Student Voice Teacher S Special 100 Teen Essays 35 Ways To Teach Argument Writing From The New York Times Learning Network

Help your students craft convincing arguments with award-winning mentor texts written by teenagers and companion teaching guide. This bundle includes one copy each of Student Voice: 100 Argument Essays by Teens on Issues That Matter to Them and Raising Student Voice: 35 Ways to Help Students Write Better Argument Essays, from The New York Times Learning Network. At a time when examples of “student voice” are everywhere, from Greta Thunberg to the Parkland students to the teenagers in the streets of Hong Kong, the argument writing that students study in school is still almost entirely written by adults. It is a wholly different experience for teenagers to study the work of their peers. It’s relatable. It’s relevant. And it doesn’t feel like an untouchable ideal. In this new collection of 100 essays curated by The New York Times, students will find mentor texts written by their peers—13-18-year olds—on a wide range of topics including social media, race, school lockdown drills, immigration, tackle football, the #MeToo movement, and COVID-19. For any teacher who feels that students write better when they have some choice over the topic and form, when they write for an audience beyond the teacher and a purpose beyond a grade, and when they get to sound like themselves, this anthology is an invaluable resource to accompany any composition text. In the companion teacher’s guide, Katherine Schulten—a former teacher and writing coach herself—provides teachers with 35 strategies and classroom-ready activities for using these peer mentor texts with their students. Raising Student Voice also includes 500 writing prompts, a “topic generator” with questions to help students decide what they’d like to write about, and a sample essay annotated with the comments of Times judges.

Finally, mentor texts written by teenagers, to help your students craft convincing arguments. In this new collection of 100 essays curated by The New York Times, students will find mentor texts written by their peers—13-to-18-year-olds—on a wide range of topics, including social media, race, video games, lockdown drills, immigration, tackle football, and the #MeToo movement. All of the essays were either winners or runners-up from The New York Times Learning Network 2014–2019 Student Editorial contests, in which students could take on any issue they liked and, in 450 words or fewer, persuade readers—including educators from around the country as well as Times judges—to adopt their point of view. The essays have been selected for their voice, style, and use of evidence, as well as to present snapshot of issues across a dozen categories that are of particular interest to adolescents. Student Voice is also available as a package with Raising Student Voice: 35 Ways to Help Students Write Better Argument Essays, from The New York Times Learning Network, a teacher's companion guide packed with practical advice from teachers, Times editors, and even student winners about how to use these essays in writing instruction.

This classroom resource provides teachers with a strong foundation in the elements of persuasive writing. In the 21st century classroom, the skills and strategies required to effectively evaluate and compose opinions has never been greater. This book discusses why teaching persuasive writing is relevant and beneficial to the target age groups, and includes resources to help grades 3-5 students examine multiple views on a topic and write their own informed, effective opinions and arguments. Persuasive writing provides students with an avenue to examine a topic, develop informed views, express their opinions, and defend their ideas with logical, evidence-based reasoning. This resource takes a unique approach to the topic of teaching persuasive writing with an effective combination of tips, strategies, and resources. With mentor texts, student writing samples, rubrics, lesson plans, and questions to assess professional growth at the end of each section, teachers will learn why persuasive writing is so important in today's classrooms, and how to tackle the challenge of teaching it. This book includes: 21 persuasive writing strategies; 10 lesson plans; student writing samples; mentor texts; anchor charts.

In order for students to write effective arguments, they need to read good arguments. In this practical book, you’ll find out how to use mentor texts to make writing instruction more meaningful, authentic, and successful. Author Sean Ruday demonstrates how you can teach middle school students to analyze the qualities of effective arguments and then help them think of those qualities as tools to improve their own writing. You’ll learn how to: Introduce high-interest topics to students to get them interested and engaged in argument writing. Teach students to look at multiple sides of an issue and critically evaluate evidence to construct informed, defensible arguments. Make argument writing an interactive, student-driven exercise in which students pursue their own writing projects. Use mentor texts to help students learn the core concepts of argument writing and apply those skills across the curriculum. The book is filled with examples and templates you can bring back to the classroom immediately, as well as an annotated bibliography which links the concepts in this book to the corresponding Common Core State Standards. Blank templates are also available as printable eResources on our website (http://www.routledge.com/9781138924390).

Focused on the teaching and learning argumentative writing in grades 9-12, this important contribution to literacy education research and classroom practice offers a new perspective, a set of principled practices, and case studies of excellent teaching. The case studies illustrate teaching and learning argumentative writing as the construction of knowledge and new understandings about experiences, ideas, and texts. Six themes key to teaching argumentative writing as a thoughtful, multi‐leveled practice for deep learning and expression are presented: teaching and learning argumentative writing as social practice, teachers’ epistemological beliefs about argumentative writing, variations in instructional chains, instructional conversations in support of argumentative writing as deep learning and appreciation of multiple perspectives, contextualized analysis of argumentative writing, and the teaching and learning of argumentative writing and the construction of rationalities.

There is much attention currently being given to argument-based inquiry in national and state curriculum documents. Students are being required to be able to generate and evaluate science knowledge, and to think critically and judge the value of evidence and explanations. The intent of the book is to provide a rich and broad view of the impact of argument-based inquiry in the elementary classrooms from the perspective of the teacher. All the teachers and professional development authors were engaged in promoting and using argument based inquiry as the approach to teaching science. They were implementing the Science Writing Heuristic (SWH) approach as the argument based approach for classroom practice. As researchers we constantly work to present our views of these experiences with the voice of the teachers only being relayed through the perspective of the researcher. The intent of this book is to provide an opportunity for us as a community to listen to what the teachers are telling us. Importantly as demands are being placed on classroom experiences that provide opportunities for students to pose questions, make claims, and provide evidence, that is, to think critically and reason like scientists, we need to understand what this looks like from the perspective of the teacher. This book brings together a range of elementary teachers from kindergarten through to year 6 who have used the Science Writing Heuristic approach to teach argument-based inquiry. These teachers have all gone through professional development programs and successfully implemented the approach at a high level.