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  2. TEKS
  3. Grade 12
  4. English Language Arts and Reading
  5. Compose argumentative texts using genre characteristics and craft

Grade 12 · English Language Arts and Reading

Compose argumentative texts using genre characteristics and craft

Quarter 4 · Week 1 · TEKS

Standards Alignment

  • TEKS.110.39.10C primary
    compose argumentative texts using genre characteristics and craft;
  • TEKS.110.39.10D primary
    compose correspondence in a professional or friendly structure;

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Lesson Overview

This Grade 12 English Language Arts lesson focuses on composing argumentative texts by understanding and applying genre characteristics and craft. Students will also learn to compose correspondence in both professional and friendly structures. The lesson aligns with TEKS standards TEKS.110.39.10C and TEKS.110.39.10D and emphasizes critical reading, writing, speaking, and thinking skills using multiple texts.

Learning Objectives

  • Compose argumentative texts that demonstrate understanding of genre characteristics and craft.
  • Compose correspondence using appropriate professional or friendly structures.

Success Criteria

  • Students can identify key features of argumentative texts and use them in their writing.
  • Students can write correspondence that follows professional or friendly formats correctly.
  • Students can explain their choices in text structure and language based on genre conventions.

Prerequisite Knowledge

Students should understand basic essay structures, including thesis statements and supporting arguments, and have experience with formal and informal writing styles.

Key Vocabulary

  • Argumentative text
  • Genre characteristics
  • Craft
  • Thesis statement
  • Claim
  • Evidence
  • Counterclaim
  • Rebuttal
  • Professional correspondence
  • Friendly correspondence
  • Tone
  • Audience

Materials and Resources

  • Examples of argumentative texts (mentor texts)
  • Samples of professional and friendly correspondence
  • Graphic organizers for planning argumentative essays
  • Writing tools or devices for drafting

Teacher Preparation

  • Select mentor texts that clearly illustrate argumentative genre characteristics.
  • Prepare examples of professional and friendly correspondence formats.
  • Develop guiding questions to prompt student analysis of texts.
  • Prepare graphic organizers to support student writing planning.

Detailed Lesson Notes

Understanding Argumentative Texts

Argumentative texts are written to convince the reader of a particular point of view or claim. They include a clear thesis statement, supporting evidence, and address counterclaims. Genre characteristics include a formal tone, logical organization, and persuasive language. Craft involves how the writer uses language, structure, and evidence to strengthen the argument.

Genre Characteristics of Argumentative Texts

Key features include an introduction with a thesis, body paragraphs with claims supported by evidence, acknowledgment of opposing views (counterclaims), and a conclusion that reinforces the thesis. Writers use transitions to connect ideas and persuasive techniques such as appeals to logic and emotion.

Craft in Argumentative Writing

Craft refers to the writer's choices in language, style, and organization to effectively persuade the audience. This includes word choice, sentence structure, tone, and the strategic placement of evidence and counterarguments. Effective craft makes the argument clear, credible, and engaging.

Composing Correspondence: Professional vs. Friendly Structures

Correspondence can be professional or friendly depending on the audience and purpose. Professional correspondence follows a formal structure: greeting, body, closing, and signature, using polite and respectful language. Friendly correspondence is more informal, with a conversational tone and flexible structure. Understanding the audience guides the tone and format.

Planning and Drafting Argumentative Texts

Students should begin by selecting a clear claim and gathering evidence. Using graphic organizers helps organize claims, evidence, counterclaims, and rebuttals. Drafting should focus on clear thesis statements, logical progression of ideas, and effective use of persuasive language. Revision includes checking for coherence, tone, and adherence to genre conventions.

Worked Examples

Worked Example 1

Scenario

Analyze this short argumentative paragraph: "School uniforms should be mandatory because they reduce bullying. Studies show that uniforms create a sense of equality among students, which decreases peer pressure related to clothing. Opponents argue that uniforms limit self-expression, but the benefits to student safety outweigh this concern." Identify the claim, evidence, and counterclaim.

Explanation

The claim is that school uniforms should be mandatory. The evidence is that uniforms reduce bullying by creating equality and decreasing peer pressure. The counterclaim is that uniforms limit self-expression, which the writer acknowledges but argues is outweighed by safety benefits.

Answer Guide

Claim: School uniforms should be mandatory. Evidence: Uniforms reduce bullying by creating equality and decreasing peer pressure. Counterclaim: Uniforms limit self-expression, but safety benefits are more important.

Engage

Teacher Activity

Introduce the concept of argumentative texts by reading a short mentor text aloud that clearly shows a claim and supporting evidence. Ask students to listen for the main argument and how the writer tries to persuade the reader.

Student Activity

Listen attentively to the mentor text and identify the main claim and at least one piece of supporting evidence. Share initial thoughts about what makes the text convincing.

Explanation

This phase activates prior knowledge and sets the purpose for learning about argumentative texts by experiencing an example.

Examples

  • Students identify the thesis or main claim.
  • Students notice supporting details or evidence.
  • Students recognize persuasive language or tone.

Explore

Teacher Activity

Provide students with samples of professional and friendly correspondence. Guide them to compare the structure, tone, and language used in each type.

Student Activity

Read the correspondence samples and discuss differences in format and tone. Identify features that make the correspondence professional or friendly.

Explanation

Students explore how correspondence varies by purpose and audience, building understanding of genre characteristics.

Examples

  • Students identify greetings, body, closing, and signature in correspondence.
  • Students note formal vs. informal language.
  • Students understand audience influences tone and structure.

Explain

Teacher Activity

Explain the components of argumentative texts and correspondence structures explicitly. Use graphic organizers to model planning an argumentative essay and composing correspondence.

Student Activity

Take notes on the components and structure of argumentative texts and correspondence. Practice filling out graphic organizers with a sample topic.

Explanation

This phase clarifies the genre characteristics and craft elements students will use in their writing.

Examples

  • Students produce thesis statements and outline supporting points.
  • Students demonstrate understanding of correspondence formats.
  • Students use appropriate language for different correspondence types.

Elaborate

Teacher Activity

Guide students to draft their own argumentative text on a chosen topic using the graphic organizer. Then, have them compose a piece of correspondence (professional or friendly) related to the topic.

Student Activity

Write a draft argumentative essay including claim, evidence, counterclaim, and conclusion. Compose a letter or email in a professional or friendly style connected to the essay topic.

Explanation

Students apply their understanding by creating texts that demonstrate genre characteristics and craft.

Examples

  • Students produce coherent argumentative drafts.
  • Students write correspondence with correct structure and tone.
  • Students show awareness of audience and purpose.

Evaluate

Teacher Activity

Collect student drafts and correspondence for review. Conduct a class discussion or individual conferences to assess understanding of genre characteristics and craft.

Student Activity

Share drafts with peers or teacher. Reflect on how well their writing fits the genre and uses craft to persuade or communicate.

Explanation

This phase assesses student mastery and provides feedback for improvement.

Examples

  • Students articulate their writing choices.
  • Students identify strengths and areas for revision.
  • Students demonstrate understanding of genre conventions.

Classroom Activity

Read the correspondence samples and discuss differences in format and tone. Identify features that make the correspondence professional or friendly.

Guided Practice

Guided Practice 1

Prompt

What is the main argument in the mentor text read aloud during the engage phase?

Teacher Answer Guide

The main argument is the central claim the writer is trying to convince the reader to accept.

Guided Practice 2

Prompt

Name two differences between professional and friendly correspondence.

Teacher Answer Guide

Professional correspondence uses formal tone and structured format; friendly correspondence uses informal tone and flexible structure.

Guided Practice 3

Prompt

What are the key components of an argumentative essay?

Teacher Answer Guide

Thesis statement, supporting claims with evidence, counterclaims, and conclusion.

Guided Practice 4

Prompt

How does craft improve an argumentative text?

Teacher Answer Guide

Craft improves clarity, persuasiveness, and engagement through language choices, organization, and tone.

Guided Practice 5

Prompt

Why is it important to consider the audience when composing correspondence?

Teacher Answer Guide

Because audience determines the tone, language, and structure appropriate for effective communication.

Independent Practice

  1. Foundational: What is the main purpose of an argumentative text?
  2. Developing: List three key features you would expect to find in an argumentative essay.
  3. Application: Write a brief thesis statement for an argumentative essay about the benefits of reading regularly.
  4. Analysis: Compare the tone and structure of a professional email to a friendly letter. How do these differences affect the way the message is received?
  5. Challenge: Evaluate an argumentative text you have written or read. Identify one strength in the use of craft and one area where the argument could be improved.

Independent Practice Teacher Answer Key

  1. 1. To convince the reader of a particular point of view or claim using evidence and reasoning.
  2. 2. A clear thesis statement, supporting evidence for claims, and acknowledgment of counterclaims.
  3. 3. Reading regularly improves vocabulary, enhances imagination, and increases knowledge, making it an essential habit for personal growth.
  4. 4. A professional email uses formal tone, structured format with greetings and closings, and polite language, which conveys respect and seriousness. A friendly letter uses informal tone and flexible structure, creating a personal and approachable feeling. These differences help the audience understand the writer's intent and relationship.
  5. 5. A strength might be the clear and logical organization of ideas that makes the argument easy to follow. An area for improvement could be providing stronger evidence or addressing counterclaims more thoroughly to increase credibility.

Guiding Questions

  • What are the essential parts of an argumentative text?
  • How does craft influence the effectiveness of an argument?
  • What distinguishes professional from friendly correspondence?
  • How does audience affect writing choices?
  • How can you organize your ideas clearly in writing?

Common Misconceptions

  • Argumentative texts are just about stating opinions without evidence.
  • All correspondence should be formal regardless of audience.
  • Counterclaims weaken an argument and should be avoided.
  • Tone does not affect how a message is received.
  • Craft only refers to word choice, not structure or organization.

Differentiation

Support and Intervention

Provide sentence starters and graphic organizers for writing. Use mentor texts with annotations highlighting key features. Allow oral responses before writing.

English-Language Learner Support

Pre-teach key vocabulary with visuals and examples. Use bilingual dictionaries or translation tools. Pair ELL students with peers for collaborative writing.

Advanced and Extension

Challenge students to incorporate multiple counterclaims and rebuttals. Encourage use of varied persuasive techniques and rhetorical devices. Assign analysis of complex argumentative texts from diverse sources.

Assessment

  • Identify the claim and evidence in a sample argumentative paragraph.
  • Compare professional and friendly correspondence samples in a group discussion.
  • Complete a graphic organizer planning an argumentative essay.
  • Write a thesis statement and one supporting claim for an argumentative topic of your choice.
  • Compose a short professional or friendly letter related to your argumentative topic.
  • Write a full argumentative essay using genre characteristics and craft.
  • Compose both a professional and a friendly correspondence piece on the same topic.

Answer Guide

  • What is the main argument in the mentor text read aloud during the engage phase?
    Answer: The main argument is the central claim the writer is trying to convince the reader to accept.
  • Name two differences between professional and friendly correspondence.
    Answer: Professional correspondence uses formal tone and structured format; friendly correspondence uses informal tone and flexible structure.
  • What are the key components of an argumentative essay?
    Answer: Thesis statement, supporting claims with evidence, counterclaims, and conclusion.
  • How does craft improve an argumentative text?
    Answer: Craft improves clarity, persuasiveness, and engagement through language choices, organization, and tone.
  • Why is it important to consider the audience when composing correspondence?
    Answer: Because audience determines the tone, language, and structure appropriate for effective communication.

Real-Life Application

Encourage students to discuss their argumentative topics and correspondence drafts with family members, practicing oral explanations of their claims and writing purposes.

Homework or Home Connection

  • Encourage students to discuss their argumentative topics and correspondence drafts with family members, practicing oral explanations of their claims and writing purposes.

Lesson Summary

In this lesson, students learn to compose argumentative texts by understanding and applying genre characteristics such as thesis statements, claims, evidence, counterclaims, and persuasive craft. They also practice composing correspondence in professional and friendly formats, considering audience and tone. Through reading, analysis, writing, and reflection, students develop skills to create meaningful, well-structured texts that communicate effectively.

Teacher Notes

Use the exact standards alignment and retrieved-source provenance stored with this enrichment.

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