Continuum for Opinion/Argument Writing

Continuum for Opinion/Argument Writing 1

(updated 11/7/12)

©Units of Study for Teaching Writing, Grade by Grade: A Yearlong Workshop Curriculum, Grades K-8,

by Lucy Calkins and Colleagues (Heinemann, 2013/2014)

For distribution only in TCRWP schools

DRAFT

Continuum for Opinion/Argument Writing

Pre-K

K

1

2

Structure

Overall

I told about something I like or

dislike with pictures and some

“writing.”

I told, drew, and wrote my

opinion (or likes and dislikes)

about a topic or book.

I wrote my opinion or my

likes and dislikes and said

why.

I wrote my opinion or my

likes/dislikes and gave

reasons for my opinion.

Lead

I started by drawing or saying

something.

In the beginning, I wrote my

opinion.

In the beginning, I got my

reader’s attention. I told the

topic (or text) I am writing

about and gave my opinion.

In the beginning, I not only

gave my opinion, I also set

readers up to expect that my

writing will try to convince

them of it.

Transitions

I kept on working.

I wrote my idea and then said

more. I used words like

because.

I said more about my

opinion and used words

like and and because.

I connected parts of my

piece using words like also,

another, and because.

Ending

When I said, drew, and wrote all

I could about my opinion, I

ended.

I have a last part or page.

I wrote an ending for my

piece.

The ending I wrote reminds

readers of my opinion.

Organization

On my paper, there is a place for

the drawing and a place where I

tried to write words.

In one place, I tell my opinion

and in another place I say why.

I have a part where I get

my reader’s attention and a

part where I say more.

My piece has different parts

and I wrote lots of lines for

each part.

Development

Elaboration

I put more and then more on the

page.

I put everything I think about

the topic (or book) on the page.

I wrote at least one reason

for my opinion.

I wrote at least two reasons

and wrote at least a few

sentences about each one.

Continuum for Opinion/Argument Writing 2

(updated 11/7/12)

©Units of Study for Teaching Writing, Grade by Grade: A Yearlong Workshop Curriculum, Grades K-8,

by Lucy Calkins and Colleagues (Heinemann, 2013/2014)

For distribution only in TCRWP schools

DRAFT

Pre-K

K

1

2

Development (cont’d)

Description

I said, drew, and “wrote” some

things about what I like and don’t

like.

I have details in pictures and

words.

I used labels and words to

give details.

I chose words that would

make readers agree with my

opinion.

Language Conventions

Spelling

I can read my pictures and some

of my words.

I tried to make words.

I can read my writing.

I wrote a letter for the sounds I

hear.

I used the Word Wall to help

me spell.

I used all I know about

words and chunks of words

(“at,” “op,” “it”…) to help

me spell.

I spelled all the Word Wall

Words right and used the

Word Wall to help me spell

other words.

To spell a word, I used what

I know about spelling

patterns (“tion,” “er,” “ly”,

etc.)

I spelled all of the Word

Wall words correctly and

used the Word Wall to help

me figure out how to spell

other words.

Punctuation

I may label pictures.

I can write my name.

I put spaces between words.

I used lower case letters unless

capitals were needed.

I wrote capital letters to start

every sentence.

I ended sentences with

punctuation.

I used a capital letter for

names.

I used commas in dates and

lists

I used quotation marks to

show what people said.

When I used words like

can’t and don’t, I put in the

apostrophe.

Continuum for Opinion/Argument Writing 3

(updated 11/7/12)

©Units of Study for Teaching Writing, Grade by Grade: A Yearlong Workshop Curriculum, Grades K-8,

by Lucy Calkins and Colleagues (Heinemann, 2013/2014)

For distribution only in TCRWP schools

DRAFT

3

4

5

Structure

Overall

I told readers my opinion and ideas

on a text or a topic and helped them

understand my reasons.

I made a claim about a topic or a text and

tried to support my reasons.

I made a claim/thesis on a topic or text,

supported it with reasons, and provided a

variety of evidence for each reason.

Lead

In the beginning, I not only set

readers up to expect that this will be

a piece of opinion writing, I also

tried to hook them into caring about

my opinion.

I wrote a few sentences to hook my

reader. I may have done this by asking a

question, explaining why the topic

matters, telling a surprising fact, or giving

background information.

I state my claim.

My text has an introduction that leads to

a claim/thesis and gets my reader to care

about my opinion. I work to get my

reader to care not just by including a cool

fact or jazzy question but by figuring out

what is significant in or around the topic

and giving the reader that information

about what is significant about the topic.

I worked to find the used precise right

words to state my claim, and I let the

reader know the reasons I develop later.

Transitions

I connected my ideas/reasons with

my examples using words like for

example and because. I connected

one reasons (or examples) using

words like also and another.

I used words and phrases to glue parts of

my piece together. I used phrases like for

example, another example, one time, for

instance (to show when I was shifting

from saying reasons to giving evidence)

and in addition to, also, and another (to

show when I wanted to make a new

point.)

I used transition words and phrases to

connect evidence back to my reasons

using phrases like this shows that...

I helped readers follow my thinking with

phrases such as another reason, the most

important reason. To show what

happened I used phrases like

consequently, because of.

To be more precise, I used words such as

Specifically, in particular.

Ending

I worked on an ending. It might be a

thought or comment related to my

opinion.

I wrote an ending for my piece. The

ending restates and reflects on the claim.

It may suggest an action or response based

on what I’ve written.

I worked on a conclusion. It connects

back to and highlights what the text is

mainly about and not just the preceding

paragraph.

Continuum for Opinion/Argument Writing 4

(updated 11/7/12)

©Units of Study for Teaching Writing, Grade by Grade: A Yearlong Workshop Curriculum, Grades K-8,

by Lucy Calkins and Colleagues (Heinemann, 2013/2014)

For distribution only in TCRWP schools

DRAFT

3

4

5

Structure (cont’d)

Organization

I wrote several reasons or examples

why people should agree with my

opinion, and wrote at least several

sentences about each reason.

I organized my information so that

each part of my writing is mostly

about one thing.

I separated sections of information using

paragraphs.

I grouped information and related ideas

into paragraphs. I put the parts of my

writing in the order that most suits my

purpose and helps me prove my reasons

and claim.

Development

Elaboration

I didn’t just name my reasons to

support my opinion, I wrote more

about each one.

I gave reasons to support my opinion. I

chose these reasons to convince my

reader.

I included examples and information to

support my reasons. These might be from

a text, from my knowledge, or from my

life.

I gave reasons to support my opinion.

These reasons are parallel and they don’t

overlap. I put these in an order that I

thought would be most convincing.

I included evidence (facts, examples,

quotations, micro-stories, information) to

support my claim.

I discussed/unpacked the way that the

evidence goes with the claim.

Description

I didn’t just tell readers to believe

me, I wrote in ways that got them

thinking or feeling in certain ways.

I made deliberate word choices to

convince my reader, maybe by

emphasizing or repeating words that

would make my readers feel emotions.

If it felt right to do so, I chose precise

details and facts to help make my points

and used figurative language to draw the

reader into my line of thought.

I made deliberate word choices to have

an effect on my reader.

I reached for the precisely right phrase,

metaphor or image that would convey my

ideas.

Continuum for Opinion/Argument Writing 5

(updated 11/7/12)

©Units of Study for Teaching Writing, Grade by Grade: A Yearlong Workshop Curriculum, Grades K-8,

by Lucy Calkins and Colleagues (Heinemann, 2013/2014)

For distribution only in TCRWP schools

DRAFT

3

4

5

Development (cont’d)

Description

(cont’d)

I made choices about which evidence was

best to include/not include to support my

points.

I used a convincing tone.

I made choices about how to angle my

evidence to support my points.

When it seemed right to do so, I tried to

use a scholarly voice and I varied my

sentences to create the pace and tone of

the different sections of my piece.

Language Conventions

Spelling

I used what I know about spelling

patterns to help me spell and edit

before I wrote my final draft.

I got help from others to check my

spelling and punctuation before I

wrote my final draft.

I used what I know about word families

and spelling rules to help me spell and

edit. I used the word wall and dictionaries

to help me when needed.

I used what I know about word patterns

to spell correctly, and I used references to

help me spell words when needed. I

made sure to correctly spell words that

are important to my topic.

Punctuation

I punctuated dialogue correctly, with

commas and quotation marks.

While writing, I put punctuation at

the end of every sentence.

I wrote in ways that helped readers

read with expression, reading some

parts quickly, some slowly, some

parts in one sort of voice and others

in another.

When writing long, complex sentences, I

used commas to make them clear and

correct.

I used periods to fix my run-on sentences.

I used commas to set off introductory

parts of sentences (At this time in history,

it was common to...)

I used a variety of punctuation to fix any

run-on sentences.

I used punctuation to cite my sources.

Continuum for Opinion/Argument Writing 6

(updated 11/7/12)

©Units of Study for Teaching Writing, Grade by Grade: A Yearlong Workshop Curriculum, Grades K-8,

by Lucy Calkins and Colleagues (Heinemann, 2013/2014)

For distribution only in TCRWP schools

DRAFT

6

7

8

9-10

Structure

Overall

Not only did I stake a

position that can be

supported by a variety of

trustworthy sources, each

part of my text builds my

argument and leads to a

conclusion.

I not only staked a position

that can be well-supported by

a variety of evidence, I also

considered positions on the

topic or text that might

disagree with my own

position. I built to a conclusion

which still let readers know

that my own position is valid

and makes sense.

I not only presented an argument

and laid out different aspects of

the argument, I also stayed fair

to those who might disagree with

me by helping readers

understand evidence against my

position. I still held to my

position and built to a conclusion

which reinforces why my

particular position is valid and

significant.

I not only presented different

aspects of an argument, I also

was fair to all positions,

showing gaps or limitations of

each, including my own. I

made it clear how my position

was unique, and I built to a

conclusion that shows my

position as perhaps not perfect

but significant and valid.

Lead

I wrote an introduction that

helps the reader to

understand and care about

the topic or text. I thought

backwards between the

piece and the introduction to

make made sure that the

introduction fits with the

whole.

Not only did I clearly state

my claim, I named the

reasons that I’ll be

developing later. I also told

my reader how my text will

unfold.

Not only did I make sure that

my introduction fits with the

whole of my piece, I also

considered how best to angle

the information I give about

the topic or text in order to get

the reader ready to see my

point.

I made it clear to readers what

my piece will argue.

In my introduction I am strategic

and fair. I helped the reader get a

sense of the importance of this

argument as well as some of the

debates taking place around it.

Yet, I am strategic about how I

provided this context and

decided carefully about what to

include and how to present the

information.

My introduction clearly lays out

my line of argument, making it

clear that my position is different

from others.

Not only did I make deliberate

decisions about how to provide

information in my introduction

that orients the reader and gets

the reader ready to follow my

line of thinking, I also refer to

the introduction later in order

to heighten the effect of the

argument as a whole.

My introduction clearly lays

out my line of argument,

making it clear that my

position is different from

others.

Continuum for Opinion/Argument Writing 7

(updated 11/7/12)

©Units of Study for Teaching Writing, Grade by Grade: A Yearlong Workshop Curriculum, Grades K-8,

by Lucy Calkins and Colleagues (Heinemann, 2013/2014)

For distribution only in TCRWP schools

DRAFT

6

7

8

9-10

Structure (cont’d)

Transitions

I used transitional phrases to

help my readers understand

how the different parts of

my piece fit together to

support my argument.

I used transitions to make it

clear when I am staying with

one line of thinking and when

I am following or refuting

another. Transitions such as

for instance, in addition, also,

and therefore help my reader

stay with one line of thinking.

Transitions such as

nevertheless, on the other

hand, let my reader know

when I am moving to a

different line of thinking.

Not only do I use transitions to

make clear how evidence is

linked to lines of thinking, I used

transitions to create connections

and to separate lines of thinking

or propose alternate evidence.

My transitions connected

examples to reasons and

evidence, and help the reader

follow my lines of thinking. I

also used transitions which

make clear the relationship of

these sources to each other and

to my own claim. I used

phrases such as in accordance

with, in conjunction with,

similar to, by contrast.

Ending

I wrote a conclusion that

restates the main points of

the essay and may offer a

lingering thought or new

insight for readers to

consider. The ending adds to

and strengthens the overall

argument.

In the conclusion, I returned to

the sides of the argument and

reiterated how the support for

my claim outweighed the

counterclaim.

In the conclusion, I returned to

the context and significance of

the argument and reiterated the

significance of my claim,

showing why it is valid.

In the conclusion I

acknowledged the complexity

of the argument and argue for

the significance, impact, or

potential of my claim.

Organization

I arranged paragraphs,

reasons and evidence

purposefully, leading readers

from one claim or reason to

another. I wrote more than

one paragraph to develop a

claim or reason.

I grouped my reasons and

related evidence into

paragraphs. The parts of my

piece are arranged

purposefully to best suit my

purpose. I may have used

compare/contrast, order of

importance or sequence as

organizing structures in my

piece.

I grouped my reasons and related

evidence into paragraphs that are

organized in a logical,

compelling order. I have been

purposeful not just in how I

organized the evidence to

support my claim but also in

how I organized the parts of my

piece that discuss alternate or

opposing claims.

I have a purpose for how I

chose to organize each part of

my piece, what I chose to

include/exclude, (including

citations and

acknowledgement of other

views), and where I chose to

include each detail in my

piece.

Continuum for Opinion/Argument Writing 8

(updated 11/7/12)

©Units of Study for Teaching Writing, Grade by Grade: A Yearlong Workshop Curriculum, Grades K-8,

by Lucy Calkins and Colleagues (Heinemann, 2013/2014)

For distribution only in TCRWP schools

DRAFT

6

7

8

9-10

Structure (cont’d)

Organization

(cont’d)

I distinguished between parts

of the text that support the

claim and parts that

acknowledge and/or refute a

counterclaim.

Development

Elaboration

I included and arranged a

variety of evidence to

support my reasons.

I used trusted sources and

information from authorities

on the topic.

I developed a variety of

reasons, supported by

evidence, to argue my claim.

These reasons and evidence

are supported by detailed,

precise examples.

I included trustworthy and

significant sources and

analyzed the relevance of these

sources.

My reasons are clearly stated

and fully developed, with

convincing, cited evidence and

analysis. I link text evidence

back to my reasons and claim.

I included valid, significant, and

diverse sources and analyzed the

relevance and validity of these

sources, including how they

persuade their audience. I

explain when a source seems

problematic, such as when it

exaggerates or introduces red

herrings, misleading information

or statistics.

I supported each of my claims,

stating the reasons clearly and

supporting these reasons with

cited evidence and convincing

analysis.

I evaluated my sources’

reasoning, authenticity and

rhetoric. I explained when a

source seemed problematic,

such as when examples

suggested as generalizable are

actually specific.

Continuum for Opinion/Argument Writing 9

(updated 11/7/12)

by Lucy Calkins and Colleagues (Heinemann, 2013/2014)

For distribution only in TCRWP schools

DRAFT

6

7

8

9-10

Development (cont’d)

Elaboration

(cont’d)

I explained how my

evidence strengthens my

argument. I explain exactly

which evidence supports

which point.

I acknowledged different

sides to this argument.

I related textual evidence back

to my argument and make it

clear how it strengthens my

claim.

Not only did I acknowledge

counterclaims while being

careful to separate them from

my claim, I can also say which

facts and details make the

claim strongest.

I related evidence back to the

context and significance of the

argument and my claim. The

content is appropriate to my

audience.

Not only did I acknowledge

sides and counter-claims, I also

develop how they are related to

and/or different from my claim.

I related evidence back to my

claim, situated it contextually,

and explained its relevance

and significance. The content

is persuasive for my audience.

I acknowledged complexity,

describing various sides,

stances, and perspectives and

elaborating on the strengths,

assumptions, and limitations in

all positions, including my

own. I contextualized my

claim within these various

perspectives.

Description

I chose words deliberately to

be clear and to have an

effect on my reader.

I do not just rely on buzz

words to evoke emotion from

the reader (e.g. it is dangerous,

critical, horrible), I chose

precise words and used some

analogies or comparisons to

explain what I mean and to

achieve an intended effect. I

cut any words that do not help

me get my meaning across

exactly.

Rather than only appealing to

emotions, I showed readers that

my evidence is sufficient and

makes sense. I do have intended

effects on the reader in mind,

and these are accomplished

through the way I presented and

analyzed the evidence.

Not only did I use analogies,

comparisons, symbolism and

allusions to make my points

and consider how word choice

and the content of my piece

will have an effect on my

reader, I also considered how

the way my piece reads will

affect the reader. I used words

and syntax to make my work

more powerful.

Continuum for Opinion/Argument Writing 10

(updated 11/7/12)

by Lucy Calkins and Colleagues (Heinemann, 2013/2014)

For distribution only in TCRWP schools

DRAFT

6

7

8

9-10

Development (cont’d)

Description

(cont’d)

I chose words deliberately

to be clear and to have an

effect on my reader.

I reached for precise

phrases, metaphors,

analogies or images that

would help to convey my

ideas and strengthen my

argument.

I chose how to present

evidence and explained why

and how the evidence

supports my claim.

I do not just rely on buzz

words to evoke emotion from

the reader (e.g. it is dangerous,

critical, horrible), I chose

precise words and used some

analogies or comparisons to

explain what I mean and to

achieve an intended effect. I

cut any words that do not help

me get my meaning across

exactly.

I considered different

meanings of words, including

technical and figurative and

thought about the impact of

specific words on the mood

and tone of my piece.

Not only did I make choices

about how to give my

evidence, I also made choices

about the way I analyze the

evidence to get readers to

follow my line of thinking.

Rather than only appealing to

emotions, I showed readers that

my evidence is sufficient and

makes sense. I do have intended

effects on the reader in mind,

and these are accomplished

through the way I presented and

analyzed the evidence.

I considered multiple meanings

and nuances of words in order to

include words and phrases,

including comparisons, allusions

and analogies, to effect the mood

and tone of the piece.

I angled my evidence and my

analysis of evidence and sources

to support my claim.

Not only did I use analogies,

comparisons, symbolism and

allusions to make my points

and consider how word choice

and the content of my piece

will have an effect on my

reader, I also considered how

the way my piece reads will

affect the reader. I used words

and syntax to make my work

more powerful.

I used words precisely, and/or

figuratively, and/or

symbolically, to strengthen a

particular tone or meaning.

I angled evidence and

represented various

perspectives to support and

situate my claim

Continuum for Opinion/Argument Writing 11

(updated 11/7/12)

by Lucy Calkins and Colleagues (Heinemann, 2013/2014)

For distribution only in TCRWP schools

DRAFT

6

7

8

9-10

Development (cont’d)

Description

(cont’d)

I used shifts in my tone to

help readers follow my

argument, and I made my

piece sound serious.

Not only have I matched the

tone of parts of my argument

to the meaning and purpose of

that part, changing my tone

deliberately to match my

content, I have also used a

consistently formal tone.

My tone is consistently formal. I

matched the tone of my

argument to the content, part by

part, adopting a reasoning, or

challenging, or sympathetic tone.

My tone is appropriate for the

purposes of each part of my

piece and in keeping with the

discipline within which I am

writing.

Language Conventions

Spelling

I used resources to be sure

the words in my writing are

spelled correctly, including

returning to sources to check

spelling.

I matched the spelling of

technical vocabulary to that

found in resources and text

evidence. I spelled material in

citations correctly.

I spelled technical vocabulary

and literary vocabulary

accurately. I spelled material in

citations according to sources,

and spelled citations accurately.

My spelling was accurate

throughout, including cited

text and citations.

Punctuation

I used punctuation such as

dashes, colons, parentheses,

and semicolons to help me

include or connect extra

information in some of my

sentences.

I used accurate citation. I used

punctuation to clarify

quotations and to emphasize

meaning.

I used full and accurate citation.

I used punctuation to clarify and

emphasize quotations and to

enhance meaning.

I used punctuation to

emphasize connections,

strengthen tone, clarify

relationships and meaning.