proving specific details about the expert.
Anecdotes exercise - discuss specific details given in the story and the intended effects of these pieces of information on the reader. Draw in discussion of the value of statistics and numbers in supporting an argument.