The teacher needs to first model the lan-guage frames; next, there should be student discussion and collaboration. Beginning with scaffolded instruction, modeling argumen-tation while using a language frame, and following with peer interactions which provide needed practice (reflecting the gradual release model), is the recommended instructional sequence to help students acquire proficiency in crafting well-thought-out written argu-ments. These practices should help lead to the independent use of the frame as students begin to craft sound and supported stances on their own. See the example of suggested language frames for argumentation writing (as found in Fisher, Frey, & Lapp, 2012) on the previous page.
Another type of organizer which may be used to scaffold writers as they note their key points and rationale for their argument is the argument organizer. This instrument, adapted from Duke, Caughlan, Juzwik, & Martin (2012), enables the student writer to logically organ-ize his/her reasons in order to draw a con-clusion based on facts. The CCSS stress the importance of being able to anticipate possi-ble counters to an argument. This organizer is especially good for use with students to also develop counterpoints for those arguments. Students who have written basic arguments should be able to advance their argumentation writing sophistication by using this organizer to help them consider possible opposing viewpoints.
Argument Organizer
Role of Writer _________________________
Audience _____________________________
Format _______________________________
Topic/Claim ___________________________
Evidence
Evidence
Counter-argument / Evidence against
We also recommend the follow acronym organizers, which may help students, especially primary or English language learners or those who are just beginning with argument writing, to organize their thoughts and positions before writing. A simple acronym with a few prompts can clarify and simplify the components of argument writing. Two organizers are provided to help elementary students develop proficiency in argumentation writing, followed by one to aid in editing argumentation texts.
In order to be the most effective educators possible, it is critical at times to step back and reflect on our practices. As a result of the implementation of the new CCSS, we need to think about the genres, instructional strategies, and time alloted for teaching writing. Once we have examined what we are currently doing, we can determine the changes needed to shift from our present reliance on narrative writing to incorporating more informational forms of writing in our classrooms.
Source: Ferretti & Lewis, 2013
TREE Organizer
T - Use a clear Topic sentence.
R - Give a Reason (three or more if possible).
E - Explain more about the reasons given.
E - Provide an Ending.
DARE Organizer
D - Develop a topic sentence.
A - Add supplementary details.
R - Reject at least one argument opposing your position.
E - End with a conclusion tied to your position.
SCAN Organizer
S - Does it make Sense?
C - Did I Connect to my position?
A - Can I Add more?
N - Note any errors.
For use in editing argumentation writing
For use with intermediate students
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