Learning task 2
Introduce a framework for writing an argument
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Identify the features of an argument which will be effective in persuading people to change their viewpoint.
Students read the class dramatic monologue that was previously modelled by the teacher. Discuss "Would the judge and jury be persuaded by what he is thinking Why / why not?"
Move towards a realisation that feelings alone are not enough, reasons are necessary to persuade.
Students read and share their own dramatic monologues with a partner.
Discuss with a partner their reasons for the points made in Wolf's thinking. Do changes need to be made for this argument to be more effective?
Planning an argument
- Discuss with students the things Wolf needs to do to persuade the jury/judge.
- Give reasons to explain why Wolf did what he did
- Arrive at a conclusion. eg. recommending that people understand that Wolf was only acting naturally and therefore not responsible for his actions. It was others who were at fault or careless.
- Teacher models how to change the monologue into an argument outlining the framework and layout to be used. Teacher and students draw up a list of features this argument will need to be effective in swaying the audience.
Student planning
- Students
plan (RTF 8KB)
. Once they have drafted their plan they will discuss their argument with a partner.
- Partner will comment on
- The points and reasons - Are they logical? Do they make sense?
- Does the recommendation state position and what should happen and why?
- Students discuss together possible changes.
- Students recraft their plan after discussion.
Writing an argument
- Teacher Model: How to use the plan to write the argument
- Identify the audience and how the argument will be presented.
- Discuss opening statements, brainstorm and list ideas.
- Write draft. (It is important that students observe and participate during the teacher modelling process).
- Edit (recraft) and proofread.
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For customisable student check-lists, see these Assessment Resource Bank resources:
Checklist for Proof-reading
Checklist for Editing
- Students draft their argument using their plan. Recraft (edit) and proofread. Conference with a partner, questioning and suggesting ways to further improve / make changes to the plan. Teacher conference (draw students' attention to aspects that need changing for the argument to be effective). Students in small groups share/read and give oral feedback.
