Adolescent Literacy Series: Delineate and Evaluate an Argument

By Peg Grafwallner, Instructional Coach and Reading Specialist

When our students are asked to delineate an argument, they are asked to describe, portray, or set forth that argument with accuracy and detail (Merriam-Webster Dictionary). Remember for many of our students argument means to quarrel, bicker, or fight. Argument, for our purposes, means a “coherent series of reasons, statements, or facts intended to support or establish a point of view” (Merriam-Webster Dictionary). In evaluating arguments, students are expected to assess their quality – does the argument fulfill its purpose? An argument’s purpose is to urge a person to believe the argument based on the reasons given. As a result, if the argument is a poor one, it won’t encourage the listener to believe the conclusion based on the reasons given by the speaker.

Every day, in every classroom, students are expected to understand and analyze arguments. However, this work requires students to possess and practice explicit communication skills that some have not adequately developed. To be successful 21st century learners and professionals, students must be able to understand that not all information is reliable; in addition, they must be able to determine credible sources, conduct research, and think critically about texts. Delineating and evaluating arguments is a vital skill students require in academics and beyond.

But what happens when students struggle delineating and evaluating arguments? According to Patrick L. Plaisance, Ph.D. of Psychology Today (2020), “A key component of good citizenship is making an effort to be well-informed.” When our students rely on the faceless “they” for their information or their facts, we know they are relying on opinion or point of view. We want our students to move away from an approach that asks students to form an opinion, take a stand, and convince others to agree; instead, we want them to research both sides of a topic, create convincing arguments with substantive evidence and confidently present their findings – without assumptions and speculations.

For this particular foundational skill, students will give an oral argument using explicit research and citing specific scholars in the field. Encourage students to stay away from phrases such as:

I think
I believe
I feel

Because we want these arguments to be grounded in research, personal opinion must be omitted, or at the very least, kept at a minimum in these debates. In addition, I recommend keeping the argument to two main points, especially as students are learning and practicing this skill. When structuring an oral argument, consider these steps:

Know your arguments completely.
Focus on the two most important arguments in the problem.
Always focus on why your side is right, rather than on why the other side is wrong.

How to Teach Argumentation

Step 1: Begin with an engaging topic. However, I recommend you stay away from hot-button issues that could cause problematic discussions in your classroom. Of course, if there is a topic a student is passionately interested in, give that student the opportunity to make their pitch to you. Otherwise, I suggest you keep it uncontroversial for the first try. Consider these topics:

Students should no longer be forced to read 'classic' literature
Students should be permitted to use cellphones at school
Between studies and hobbies, teens are WAY over-scheduled
The voting age should be lowered to 16
Children should be allowed to 'divorce' their parents
Corporations should not be allowed to advertise in schools

Step 2: Ideally, you want two students working together: a “pro” and a “con.” Give students class time to determine their topic and which role students want to take on - the pro or the con.

Step 3: Offer reliable sources. You could give students the time to do their own research; but, for this first opportunity, give students the sources. As an example, many schools have access to Gale Opposing Viewpoints which offers resources for "debaters and includes viewpoints, reference articles, infographics, news, images, video, audio, and more." I recommend these three sites, in addition to Gale:

Step 4: As students research their topics, give them the Research Investigation graphic organizer. Using this graphic organizer, gives them a chance to hold their thinking in one place.

Step 5: Once students have created a pro and a con using credible sources from the list, they have the opportunity to share their pro and con with their classmates. As we all know, some students are uncomfortable sharing in front of the class; for this first time, you might want to put students in small groups and give them a chance to practice in a small group rather than the entire class.

Step 6: As students go through their arguments, their peers complete the Argument Reflection graphic organizer. This graphic organizer gives the students a chance to determine if their arguments were strong enough to actually change the minds of the listeners or at the very least, solidify the listeners original opinion.

Step 7: Give students an opportunity to share their argumentation experience with you and the class; reflection is key in determining if students felt they were successful in the process.

The Benefits of Teaching Argumentation

We have all had to argue our case; whether it was poor service at a restaurant or whether it’s an uncomfortable discussion with a parent. We know the value of having our research done and our facts at the ready. We also know the importance of being able to listen to someone else’s argument and determine the validity of it. Every day we make those distinctions as we listen, watch, and react to the various media in our world.

In my new book, Clearing the Path for Developing Learners: Essential Literacy Skills to Support Achievement in Every Content Area (May 2023), I explain the value of being able to delineate and evaluate arguments and why our students must be given the opportunity to practice and process this foundational skill. When our students are able to delineate and evaluate arguments, they become better citizens and better consumers of information. Thus this foundational skill becomes central to their civic and academic lives. We know that our students have access to a glut of information - some of which is opinion passed off as fact - and are often overwhelmed by exaggeration instead of engaging in diplomatic reasoning and cordial debate.Now more than ever in a world of social media and rampant misinformation, we want our students to be able to identify misleading or false statements; we want them to be able to determine deceptive reasoning. When arguments are supported in a formulated manner with logical reasoning and multiple examples of evidence, changes in attitudes, actions, and approaches can occur.

When we give our students a chance to practice argumentation and evaluate those arguments, we support them in becoming better communicators; ready to engage in worthwhile debate. As they gain confidence and assurance, they will apply this foundational skill in the classroom and beyond.

References:

Gale. (n.d.). Gale in context: Opposing viewpoints. https://www.gale.com/c/in-context-opposing-viewpoints.

Grafwallner, P. (2023, May). Clearing the path for developing learners: Essential literacy skills to support achievement in every content area. Solution Tree.

Merriam-Webster. (n.d.). Argument. https://www.merriam-webster.com/dictionary/argument.

Plaisance, P.L. (2020). Relying on Social Media for Your News? Not a Good Idea. Psychology Today. https://www.psychologytoday.com/us/blog/virtue-in-the-media-world/202012/relying-social-media-your-news-not-good-idea.