Introducing Argumentative Writing: Toulmin Model
- Show the youtube video The Unique Circus Tricks Performed by the Animals & Artists Amazed the Moscow Public.
- After watching the video, ask students whether they believe circuses should have animal acts as entertainment?
- After students have responded to the initial question using socrative, show the youtube video Circus Animal Cruelty: Abuse or Entertainment?
- After watching the second video, ask students again whether they believe circuses should have animal acts as entertainment?
- Ask students whether their response to the question changed after watching the second video?
- Ask students what might have changed their opinions about the topic? If their opinions were not changed, ask students what supported their first response?
- Watch video of circus acts.
- Respond to the question using socrative.
- Watch video on circus animal abuse.
- Respond to the question using socrative.
- Discuss any differences between the first response to the question and the second response to the question.
- Discuss what changed your opinion about the topic. If your opinion was not changed, what supported your first response?
2 Direct Instruction
- Show video Touliman Model of Argumentation (note: I made this video using Pow Toon and saved it to my YouTube channel.)
- Show following youtube videos to demonstrate Toulmin Model of Argumentation in practice: Toulmin's Model of Argumentation-Legalizing Marijuana; Toulmin Model-Dr. Drew on Charlie Sheen.
- Watch the video Toulmin Model of Argumentation (created in Pow Toon) taking notes in Evernote or Google Drive on the different parts of an argument using the Toulmin Model. Notes will be for your reference as we proceed through the instruction for writing an argument.
- Watch the youtube videos demonstrating Toulmin Model of Argumentation in practice: Toulmin's Model of Argumentation-Legalizing Marijuana; Toulmin Model-Dr. Drew on Charlie Sheen.
3 Guided Practice
- Before watching the video, handout a copy of the Letter to the Editor so students can annotate/take notes on while watching the video. (Teacher Key Letter to the Editor.)
- Show the video Circus Animal Acts: Entertainment or Abuse (note: I made this video using Pow Toon and saved it to my YouTube channel.)
- Optional: "Should Wild Animals Be Used for Our Entertainment?" This is from Costco Connections Informed Debate. Presents views on both sides of the issue.
- Take notes on the handout Letter to the Editor. Identify the parts of the arguments as presented in the video.
- Watch the video Letter to the Editor-Entertainment or Abuse (created in Pow Toon) taking notes on the examples of the different parts of an argument following the Toulmin Model. Notes will be for your reference as you write your own Letter to the Editor argument.
- Identify the parts of an argument in the second body paragraph of the Letter to the Editor.
4 Independent Practice
Tell students to . . .
- Choose a topic or issue of interest to you;
- Research your topic or issue collecting data;
- Develop a question that arises from the data;
- Warrant your data to your question;
- Add qualifiers to your claim and warrants;
- Select relevant data for your evidence;
- Answer your question in a claim;
- Research expert opinion on your topic or issue to use as backing (or take this information from the data you collected earlier);
- Antilcipate counter arguments for your claim (look at your data list for some ideas);
- Refute the counter argument(s);
- Apply your knowledge of the Toulmin Model of Argumentation when writing your Letter to the Editor.
- After studying the Toulmin Model of argumentation and examining examples of arguments using this model, choose a topic or issue of interest to you and write a letter to the editor laying out your argument by stating a claim, selecting and using relevant data as evidence, warranting your evidence to your claim, adding qualifiers to your claim and warrants as needed, backing your warrants as necessary, and providing a rebuttal (counter argument/s and refutation of counter argument/s.) Compose your letter in Google Drive using appropriate business letter format (Purdue OWL.)
Tell students to . . .
- Test their claims going to the site Grounds for Argument.;
- Exchange papers. Readers evaluate the writer's argument based on a list of questions.
- Write a Thank You Note to the writer using Evernote.
- Email Evernote Thank Yous to the writers.
- Test your claim on the Grounds for Argument site.
- Evaluate another student's writing based on the follwoing questions:
- Does the writing develop an argumentative claim?
- Does the writing identify and refute opposing arguments?
- Does the wrting support the claim and assertions with relevant evidence?
- Does the writing provide the reader with enough background information?
- Does the writing present points clearly and logically?
- Write a Thank You Note using Evernote to the writer of the paper you evaluate. Include the following:
- What did you like about the writing (be specific and use examples)?
- Give the writer one suggestion to improve their argument.
- Tell the writer what they must absolutely keep in their writing because it works well (be specific.)
- Email your Evernote Thank You to the writer.
Key Standards Supported
Reading Informational Text
Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.