Overview of Instructional Resource

The purpose of this resource is to integrate daily argument writing into a class day by using short, sequenced writing into the day activities, sometimes called “bellringers.” These activities are designed to build toward a short argument that students write or, through extension, to a longer researched argument. These kinds of warm-up activities make efficient use of classroom time because they build fluency for students and, by sequencing the prompts, give students experience with more complex tasks. Because of the limited time it takes, Writing into the Day can be used several times over the course of the year as part of Routine Argument Writing.

The Use of “Writing into the Day”

Researchers and classroom teachers attest to the value of low-stakes, ungraded writing for fluency and learning. All writing, however, needs to be purposeful and eventually lead somewhere. Many teachers use the format of “Writing into the Day,” where students write informally during the first 5-7 minutes of the class period. Students settle down, get quiet, and start thinking. This resource draws on the practice of “Writing into the Day” as a means to support students’ learning to write arguments.

Argument Writing as Participation in a Conversation

This resource focuses on understanding a conversation among sources. Students start by reading and understanding various voices in the conversations, their positions and perspectives. Students create a graphic on day 3, the purpose of which is to help students understand the “geography” of the conversation, where the different contributors stand, and, ultimately, where the students stand. As students begin to understand the exchanges among authors, they try out their own voice, their own opinion, by locating it among the other voices. Citing the other voices, by forwarding or countering, is the way that students enter these conversations. This mini-unit gives students a brief experience of how to enter a conversation.

Text Set

This resource includes four text sets so that you have multiple options for teaching the resource several times over the course of the year. The readings for this resource could also be easily changed. The selection of reading is designed to give students a multi-voiced conversation for them to participate in. See below for more information on how the texts were selected.

Sample Text Set #1: School Start Time

• Three Shared Texts: These texts introduce the issue, relevant facts and data, and multiple perspectives that are part of the conversation.

o Text #1: News article that draws on research from the CDC and the American Academy of Pediatrics. Includes two infographics. Szabo, Liz. “Study: Most teens start school too early in morning to get enough sleep.” USA Today. August 7, 2015.

o Text #2: News article that presents information from a recent study about the financial benefits of later start times and addresses counter arguments about the costs of changing. Includes a 2-minute video with highlights from the article.

Ingraham, Christopher. “Letting teens sleep in would save the country roughly $9 billion a year.” The Washington Post. September 1, 2017.

o Text #3: News article that acknowledges that later school start times are not always possible and offers some recommendations to help teens. Pannoni, Alexander. “How Teachers, Parents Can Help Sleepy Teens Stay Awake at School.” U.S. News and World Report. September 28, 2015.

Sample Text Set #2: Students & Cell Phones

• Three Shared Texts: These texts introduce the issue, relevant facts and data, and multiple perspectives that are part of the conversation.

o Text #1: News article explains the issue with too much dependence on your smartphone and how people can become addicted to cell phones. Includes a glossary of terms. Kowalski, Kathiann. “Watch Out: Cell Phones can be Addictive.” Science News for Students. September 17, 2014.

o Text #2: Opinion piece where an author/parent argues that schools need to manage student cell phone use. Romey, Brooke Olsen. “U.S. students need a cellphone detox.” The Washington Post. August 31, 2018.

o Text #3: Blog post presenting the main arguments about using digital devices in the classroom. Includes seven pros and seven cons with links to further information. Argues for more guidelines and rules if digital devices are permitted in the classroom. The Room 241 Team. “Debating the Use of Digital Devices in the Classroom.” Room 241, A Blog by Concordia University Portland. Updated July 30, 2018.

Sample Text Set #3: Cursive Writing

• Five Shared Texts: These texts introduce the issue, relevant facts and data, and multiple perspectives that are part of the conversation.

o Intro Text A: News article provides a brief overview of schools bringing back cursive instruction and includes a few experts with differing perspectives on the value of cursive instruction. Matthews, Karen. “Flip the script: Cursive sees revival in school instruction.” Smithsonian Tween Tribune. March 8, 2017.

o Intro Text B: Audio clip from NPR’s All Things Considered (3:21 length), provides an overview and varying perspectives. Also includes a written transcript. “The

Writing's On The Wall For Cursive — Unless Lawmakers Can Save It.” March 25, 2014.

o Text #1: Opinion-editorial argument against cursive handwriting. Polikoff, Morgan. “Let Cursive Handwriting Die.” The New York Times Room for Debate. May 1, 2013.

o Text #2: Opinion-editorial argument in favor of cursive handwriting. Asherson, Suzanne Baruch. “The Benefits of Cursive Go Beyond Writing.” The New York Times Room for Debate. April 30, 2013.

o Text #3: Opinion-editorial argument with a third perspective on cursive handwriting. Gladstone, Kate. “Handwriting Matters; Cursive Doesn’t.” The New York Times Room for Debate. April 30, 2013.

Sample Text Set #4: Free Higher Education

• Three Shared Texts: These texts introduce the issue, relevant facts and data, and multiple perspectives that are part of the conversation.

o Opinion-editorial arguing in favor of public higher education that is universal and free. Goldrick-Rab, Sara. “Public Higher Education Should be Universal and Free." The New York Times Room for Debate. January 20, 2016.

o Opinion-editorial arguing the costs of “free” college. Kelly, Andrew P. “The Problem Is That Free College Isn’t Free.” The New York Times Room for Debate. January 20, 2016.

o Opinion-editorial arguing the need for funding for low-income college students. Edgecombe, Nikki. “Aid Low Income Students and the Colleges that Serve Them.” The New York Times Room for Debate. January 20, 2016.

Extensions

When students complete several resources like this one, they can choose one that they are especially interested in and bring it to completion as a short argument. Additionally, students could extend one of their arguments into a longer piece by augmenting it with their own research. Alternatively, the class can choose one of the topics that they wish to pursue together.

Becoming Aware

Day 1 (15 minutes):

During the normal “Writing into the Day” give students the following directions:

1. Instruct students to read Text #1 from your chosen text set.

2. Instruct students to underline or note in the margin the main claim of the article.

3. Ask students to highlight what they consider to be the writer’s strongest evidence.

4. Prompt students to write informally about the topic for 5-7 minutes in their notebooks.

5. Ask students to write down what they want to know more about the topic.

6. Ask students to write about where they stand on this issue today.

Getting Informed & Joining the Conversation

Day 2 (15 minutes):

During the normal “Writing into the Day” repeat the process with the second article.

1. Instruct students to read Text #2 from your chosen text set.

2. Instruct students to underline or note in the margin the main claim of the article.

3. Ask students to highlight what they consider to be the writer’s strongest evidence.

4. Prompt students to write informally about the topic for 5-7 minutes in their notebooks.

Day 3 (15 minutes):

During the normal “Writing into the Day” repeat the process with the third article.

1. Instruct students to read Text #3 from your chosen text set.

2. Instruct students to draw a simple graphic that represents the relationship among these three articles.
3. Prompt students to write a short explanation of their graphic in their notebook. Remind students to keep their graphic in their notebook for later.

Making a Plan & Writing an Argument

Day 4 (15 minutes):

On the fourth day, use the “Writing into the Day” timeslot and give the following instructions:

1. Ask students to take out the graphic and explanation that they composed yesterday and read it over. Ask students to mark on the graphic their own position in the conversation.
2. Prompt students to write a short argument that makes a claim and cites evidence from the three readings to support that argument.

Assessing Formative Growth & Next Steps

Teachers and students can revisit the argument later to analyze the writers’ use of textual evidence. What students notice from the analysis of the writing should inform your decision as the teacher regarding what C3WP instructional resource to teach next.

Extensions

When students complete several resources like this one, they can choose one that they are especially interested in and bring it to completion as a short argument. Additionally, students could extend one of their arguments into a longer piece by augmenting it with their own research. Or the class could choose one of the topics that they wish to pursue together in a shared research project.