argument writing graphic organizer grades 7 12

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Exploring Argument Writing With Visual Tools

Teachers can have students use graphic organizers and timelines to clarify their thinking during the writing process.

As a teacher who loves to write and engage students with writing, I’ve experienced many challenges in attempting to bring composition into the classroom. While some students readily fill up blank pages with words inspired by their lives and stories they love, others are seemingly always in search of the best words.

More challenging still are those moments when I’ve led students through the steps necessary for expository and research-based argument writing. I’ve found that my students who are comfortable with the narrative mode are now thrust into compositing in a way that is unfamiliar ground.

This article explores some ways I’ve applied graphic organizers and visual planning strategies to the work of argument writing—which is perhaps the mode I consider the most challenging in the classroom.

Sifting Content

First among the challenges for argument is the way that debate and disagreement are often portrayed in popular culture—shouting matches and interruption rounds where it seems that the loudest voice wins out. In my classroom, the approach that I attempt to foster for argument is one of thoughtful intention and wisely applied rhetorical strategies.

As with much of the secondary curriculum I have worked with from middle-grades English to advanced composition, sorting information into categories (ethos/ethics, logos/logic, and emotion/pathos) is a helpful step once a topic is shared and resources are gathered.

But sorting through multiple paragraphs and pages in search of the “just right” evidence can be challenging and is a critical reading practice all on its own. To support these steps in criticality, I suggest that students create a simple three-column chart in which they can begin to sort the emotional, logical, and ethics-driven elements of their argument. Using a visual scaffold to support exploration of a complex reading is an essential step for me—and I used a similar strategy just this past week in my junior-level English class to sort out ideas and compare the writings of Thomas Hobbes and John Locke.

By sorting ideas in this way, students can physically see how balanced their argument actually is, and they can begin thinking about what they need to ramp up for the eventual presentation of the case. 

Gathering Further Ideas

Another challenge in composing arguments is not only sorting and interpreting information, but also applying it in a way that includes informative and persuasive techniques.

As students consider the ways to apply these skills, they can begin to think through additional sources that they can use to build their foundation for thinking about the issues they’re presenting and noting the sources that help them build the strongest case. This type of exploring and writing is especially important when practicing synthesizing ideas across multiple sources.

On the surface, this process sounds like reading and rereading multiple sources (and it is). However, I apply a visual scaffold to this process to help students think about how their resources are linked and support or contradict each other. I illustrate the claim, counterclaim, and rebuttal aspects of argument structure through a visual outline, but the work of fleshing out these sections of the discussion takes place best in a mind map structure.

A simple three-circle Venn diagram can help students begin placing ideas into the claim section, and they can explore how authors overlap ideas with one another through this graphic organizer format. Ideally, they reach a point where the strongest ideas are in the center “target” point of the argument structure. They can think about best placement of these strongest ideas as leading points or final rebuttals—depending on what they want to leave their audience with. This approach is also helpful for relieving some of the stress that can surround framing what might be a challenging and less comfortable form of writing.

The additional details they gather can then be sorted further into areas of the argument structure that make sense.

Establishing Timelines

Further adapting the outline style, I encourage students to think about the argument as a timeline wherein their audience is most likely to connect with information early and remember information late. Outlining is almost always a building block of what I ask students to engage with when composing. For debates and discussions in our class, writing a timeline is an effective process.

From this timeline (prompting discussion and exploration of evidence and argument), students can practice writing their own arguments and responses by modifying it and including aspects of evidence and ideas they want to share (in whatever particular order they'd like to present their research).

Crafting Closing Arguments

By approaching an argument step-by-step, as discussion and collaboration that improves through a process, I have the goal of making what might seem complicated and overwhelming much more attainable and inviting—even, dare I say, active and interesting.

I recognize that many of my students might not have had vast experiences with all of the modes of writing and composing, and I take into account that some will be more naturally inclined to some ways of writing and sharing than others. Some students eagerly take the lead in an oral debate process, while others more readily engage in the research roles and independent writing components of the work.

As with much of my work in literacy, I attempt to make an invisible process clear and visual—in this case, through graphic organizers. I am aware that teachers might find other graphic organizer options that work more effectively at particular aspects of the argument process. For example, the Venn diagram might not communicate in the ways that a teacher may want, and so a flow chart/mind map or T-chart might work as a better substitute.

I encourage teachers to modify any steps in order to better support their students and focus on the importance of critical thinking and composing for all students.

How to Teach Argument Writing Step-By-Step

No doubt, teaching argument writing to middle school students can be tricky. Even the word “argumentative” is off-putting, bringing to mind pointless bickering. But once I came up with argument writing lessons that were both fun and effective, I quickly saw the value in it. And so did my students.

You see, we teachers have an ace up our sleeve. It’s a known fact that from ages 11-14, kids love nothing more than to fire up a good ole battle royale with just about anybody within spitting distance.

Yup. So we’re going to use their powers of contradiction to OUR advantage by showing them how to use our argument writing lessons to power up their real-life persuasion skills. Your students will be knocking each other over in the hall to get to the room first!

I usually plan on taking about three weeks on the entire argument writing workshop. However, there are years when I’ve had to cut it down to two, and that works fine too.

Here are the step-by-step lessons I use to teach argument writing. It might be helpful to teachers who are new to teaching the argument, or to teachers who want to get back to the basics. If it seems formulaic, that’s because it is. In my experience, that’s the best way to get middle school students started.

Prior to Starting the Writer’s Workshop

A couple of weeks prior to starting your unit, assign some quick-write journal topics. I pick one current event topic a day, and I ask students to express their opinion about the topic.

Quick-writes get the kids thinking about what is going on in the world and makes choosing a topic easier later on.

Define Argumentative Writing

I’ll never forget the feeling of panic I had in 7th grade when my teacher told us to start writing an expository essay on snowstorms. How could I write an expository essay if I don’t even know what expository MEANS, I whined to my middle school self.

We can’t assume our students know or remember what argumentative writing is, even if we think they should know. So we have to tell them. Also, define claim and issue while you’re at it.

Establish Purpose

I always tell my students that learning to write an effective argument is key to learning critical thinking skills and is an important part of school AND real-life writing.

We start with a fictional scenario every kid in the history of kids can relate to.

ISSUE : a kid wants to stay up late to go to a party vs. AUDIENCE : the strict mom who likes to say no.

The “party” kid writes his mom a letter that starts with a thesis and a claim: I should be permitted to stay out late to attend the part for several reasons.

By going through this totally relatable scenario using a modified argumentative framework, I’m able to demonstrate the difference between persuasion and argument, the importance of data and factual evidence, and the value of a counterclaim and rebuttal.

Students love to debate whether or not strict mom should allow party kid to attend the party. More importantly, it’s a great way to introduce the art of the argument, because kids can see how they can use the skills to their personal advantage.

Persuasive Writing Differs From Argument Writing

At the middle school level, students need to understand persuasive and argument writing in a concrete way. Therefore, I keep it simple by explaining that both types of writing involve a claim. However, in persuasive writing, the supporting details are based on opinions, feelings, and emotions, while in argument writing the supporting details are based on researching factual evidence.

I give kids a few examples to see if they can tell the difference between argumentation and persuasion before we move on.

Argumentative Essay Terminology

In order to write a complete argumentative essay, students need to be familiar with some key terminology . Some teachers name the parts differently, so I try to give them more than one word if necessary:

• thesis statement
• bridge/warrant
• counterclaim/counterargument*
• turn-back/refutation

*If you follow Common Core Standards, the counterargument is not required for 6th-grade argument writing. All of the teachers in my school teach it anyway, and I’m thankful for that when the kids get to 7th grade.

Organizing the Argumentative Essay

I teach students how to write a step-by-step 5 paragraph argumentative essay consisting of the following:

• Introduction : Includes a lead/hook, background information about the topic, and a thesis statement that includes the claim.
• Body Paragraph #1 : Introduces the first reason that the claim is valid. Supports that reason with facts, examples, and/or data.
• Body Paragraph #2 : The second reason the claim is valid. Supporting evidence as above.
• Counterargument (Body Paragraph #3): Introduction of an opposing claim, then includes a turn-back to take the reader back to the original claim.
• Conclusion : Restates the thesis statement, summarizes the main idea, and contains a strong concluding statement that might be a call to action.

Mentor Texts

If we want students to write a certain way, we should provide high-quality mentor texts that are exact models of what we expect them to write.

I know a lot of teachers will use picture books or editorials that present arguments for this, and I can get behind that. But only if specific exemplary essays are also used, and this is why.

If I want to learn Italian cooking, I’m not going to just watch the Romanos enjoy a holiday feast on Everybody Loves Raymond . I need to slow it down and follow every little step my girl Lidia Bastianich makes.

The same goes for teaching argument writing. If we want students to write 5 paragraph essays, that’s what we should show them.

In fact, don’t just display those mentor texts like a museum piece. Dissect the heck out of those essays. Pull them apart like a Thanksgiving turkey. Disassemble the essay sentence by sentence and have the kids label the parts and reassemble them. This is how they will learn how to structure their own writing.

Also, encourage your detectives to evaluate the evidence. Ask students to make note of how the authors use anecdotes, statistics, and facts. Have them evaluate the evidence and whether or not the writer fully analyzes it and connects it to the claim.

This is absolutely the best way for kids to understand the purpose of each part of the essay.

Research Time

Most of my students are not very experienced with performing research when we do this unit, so I ease them into it. (Our “big” research unit comes later in the year with our feature article unit .)

I start them off by showing this short video on how to find reliable sources. We use data collection sheets and our school library’s database for research. There are also some awesome, kid-friendly research sites listed on the Ask a Tech Teacher Blog .

Step-By-Step Drafting

The bedrock of drafting is to start with a solid graphic organizer. I have to differentiate for my writers, and I’ve found they have the most success when I offer three types of graphic organizers.

1- Least Support: This is your standard graphic organizer. It labels each paragraph and has a dedicated section for each part of the paragraph.

2- Moderate Support: This one has labels and sections, but also includes sentence stems for each sentence in the paragraph.

3- Most Support: This one has labels and sections and also includes fill-in-the-blank sentence frames . It’s perfect for my emerging writers, and as I’ve mentioned previously, students do NOT need the frames for long and soon become competent and independent writers.

Writing the Introduction

The introduction has three parts and purposes.

First, it has a hook or lead. While it should be about the topic, it shouldn’t state the writer’s position on the topic. I encourage students to start with a quote by a famous person, an unusual detail, a statistic, or a fact.

Kids will often try to start with a question, but I discourage that unless their question also includes one of the other strategies. Otherwise, I end up with 100 essays that start with, “Do you like sharks?” Lol

Next, it’s time to introduce the issue. This is the background information that readers need in order to understand the controversy.

Last, students should state the claim in the thesis statement. I call it a promise to the reader that the essay will deliver by proving that the claim is valid.

Writing the Supporting Body Paragraphs

Each supporting body paragraph should start with a topic sentence that introduces the idea and states the reason why the claim is valid. The following sentences in the paragraph should support that reason with facts, examples, data, or expert opinions. The bridge is the sentence that connects that piece of evidence to the argument’s claim. The concluding sentence should restate the reason.

Writing the Counterclaim Paragraph

The counterclaim paragraph is a very important aspect of argument writing. It’s where we introduce an opposing argument and then confidently take the reader back to the original argument. I tell students that it’s necessary to “get in the head” of the person who might not agree with their claim, by predicting their objections.

It can be tough for kids to “flip the switch” on their own argument, so I like to practice this a bit. I give them several pairs of transitions that go together to form a counterclaim and rebuttal. I also switch up what I call this part so that they use the terminology interchangeably.

• It might seem that [ counterargument . ]However, [ turn-back .]
• Opponents may argue that [ counterargument .] Nevertheless, [ turn back .]
• A common argument against this position is [ counterargument .] Yet, [ turn-back .]

A great way for kids to practice this is to have them work with partners to write a few counterarguments together. I let them practice by giving them easy role-playing topics.

• Your cousins want to jump into a poison ivy grove for a TikTok challenge. Choose your position on this and write a counterargument and turn-back.
• Your friend wants to get a full-face tattoo of their boyfriend’s name. Choose your position on this and write a counterargument and turn-back.

This kind of practice makes the counterargument much more clear.

The concluding paragraph should remind the reader of what was argued in the essay and why it matters. It might also suggest solutions or further research that could be done on the topic. Or students can write a call to action that asks the reader to perform an action in regard to the information they’ve just learned.

My students write about local issues and then turn the essays into letters to our superintendent, school board, or state senators. It’s an amazing way to empower kids and to show them that their opinion matters. I’ve written about that here and I’ve included the sentence frames for the letters in my argumentative writing unit.

I hope this gives you a good overview of teaching argument writing. Please leave any questions below. Please also share your ideas, because we all need all the help we can give each other!

And one more thing. Don’t be surprised if parents start asking you to tone down the unit because it’s become harder to tell their kids why they can’t stay up late for parties. 🙂

Stay delicious!

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Argumentative Writing Graphic Organizer & Tip Sheet

Argumentative writing is powerful and important. Use the Argumentative Writing Graphic Organizer & Tip Sheet to capture students' thinking about a claim, reasons, and evidence.

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Argumentative Writing - Basic, Intermediate & Advanced Outlines

All three can be used in the same class--with either you assigning different organizers to different students per their needs, or students choosing an outline for themselves. Use these as a checkpoint in writing, or as an assessment for student understanding of each argumentative element.

Basic Outline: Use this essay outline template for students who either do not need much support in writing a comprehensive argumentative essay and need only to jot down ideas, or students who should just focus on Claim-Reason-Evidence for this round as a scaffolded step. The claim should be an opinion or something that other people could reasonably disagree with. Reasons should each be different ideas that supports their claim, and evidence should be facts -- either found through research or commonly known.

Intermediate Outline: This outline is similar to the Basic outline, but pushes students to explain what their evidence proves or suggests (reasoning). It also pushes them one step further to preview their points in their claim. Use this outline for students who need to organize their thinking and improve flow in their argument, or for students to brainstorm and outline their essay. It can also be used for ELL students, as the sentence stems can be very helpful in constructing their sentences. This outline is also especially useful for students who are struggling to add reasoning to their writing.

Advanced Outline: This is an outline for more advanced students who could benefit from the push to add more evidence for each reason and more thoroughly explain how their evidence supports their claim. It also includes a paragraph for the counterargument, which you could have students teach themselves from this outline or include as part of your counterargument lesson.

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EL Education Curriculum

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• ELA 2019 G7:M3:U2:L8

Write a Literary Argument Essay: Analyze a Model

In this lesson, daily learning targets, ongoing assessment.

• Technology and Multimedia

Supporting English Language Learners

Materials from previous lessons, new materials, closing & assessments, you are here:.

• ELA 2019 Grade 7
• ELA 2019 G7:M3
• ELA 2019 G7:M3:U2

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Focus Standards:  These are the standards the instruction addresses.

• W.7.1, W.7.4, W.7.5

Supporting Standards:  These are the standards that are incidental—no direct instruction in this lesson, but practice of these standards occurs as a result of addressing the focus standards.

• RL.7.1, RL.7.2, L.7.1a
• I can identify the parts of a model argument essay and explain the purpose of each. ( W.7.1, W.7.4 )
• I can plan an argument essay about how specific works from the Harlem Renaissance demonstrate the theme that collaboration and community can bring out the best in people. ( W.7.4, W.7.5 )
• Opening A: Entrance Ticket: Unit 2, Lesson 8 ( W.7.1 )
• Work Time A: Annotated, color-coded model argument essay ( W.7.1, W.7.4 )
• Closing and Assessment A: Argument Writing Plan graphic organizer ( W.7.1, W.7.4, W.7.5, W.7.10 )

Ensure that there is a copy of Entrance Ticket: Unit 2, Lesson 8 at each student's workspace.

Read the Paint an Essay lesson plan as a reminder of the color-coding and the purpose of each choice of color.

Post the learning targets and applicable anchor charts (see Materials list).

Tech and Multimedia

• Continue to use the technology tools recommended throughout previous modules to create anchor charts to share with families; to record students as they participate in discussions and protocols to review with students later and to share with families; and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing.

Supports guided in part by CA ELD Standards 7.I.A.1, 7.I.B.5, 7.I.B.6, 7.I.B.7, 7.I.C.11, 7.II.A.1, 7.II.B.3, and 7.II.B.4.

Important Points in the Lesson Itself

• To support ELLs, this lesson includes a whole-class, teacher-led review of a model essay as well as collaboration and color-coding to paint and plan an essay.  
• ELLs may find it challenging to generate language for planning their essay. Encourage students to use their home-language and sketches to assist them in planning their essay. Also use strategic pairings for the peer essay either by home language, level, or heterogeneous for support.  
• argument, evidence, main claim, point, reasoning, relevant (A)
• Painted Essay® (DS)

(A): Academic Vocabulary

(DS): Domain-Specific Vocabulary

• Close Readers Do These Things anchor chart (one for display; from Module 1, Unit 1, Lesson 4, Opening A)
• Academic word wall (one for display; from Module 1, Unit 1, Lesson 1, Opening A)
• Domain-specific word wall (one for display; from Module 1, Unit 1, Lesson 1, Work Time B)
• Harlem Renaissance Themes anchor chart (one for display; from Module 3, Unit 1, Lesson 3, Closing and Assessment A)
• Paint an Essay lesson plan (for teacher reference) (from Module 1, Unit 2, Lesson 7, Closing and Assessment A)
• Vocabulary log (one per student; from Module 1, Unit 1, Lesson 2, Opening A)
• The Painted Essay® template (one per student and one for display; from Module 1, Unit 2, Lesson 7, Closing and Assessment A)
• Texts and Artwork from Module 3, Units 1 and 2: Shuffle Along , “Lift Every Voice and Sing,” The Harp , “Calling Dreams,” “Hope,” “I Shall Return,” Ethiopia Awakening, African Phantasy: Awakening , “The Negro Speaks of Rivers,” “His Motto,” and “The Boy and the Bayonet”
• Independent reading journal (one per student; begun in Module 1, Unit 1, Lesson 6, Work Time B)
• Entrance Ticket: Unit 2, Lesson 8 (answers for teacher reference)
• Model Argument Essay: "Strength from the Past" (example for teacher reference)
• Criteria of an Effective Argument Essay anchor chart (for teacher reference)
• Criteria of an Effective Argument Essay anchor chart (one for display; co-created in Work Time A)
• Argument Essay Writing Plan graphic organizer (example for teacher reference)
• Model Pair Argument Essay: "Achieving Dreams" (example for teacher reference)
• Homework: Explain Phrases: Introduction and Proof Paragraph 1 (answers for teacher reference) (see Homework Resources)
• Entrance Ticket: Unit 2, Lesson 8 (one per student)
• Model Argument Essay: “Strength from the Past” (one per student and one for display)
• Colored pencils (red, yellow, blue, green; one of each per student)
• Directions for Pair Argument Essay (one per student and one for display)
• Argument Essay Writing Plan graphic organizer (one per student and one for display)
• Argument Essay Writing Plan graphic organizer ▲
• Homework: Explain Phrases: Introduction and Proof Paragraph 1 (one per student; see Homework Resources)

Each unit in the 6-8 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize students' understanding of what they accomplished through supported, standards-based writing.

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Digital Graphic Organizers: Argumentative Writing

Grade 7, 8, 9, 10, 11, 12

About This Product

This product is designed to work with ANY argumentative writing piece. Designed for a secondary classroom – but NOT SUBJECT LIMITED. This is an excellent resource for all subject and content areas. Meet the unique needs of your students by giving them OPTIONS! Each students’ needs are different, and offering them different styles of organizers is a great way to get them to learn what works best for them! You can either PRINT or EDIT DIGITALLY using Microsoft PowerPoint or Google Slides. DIGITAL USAGE: All of the digital templates are in two files - vertical and horizontal organizers – you can either share the entire file with your students and let them edit directly in the document, or share a specific organizer by dragging and dropping the slide you want into a separate file, saving, and sharing out that unique file. Either way works great! Happy writing!

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Expository writing is an increasingly important skill for elementary, middle, and high school students to master. This interactive graphic organizer helps students develop an outline that includes an introductory statement, main ideas they want to discuss or describe, supporting details, and a conclusion that summarizes the main ideas. The tool offers multiple ways to navigate information including a graphic in the upper right-hand corner that allows students to move around the map without having to work in a linear fashion. The finished map can be saved, e-mailed, or printed.

• Student Interactives
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This strategy guide explains the writing process and offers practical methods for applying it in your classroom to help students become proficient writers.

This strategy guide clarifies the difference between persuasion and argumentation, stressing the connection between close reading of text to gather evidence and formation of a strong argumentative claim about text.

Students will identify how Martin Luther King Jr.'s dream of nonviolent conflict-resolution is reinterpreted in modern texts. Homework is differentiated to prompt discussion on how nonviolence is portrayed through characterization and conflict. Students will be formally assessed on a thesis essay that addresses the Six Kingian Principles of Nonviolence.

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Students are encouraged to understand a book that the teacher reads aloud to create a new ending for it using the writing process.

While drafting a literary analysis essay (or another type of argument) of their own, students work in pairs to investigate advice for writing conclusions and to analyze conclusions of sample essays. They then draft two conclusions for their essay, select one, and reflect on what they have learned through the process.

Students analyze rhetorical strategies in online editorials, building knowledge of strategies and awareness of local and national issues. This lesson teaches students connections between subject, writer, and audience and how rhetorical strategies are used in everyday writing.

It's not easy surviving fourth grade (or third or fifth)! In this lesson, students brainstorm survival tips for future fourth graders and incorporate those tips into an essay.

Students explore the nature and structure of expository texts that focus on cause and effect and apply what they learned using graphic organizers and writing paragraphs to outline cause-and-effect relationships.

Students prepare an already published scholarly article for presentation, with an emphasis on identification of the author's thesis and argument structure.

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EDITABLE Argumentative Writing Rubric, Self Editing, Graphic Organizer Templates

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Description

Are you looking for an easy way to grade your students’ essays? Look no further! These EDITABLE rubrics, self assessment checklists, outlines, & graphic organizer templates are made for scaffolding the requirements as students develop their writing skills. This standards aligned resource includes 6 print-and-go writing rubrics with coordinating student self reflections, outlines, and graphic organizers templates that are already planned and prepped for you.

Teachers will be able to easily grade essays using these reusable quality rubrics that have differentiated levels for 5, 7, & 9 paragraph writing assignments so that you can reach every learner in your class. Facilitate learning during the prewriting phase by using the structured outlines and graphic organizers templates with differentiated levels for 5, 7, & 9 paragraph papers. Guide your students during the editing phase by using the organized self evaluations withdifferentiated levels for 5, 7, & 9 paragraph essays.

✏️ Here's what you'll get (PDF & Editable PPT/Google Slides):

✅ Rubrics for the 5, 7, & 9 Paragraph (With and Without CCSS Listed):

• Basic Rubric 1 - Without Extra Credit 
• Basic Rubric 2 - With Extra Credit 
• Basic Rubric 3 - With Extra Credit & Parent Signature
• Advanced Rubric 4 - Without Extra Credit
• Advanced Rubric 5 - With Parent Signature

✅ 2 student self-assessments (basic & advanced) with extra credit options of the 5, 7, & 9 paragraphs (with and without CCSS Listed). In all, there are 5 pages each of the 3 differentiated paragraph levels.

✅ 4 outlines and graphic organizers each of the 5, 7, & 9 paragraphs.

✓ 1 Key Word List

✓ 2 Brainstorming Webs

✓ 1 Cause & Effect Organizer

✓ 1 Definitions Organizer

✓ 1 Compare & Contrast Graphic Organizer

✓ 1 Compare/Contrast Poster

✓ How I Use This Resource (Teaching Notes)

Using the graphic organizers and self editing forms, your students will understand the requirements of an argumentative essay . When using the rubrics, teachers will be able to easily grade the students’ essays. Here’s what your students will be able to identify in detail using this resource:

Introduction paragraph

Body of each paragraph

• Supporting claims and Counterclaim order 
• Reasons and Elaboration

Conclusion paragraph

• Restate claim

Teachers can use this resource all school year long while your students build confidence in their writing skills. There are 15 easy-to-use rubrics in all with the extra credit variation. Excellent for mixed or leveled classes to give students individualized instruction. Rubrics are created with variation to meet your classroom’s needs. Practical and easy to understand. Using the blank graphic organizers, outlines, and self editing checklists, students will know what is expected of them and they will have opportunities to reflect on their work.

As options, the teacher rubric can be printed on one side, while student self-assessment is on the other side when printed. Also, can print the rubrics front and back to save on paper (cut it in half.) Additionally, there is easy scoring on a 10 or 5 points each category out of 100 points.

Be sure to read my website's article GET MORE FROM YOUR WRITING WORKSHOP to get some tips!

YOU MUST HAVE POWERPOINT OR GOOGLE DRIVE TO EDIT

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NOTE: Before purchasing, please make sure you have the correct program for this resource. To edit the files, you should use PowerPoint (newer than 2008) or Google Slides. If you are trying to use a different program, you may run into various formatting issues that I won’t be able to help you with. Online versions of PowerPoint do not have the same capabilities as the full version of PowerPoint. If you don’t have access to PowerPoint, check a different computer or consider using the Google Slides version.

Supports Common Core Standards (CCSS):

• Rubric 1: CCSS.ELA-LITERACY.W.6-8.2.A, W.6-8.2.B, W.6-8.2.E, W.6-8.2.F, W.6-8.4
• Rubric 2-5: CCSS.ELA-LITERACY.W.6-8.2, W.6-8.4
• Add CCSS.ELA-LITERACY.W.6-12.6 by having students research the Internet and type up the essay to implement technology for a cross-curricular assignment.
• Add CCSS.ELA-LITERACY.W.6-12.7 & W.6-12.8 by having students conduct a research project by assigning a prompt. Have them gather relevant information through printed or digital sources. Be sure to have them add a bibliography.

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→ EDITABLE Argumentative Writing BUNDLE: Rubrics, Graphic Organizers, Peer Editing

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→ Persuasive Writing Rubrics & Graphic Organizers for Grades 2nd - 12th

→ Informative/Explanatory Writing Rubrics and Outlines/Poster CCSS Aligned 6-12

→ EDITABLE Peer Editing Checklist - 3 Argumentative Writing Peer Review Checklists

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