Reflection: Rigor The Argumentative Appeals: Ethos, Pathos, Logos - Section 2: Evaluation Committee Groups


I was pleasantly surprised that my students were able to identify the required examples I asked for on the evaluation sheet without needing much support.  As I was creating the form, I had concerns that they might not be able to successfully identify emotional or logical evidence, expecting that I would need to guide them through their group evaluations of the letters more than I actually did.

I attribute this to a couple of factors. First, I am discovering that many of my students were exposed to argument writing as seventh-graders and have retained some helpful information (evidence that the CCSS progression is working!).  Second, the work my students have performed thus far with identifying voice, tone, and mood, as well as the practice of developing rhetorical squares, has trained them to consider a variety of factors, both as readers and as writers, that contribute to the success of a piece of writing.

With this in mind, I will try this approach to teaching argument writing again with future students, with the same lesson chronology that makes them aware of writerly strategy before advancing to argument writing.  Even though the CCSS do not call for the introduction of the argumentative appeals specifically, I find it counterintuitive to teach argument without this foundation, and my students proved that they were ready to take them on.

  Are They Ready To Go Greek?
  Rigor: Are They Ready To Go Greek?
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The Argumentative Appeals: Ethos, Pathos, Logos

Unit 6: Bad Boy Part II
Lesson 6 of 11

Objective: SWBAT read the letters to Walter Dean Myers written by their peers to determine their effectiveness in convincing him to return to school.

Big Idea: Tapping into what students don't know that they already know.

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