Arguing a Point: Part B

Learning task 2: Analysing the structure of argument texts

Dimension of effective practice	Learning task	What to notice
Instructional strategies are the tools of effective practice. They are the deliberate acts of teaching that focus learning in order to meet a particular purpose. The teacher’s use of instructional strategies is informed by their knowledge of the learner and of literacy learning.	Teaching and learning purposes To support the students in: developing an understanding of ways to organise writing for effective argument texts refining the list of criteria for writing effective argument texts.
Engaging learners with texts means placing the use and creation of texts at the heart of literacy learning. Effective practice involves using and creating rich texts. These relate to children’s interests, draw on and affirm their social and cultural identities, use authentic language, and motivate and challenge them as learners.	Teaching and learning Prepare model argument texts at appropriate levels for your students. For students working at English curriculum levels 3–4, use the model text Should We Ban the Car (Word 22KB) , or write a new text (for example, the Sample Essay (Word 63KB) ) to fit the needs of your students. For students working at curriculum levels 5–6, you will need a more complex model essay with a fuller conclusion. Before handing out the model texts, tell students the proposition put forward in their model text and ask them to brainstorm arguments for and against this proposition. (For example, see Brainstorming (Word 70KB) ) Record the students’ ideas (to compare later on with the points made in the model text). Select or design tasks to unpack the structure of the model essay, focusing on the areas that different groups of students need to work on. You could: i. focus on body paragraphs and topic and supporting sentences (for example, through the activities in Body Paragraphs (Word 21KB) ) ii. ask some students to read the essay and respond individually to the analysis questions about the structure of the essay (for example, see the Sample Essay (Word 63KB) ) iii. compare the ideas in the model text with the students’ earlier ideas and brainstorm ideas for improving the model essay, using what they have learned to add or to strengthen statements in their list of criteria for effective argument from Part A .

Learning task

What to notice

Instructional strategies are the tools of effective practice. They are the deliberate acts of teaching that focus learning in order to meet a particular purpose. The teacher’s use of instructional strategies is informed by their knowledge of the learner and of literacy learning.

Teaching and learning purposes

To support the students in:

developing an understanding of ways to organise writing for effective argument texts
refining the list of criteria for writing effective argument texts.

Engaging learners with texts means placing the use and creation of texts at the heart of literacy learning. Effective practice involves using and creating rich texts. These relate to children’s interests, draw on and affirm their social and cultural identities, use authentic language, and motivate and challenge them as learners.

Teaching and learning

Prepare model argument texts at appropriate levels for your students. For students working at English curriculum levels 3–4, use the model text Should We Ban the Car (Word 22KB) , or write a new text (for example, the Sample Essay (Word 63KB) ) to fit the needs of your students. For students working at curriculum levels 5–6, you will need a more complex model essay with a fuller conclusion.
Before handing out the model texts, tell students the proposition put forward in their model text and ask them to brainstorm arguments for and against this proposition. (For example, see Brainstorming (Word 70KB) ) Record the students’ ideas (to compare later on with the points made in the model text).
Select or design tasks to unpack the structure of the model essay, focusing on the areas that different groups of students need to work on. You could:

i. focus on body paragraphs and topic and supporting sentences (for example, through the activities in Body Paragraphs (Word 21KB) )

ii. ask some students to read the essay and respond individually to the analysis questions about the structure of the essay (for example, see the Sample Essay (Word 63KB) )

iii. compare the ideas in the model text with the students’ earlier ideas and brainstorm ideas for improving the model essay, using what they have learned to add or to strengthen statements in their list of criteria for effective argument from Part A .

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Arguing a Point: Part B

Learning task 2: Analysing the structure of argument texts

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