Analyzing and Writing Arguments*
The Analyzing and Writing Big Idea applies to both 9th and 10th Grade ELA/ELD courses as the level of text increases across grade levels. Scaffolding should be provided as needed for 9th grade students.
Students will critically analyze diverse perspectives and craft well-reasoned arguments. The California ELA/ELD Framework highlights the importance of these skills, noting that students must go beyond understanding texts to analyze their composition and craft their own convincing arguments (CA ELA/ELD Framework ch.7, p. 672). When students develop rhetorical knowledge this enables them to understand the impact of authors’ choices, grasp the role of audience, purpose, and context, and apply that rhetorical knowledge in their own writing. (CA ELA/ELD Framework ch.7, p. 689). Students understand the power of language and persuasive communication which enhances their world understanding and prepares them for effective participation in society.
Big Idea Success Criteria
The categories and their related standards below unpack the success criteria of this big idea.
- RI.9–10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- RI.9–10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
- RI.9–10.6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
- ELD.PI.9-10.6 Reading/viewing closely
- a) Explain ideas, phenomena, processes, and relationships within and across texts (e.g., compare/contrast, cause/effect, themes, evidence‐based argument) based on close reading of a variety of grade‐level texts, presented in various print and multimedia formats, using a variety of detailed sentences and a range of general academic and domain‐specific words.
- b) Explain inferences and conclusions drawn from close reading of grade‐level texts and viewing of multimedia using a variety of verbs and adverbials (e.g., creates the impression that, consequently).
- ELD.PI.9-10.7 Evaluating Language Choices: Explain how successfully writers and speakers structure texts and use language (e.g., specific word or phrasing choices) to persuade the reader (e.g., by providing well-worded evidence to support claims or connecting points in an argument in specific ways) or create other specific effects, with light support.
- ELD.PII.9-10.1 Understanding Text Structure: Apply analysis of the organizational structure of different text types (e.g., how arguments are organized by establishing clear relationships among claims, counterclaims, reasons, and evidence) to comprehending texts and to writing clear and cohesive arguments, informative/explanatory texts, and narratives.
- ELD.PII.9-10.2 Understanding Cohesion
- a) Apply knowledge of a variety of language resources for referring to make texts more cohesive (e.g., using nominalization, paraphrasing, or summaries to reference or recap an idea or explanation provided earlier) to comprehending grade-level texts and to writing clear and cohesive grade-level texts for specific purposes and audiences.
- b) Apply knowledge of familiar language resources for linking ideas, events, or reasons throughout a text (e.g., using connecting/transition words and phrases, such as on the contrary, in addition, moreover) to comprehending grade-level texts and to writing cohesive texts for specific purposes and audiences.
- RI.9–10.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
- RI.9–10.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
- L.9-10.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
- ELD.PI.9-10.7 Evaluating Language Choices: Explain how successfully writers and speakers structure texts and use language (e.g., specific word or phrasing choices) to persuade the reader (e.g., by providing well-worded evidence to support claims or connecting points in an argument in specific ways) or create other specific effects, with light support.
- ELD.PII.9-10.1 Understanding Text Structure: Apply analysis of the organizational structure of different text types (e.g., how arguments are organized by establishing clear relationships among claims, counterclaims, reasons, and evidence) to comprehending texts and to writing clear and cohesive arguments, informative/explanatory texts, and narratives.
- W.9–10.1a-e: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- L.9–10.1a-b Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Use parallel structure. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations
- L.9-10.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
- L.9-10.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
- ELD.PI.9-10.4 Adapting Language Choices: Adjust language choices according to the task (e.g., group presentation of research project), context, (e.g., classroom, community), purpose (e.g., to persuade, to provide arguments or counterarguments), and audience (e.g., peers, teachers, college recruiter).
- ELD.PI.9-10.11 Justifying/arguing
- (a)Justifying/arguing a) Justify opinions or persuade others by making connections and distinctions between ideas and texts and articulating sufficient, detailed, and relevant textual evidence or background knowledge, using appropriate register.
- ELD.PII.9-10.1 Understanding text structure: Apply analysis of the organizational structure of different text types (e.g., how arguments are organized by establishing clear relationships among claims, counterclaims, reasons, and evidence) to comprehending texts and to writing clear and cohesive arguments, informative/explanatory texts and narratives.
- ELD.PII.9-10.2 Understanding Cohesion
- a) Apply knowledge of a variety of language resources for referring to make texts more cohesive (e.g., using nominalization, paraphrasing, or summaries to reference or recap an idea or explanation provided earlier) to comprehending grade-level texts and to writing clear and cohesive grade-level texts for specific purposes and audiences.
- b) Apply knowledge of familiar language resources for linking ideas, events, or reasons throughout a text (e.g., using connecting/transition words and phrases, such as on the contrary, in addition, moreover) to comprehending grade-level texts and to writing cohesive texts for specific purposes and audiences.
- ELD.PII.9-10.6 Connecting Ideas: Combine clauses in a variety of ways to create compound and complex sentences that make connections between and link concrete and abstract ideas, for example, to make a concession (e.g., While both characters strive for success, they each take different approaches through which to reach their goals.), or to establish cause (e.g., Women’s lives were changed forever after World War II as a result of joining the workforce.).
- L.9-10.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
- L.9–10.1a-b: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Use parallel structure. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations
- L.9-10.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
- ELD.PI.9-10.4 Adapting Language Choices: Adjust language choices according to the task (e.g., group presentation of research project), context, (e.g., classroom, community), purpose (e.g., to persuade, to provide arguments or counterarguments), and audience (e.g., peers, teachers, college recruiter).
- ELD.PI.9-10.8 Analyzing Language Choices: Explain how a writer’s or speaker’s choice of a variety of different types of phrasing or words (e.g., hyperbole, varying connotations, the cumulative impact of word choices) produces nuances and different effects on the audience.
- ELD.PI.9-10.12: Selecting Language Resources
- a) Use a variety of grade-appropriate general academic words (e.g., anticipate, transaction) and domain-specific words and phrases (e.g., characterization, photosynthesis, society, quadratic functions), including persuasive language, accurately and appropriately when producing complex written and spoken texts.
- ELD.PII.9-10.1 Understanding text structure: Apply analysis of the organizational structure of different text types (e.g., how arguments are organized by establishing clear relationships among claims, counterclaims, reasons, and evidence) to comprehending texts and to writing clear and cohesive arguments, informative/explanatory texts and narratives.
- ELD.PII.9-10.2 Understanding Cohesion
- a) Apply knowledge of a variety of language resources for referring to make texts more cohesive (e.g., using nominalization, paraphrasing, or summaries to reference or recap an idea or explanation provided earlier) to comprehending grade-level texts and to writing clear and cohesive grade-level texts for specific purposes and audiences.
- b) Apply knowledge of familiar language resources for linking ideas, events, or reasons throughout a text (e.g., using connecting/transition words and phrases, such as on the contrary, in addition, moreover) to comprehending grade-level texts and to writing cohesive texts for specific purposes and audiences.
Alternative Means of Expression
The following options give educators and IEP teams viable alternative means of expression a student could use when showing their understanding of this big idea. Much of the initiative team’s approach to identifying options centered on developing or adopting performance tasks to show what assessment might look like for this big idea.
Remember, LEAs adopt their own policies related to how a student meets the requirements for graduation. Educators and IEP teams should explore these resources with knowledge of these local policies.
Sample Coursework
Project Created Performance Task
Alternate Means of Expression Option 1 is a performance task created by the project team that represents a viable alternate means of expression a school, district, teacher, or IEP team could utilize as an assessment option for this big idea.
Performance Tasks
Alternate Means of Expression Option 2 represent either a single performance task or a set of performance tasks that have been curated from publicly available task repositories that can be used as a viable assessment option.
Bring Your Own Task (BYOT)
A Call to IEP Teams
We want students’ IEP team members to share their ideas regarding viable alternative means of expression pertaining to this big idea for students with disabilities, including those eligible for the CAA, these teams serve. IEP teams can define viable alternative means of expression for an individual student with an IEP, as long as these mediums meet the local requirements of the coursework.
A Call to Content-based Educators
In addition to IEP teams, we know secondary teachers and district curriculum leads have a wealth of experience and ideas related to innovative ways to assess students’ understanding of this content. We are interested in sample alternative means of expression this community sees as viable assessments of this big idea.
Please use the entry boxes below to share these ideas.
Important Note —These assessment tools will not be shared outside the review of the initiative team and will remain the intellectual property of the users who have made this submission. Furthermore, feedback or comments from the initiative team will not be given to uploaded content, nor does uploading materials imply that the alternative means of expression strategy is a viable option for this big idea.
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