argumentative writing assignment middle school

45 Argumentative Writing Prompts for Middle School

As students make their way through school, the types of writing they do will change—as will the difficulty.

Writing persuasive or argumentative essays and letters is a great skill for students to learn, and a wonderful way to help guide them on proper research techniques so they can view more than one opinion and form their own conclusions.

Below, we’ve put together a list of writing prompts to help students tackle persuasive writing and dig deeper for an opinion.

Using These Prompts

This writing guide can be used as homework or in tandem with your ELA curriculum. The point is to get students to work on their nonfiction writing skills in a way that is fun and engaging.

Here are a few ways you can use the list below:

• Use these prompts for students who finish work early and need something to do.
• To choose a prompt, have students pick a number between 1 and 45.
• Challenge your students to use one writing prompt every day for a full week.
• Pick prompts that line up with what students are learning in other classes (like history or art).
• Have each student pick a prompt for someone else in the class to use.

The Prompts

• Do you think teachers should assign homework over the weekend? Explain.
• Is America ready to have a woman president? Why or why not?
• Should kids have chores? Explain.
•  Should GMOs (Genetically Modified Organisms) be allowed in our food?
• Is life more challenging for your generation than your parents’ generation at your age? Explain.
• Should gym class be required for all students?
• Do you think your school treats boys and girls equally? Explain.
• Do athletes and actors deserve to make more money than the average worker? Explain.
• Do beauty pageants objectify the participants?
• Should teachers accept late work? Explain.
• Should cell phones be allowed in school? Why?
• Do you think community college should be free? Explain.
• Should schools have harsher punishments for bullies?
• Does snail mail (handwritten cards or letters) still have value in the digital age?
• Do you think parents should limit screen time for their children?
• Should a student’s behavior be a factor in their overall grade in a class?
• Explain your stance on alternative energy.
• Do you think the media puts too much pressure on high school and college athletes?
• At what age do you think kids should be allowed to use social media?
• Do you think Native Americans have had justice for having their land stolen?
• Should the US invest more money in the space program, or should that money be spent elsewhere?
• Does society rely too heavily on technology?
• Should single-use plastics be eliminated entirely?
• Do you think students should be given letter grades, or should classes be graded as pass/fail?
• Explain the benefits of learning a second language.
• Does your school mascot represent your school well?
• If your school mascot could be changed, what would you propose? Why?
• Defend your position on recreational hunting.
• Explain the benefits of going away to summer camp.
• Do you think there is anything we can do about climate change, or is it already too late?
• Explain why students should have more say in what they learn.
• What do you think is the perfect pet?
• Is online learning or in-person learning better? Why?
• How has reality TV had an impact on real life?
• At what age are you old enough to stay home alone?
• Should children be required to attend church with their families? Explain your reasoning.
• Do you think the dress code is harmful or helpful to daily school life?
• Is it better to be liked or to be respected?
• Should school start later for teenagers?
• Should students be required to participate in a sport or extracurricular activity?
• Is the glass half-empty or half-full? Explain.
• Should the United States keep daylight savings time, or do away with it?
• What is something every household should do to conserve energy?
• Should beauty standards be more inclusive?
• What is the greatest song of all time? Explain.

Looking For More Resources?

We offer an abundance of free writing resources for parents, guardians, and teachers to help give young writers the tools they need to succeed.

Don’t hesitate to reach out if you are looking for something specific and can’t find it on our site. We love hearing all of your ideas!

Samantha in Secondary

10 Argumentative Writing Tasks That Are NOT Another Paper

September 13, 2021 by Samantha H.

When it comes to teaching argumentative writing, there are so many ways to allow students to demonstrate what they have learned. You absolutely do not need to write a full paper each time you’re teaching a specific skill. Consider alternative tasks to a paper such as letters, video, speeches, etc.

Here’s why you should consider scrapping the essay for your argumentative writing.

Reason One: Argumentative Writing Is a Genre, Not an Essay

What is it that you really want your students to get out of learning to write an argument? 

The genre of argumentative writing can be broken down into these basics:

• The student investigates a topic.
• The student collects, generates, and evaluates the evidence.
• The student establishes a position in a concise manner. 

But it doesn’t have to be a paper. If your assessment covers these basics, why not allow for some flexibility? 

Reason Two: Your Students Could Use a Paper Break

When we assign papers, we often are not just looking for the content of the paper. We also grade for organization, fluency, spelling, punctuation, use of transition words, and a proper works cited page. Basically, we tend to grade for much more than just the content.

Some might say, “That’s just the way of English class.” But truthfully, this can be overwhelming for students. You might have heard the strategy to just grade for a few items off your rubric, but why not change the game entirely and let students work more creatively?

Reason Three: You Could Use a Paper Break

I’m always impressed when I see the work my students turn in, but I also like a little something different now and again. Giving my students creative options allows me a break from grading another essay with the same grading rubrics I’ve used over and over again. And I get to see a lot more insight into the way my students’ minds work and what they thrive in when I change up assessments.

Here are 10 argumentative writing assessments that are NOT just another paper.

Have students write a letter to a stakeholder in the situation they are researching. This is a great way to demonstrate the impact of audience and purpose as well.

Some of your more literary students might love the challenge of arguing something in poetic form. 

#3: Graphic Organizer

Sometimes all students need to understand the larger task at hand is to fill out a graphic organizer as if they were going to write a paper. This stops just short of writing the entire paper and allows students to go through the entire argumentative process while focusing on the big picture rather than the sometimes overwhelming task of crafting an entire paper.

#4: Public Service Announcement

Creating PSA’s is a great way to get your students engaged in the argumentative process. 

Have your students create a poster with software like Canva or even Google Slides. This is a great way for students to share their information using a creative, 21st century medium.

#6: Podcast

Podcasts are an amazing way to enhance speaking and listening skills. What better way to have students share their arguments than by creating a podcast? 

When crafting a blog, students can share what they’ve learned in an easy, relevant way. 

Have your students preview examples before writing their own speech. A speech can be a powerful tool for students to hone their argumentative skills.

Many students love creating videos. You can have them create a basic video or challenge them to create a TikTok or Reel as if they were creating for social media.

#10: Infographic

Creating infographics is an intriguing way for students to transfer what they’ve learned to an eye-catching medium. Canva and Piktochart have great templates. 

Get 50 Argumentative Writing Prompts!

Another thing I like to do is start each day in my argumentative unit with an interesting bell ringer. I’ve been using these argumentative writing prompts with a lot of success. Students love the variety and I love that they are practicing their skills every day!

Have you tried any alternatives to an argumentative paper for your students? Let me know in the comments or continue the conversation with me over on IG and FB . I look forward to hearing what other ideas you love!

Happy teaching!

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Bell Ringers

Teaching argumentative writing in middle school ela: part one.

If you teach middle school, you know that teenagers have a lot of opinions! Luckily, you can use that to your advantage when teaching students how to write an argumentative essay. The key is to help students learn to craft well-written arguments with evidence (not just arguing for the sake of it, which middle schoolers can be prone to). 

While learning to craft argumentative essays will help students in school, being able to craft and defend an argument is also an important skill for the real world. Writing an argumentative essay or having a debate requires critical thinking skills and the ability to take a stance and back it up. 

What is Argumentative Writing?

In order for students to understand how to write an argumentative essay, they need to understand what argumentative writing is.

Argumentative essays usually require that students do some investigation or research on a topic and then choose a clear stance. When writing, students will spend the body of the essay explaining points and providing evidence that supports their stance. A counterargument is also typically given as a way to counteract how “nay-sayers” would disagree with the writer. At the end of the essay, students will restate their argument and summarize their evidence.

How to Introduce Argumentative Writing: The Debate

Now that we know what to expect from argumentative writing, we can get into how to write an argumentative essay. You’ll want to start by introducing argumentative writing, which I liked to do through debates. Just like in an essay, to successfully debate a topic, students must do some investigation, choose a stance, and then argue their point in a meaningful way. Holding a class debate is a great place to start when introducing argumentative writing. Debating a topic verbally can actually be used as a brainstorming session before students ever even put pen to paper. For students new to argumentative writing, this takes some of the pressure off of jumping right into the writing process and helps them generate ideas.

There are a few ways you can use debates. For instance, you can choose a topic you’d like students to debate or let them choose a topic they’re already passionate about. 

I liked to give students a few minutes to think through the topic and prep on their own, and then I partner them up. They can either debate the topic with their partner, or they can work together with their partner to debate another pair. 

Depending on your class size, you could also split the class in half and make it a whole group debate. As long as students are researching or investigating in some way, choosing a stance, and finding reasons to back up their position, there is no wrong way to hold a debate in your class – and you can try out a few different formats to see what works best.

After the debates, it’s a great idea to debrief. This is a good time to bring in some key vocabulary and reinforce how to write an argumentative essay. For example, you can look over some of the evidence presented and ask students to rate the “strength” of the argument. You can also brainstorm a counterargument together.

How to Introduce Argumentative Writing: The Flash Draft

After students debate, they move on to the flash draft. A flash draft is essentially a giant brain dump. Students do not have to worry about spelling, grammar, organization, or even structure. They will simply be taking their thoughts from the debate and getting them down on paper. 

One benefit to the flash draft is it removes the barrier of intimidation for a lot of students. For many kids, the actual work of starting to write can be daunting. A flash draft removes that intimidation of perfection and just requires something to be on the page. Again, the flash draft portion can be completely tailored to best suit your students and classroom. You can set a timer for a specific amount of time, you can provide students with an outline or guiding questions, or you can give them sentence stems to start. 

If you have access to technology in your classroom, you can even let students verbalize their flash draft and use transcription technology to get it on paper. 

Expanding Knowledge of Argumentative Writing

By now, you might be wondering when you’ll actually dive deeper into how to write an argumentative essay. That will start with a mini-lesson. These mini-lessons should cover the key parts of argumentative essays, like how to take a stance, ways to support your position, how to transition between thoughts, and even how to craft a counterargument. 

You could have a mini-lesson before each flash draft to focus on a particular skill, or you can hold the mini-lesson after the flash draft and let students focus on that skill during revisions. During mini-lessons, I highly suggest using mentor texts, guided examples, or other reference materials. When it comes to writing, many students need to see the process in action, so modeling and having a place for them to reference will be super key to their success.

Argumentative Writing Unit for Middle School 

Want support putting together your argumentative essay unit? My done-for-you Argumentative Writing Unit scaffolds how to write an argumentative essay for you and your students.

The unit includes 23 full lesson plans, slide presentations, notebook pages for students, teacher keys and examples, student references pages, and more for a well-rounded unit.

Plus, this unit goes through the exact process I talked about in the blog, using debate, flash drafts, and mini-lessons to scaffold students through the writing process.

• Read more about: Middle School Writing

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The Middle School Teacher’s Ultimate List of Argument Writing Prompts

As every parent or middle school teacher knows, students have strong opinions! Unfortunately, there are few opportunities in any given school day for them to have the platform to share them. Fortunately, there is one sacred space in the ELA world for students’ opinions, and it’s right at the heart of an argumentative unit . To help you tap into those strong feelings, here are 80 argument writing prompts to inspire your middle school students in their next writing assignment.

Argument Writing Prompts: School

• Should homework be banned?
• Do standardized tests effectively measure student achievement?
• Should schools stop handing out number grades?
• Should schools be required to offer healthier lunch options?
• Should schools teach students how to cook?
• Should physical education be a required course throughout high school?
• Should students be required to volunteer a certain number of hours before graduation?
• Should art or music courses be required throughout high school?
• Should all sports be co-ed?
• Does class size matter?
• Should students be required to wear uniforms?
• Should schools have dress codes?
• Should the school day start later?
• Should the school day or school year be shorter?
• Should the school week always be 4 days and the weekend 3 days?
• Should students be allowed to grade their teachers?
• Should schools offer more mental health resources for students?
• Should students be allowed to have cell phones at school?
• Should schools be required to participate in school-wide recycling programs?
• Should the government provide free college education?
• Should good grades guarantee a scholarship for post-secondary?
• Should schools provide free pads and tampons?
• Should yearbooks be free to all students?

Argument Writing Prompts: Society and Culture

• Should the voting age be lowered? To what age and why?
• Should the government regulate the amount of sugar in food and drinks?
• Should the government provide free public transportation?
• Should the government provide free childcare to working parents?
• Should the government provide free housing to all citizens?
• Is climate change caused by human activity?
• Should single-use plastic (like straws or bags) be banned?
• Should bottled water be banned?
• Should genetically modified organisms (GMOs) be used in food production?
• Should the minimum wage be increased?
• Should the death penalty be abolished?
• Should there be stricter gun control laws?
• Should the government provide universal healthcare to all citizens?
• Should athletes and celebrities make more money than the average person?
• Should daylight savings time be abandoned?
• Should all clothing just be sold as unisex or gender-neutral?
• Should toys be advertised and sold as gender-neutral?

Argument Writing Prompts: Animals

• Should zoos be outlawed? Should animals be kept in captivity?
• Should hunting and fishing be outlawed as a sport?
• Should animal testing be banned?
• Is it ethical to keep exotic animals as pets?
• Should we clone animals?
• Should the sale of fur clothing or leather be prohibited?
• Should there be stricter laws to protect endangered species?
• Is it appropriate to use animals for mental health purposes?
• Should humans be allowed to manipulate ecosystems (introduce new species, population control, change migration patterns, etc.)
• Should humans be allowed to use animals for entertainment (i.e. circuses, shows, etc.)?

Argument Writing Prompts: Technology

• Should screen time be limited for kids?
• Should students be allowed to access their own devices throughout the school day?
• Should schools provide all students with their own laptops?
• Should kids’ social media access be limited or regulated?
• Is internet access a fundamental human right?
• Should images in magazines, advertisements, or online be allowed to be photoshopped?
• Should violent video games have a required age to play?
• Should video games be considered a sport?
• Should driverless cars be banned?
• Should facial recognition software be allowed in public spaces?
• Should there be a dislike button (as well as a like button) on social media?
• How does technology affect mental health?
• Should there be regulations on the use of artificial intelligence?
• How does technology impact face-to-face communication?
• What are the benefits and drawbacks of using technology in the classroom?
• Should there be laws against online trolling and cyberbullying?

Argument Writing Prompts: Miscellaneous

• Should all kids have a curfew?
• Should kids get an allowance?
• Should kids be required to do household chores?
• At what age should kids be allowed to stay home alone?
• Should paparazzi be allowed to take photos of celebrities’ underage children?
• Are conspiracy theories dangerous or harmless?
• Should you accept a reward for doing the right thing?
• Should the driving age be lowered?
• Should clowns be banned?
• Should you feel guilty about killing small bugs like spiders or ants?
• Should ______ (cheerleading, football, golf, pickleball) be an Olympic sport?
• What is the impact of music lyrics on teens?
• Is it appropriate for celebrities to use their platform to raise awareness about social issues?
• Should schools have the right to search student backpacks, phones, and laptops??

As a bonus question, ask your students what they feel strongly about in the world. That question is sure to spark meaningful conversations and encourage students to explore new ideas.

What would you add to this list of argument writing prompts ? Let’s shoot for 100, so drop your ideas in the comments below or find me on IG !

• Apr 16, 2020

Argumentative Writing: Debates in Middle School

Updated: Apr 29, 2020

Almost all standards across the country call for students to do some sort of argumentative writing and analysis . I see lots of teachers ask how to get their students to write argumentative essays. Well, my students don't. Throughout the school year my students write a research essay and a literary analysis essay...to put them through another essay is torture for me and them. So, instead, we do debates! Read about how I approach debating with my 6th graders.

Introduction

My school district has a high school debate team that takes it very seriously. My school is lucky enough to host some of the debates right in my own classroom! (It's a very small district). I always ask the teachers who run the debate club if my students can watch. It's a great experience for them to see students who take debate very seriously, even though the topic may be way over their heads!

They simply observe these debates and we don't get into them a whole lot until we start the unit (which is usually much later than when they see the debates). We discuss what they noticed. One of the things they notice is how prepared the high schoolers are when they are in front of the class debating. This is a great segway into to the unit as they will be doing research and trying to be as formal as possible!

I also like to do some fun interactive activities like speed debating . I give them very basic topics to practice debating for a few minutes then switch off to debate with the next person. (Unfortunately, I couldn't do these for this current school year due to COV-ID closures).

Eventually, we dive into our digital notebook . We kick it off with observations of two debates I found on YouTube. I don't expect them to watch the entire debates. We discuss key terms as an introduction and then delve into those later.

Debate Basics

I will not call myself an expert at debates in the slightest, so I am happy I teach 6th grade to just give them the bare bones. I did some research of my own and spoke with the 8th grade teacher in my building to see what's typically expected in the upper grades and I scaled my information down to meet my 6th graders' needs.

We begin with pro/con article s from Newsela . These are a lifesaver! They are short and sweet and I have the students analyze the difference between the two "sides". Ultimately, they choose a side and briefly support it with text detail from the article.

They continue to use these types of articles to practice crafting claims. Normally, in an argumentative essay, this would be their thesis. I help them use debate terminology of affirmative and negative. I have them focus on three major points to craft their claims.

Next up is ethos, logos, and pathos . They do struggle with this because they've had NO exposure to this before they get to me. I like to use commercials to help with these concepts. I break down each one as a different lesson each day. I have them return to a pro/con article already read and look for evidence that could fit into each category. Following up to that, I have them create their own ethos, logos, and pathos.

Counterclaims and refutations are next and a cornerstone of debate. Students differentiate between strong and weak counterclaims and learn how to use specific language to refute.

Time to prep for the debate. I give the students a Google Form early in the unit to choose the topic they want. I limit their choices to four topics I already chose because I provide them with the research articles. You may want to go a different direction and let them choose their own topics and do their own research...my kiddos are not quite ready for that. Once they choose their topics, I try very hard to put them in the groups they want. They also choose what side they'd prefer. Unfortunately, they don't always get the side they want, but the research I provide gives them plenty to support each side.

There are about 4 students per group. Each group is a different side of a topic. So, one group of 4 is the affirmative to the question and the other group of 4 is the negative to the question.

The groups then spend time researching in the provided articles. Within their gathering of evidence, I have them get information for BOTH sides and try to match up evidence against each other. The goal being that when they do debate, they have researched the evidence from the other side, too, so they can refute it. My kids do struggle with this a bit, so I don't expect miracles...it's a tough concept to wrap their heads around.

They also spend time separating out the evidence, this way, students aren't overwhelmed and have specific evidence to focus on when they present. I also have them go back to see if they can add any logos, ethos, and pathos. They write opening and closing statements and prepare a notecard to have with them when they research.

I set up the debate with eight desks in front of the classroom facing the rest of the class. Each group goes to a side to debate. It is a little less formal than other debates, as I don't really time it; I just use my discretion.

They begin with the opening act. Then, the other side provides their first argument. The following group can rebut by using the steps of refutation learning earlier by raising their hand. I encourage them to use their evidence to rebut and to focus on what the other group said (we practice a bunch before, too).

The rest of the class fills out an assessment based on the debates they watched and "grade" the presentations. Then, I grade them!

This year, I am attempting this all through Zoom. Stay tuned! I will update here once I get to it...my students just started this unit last week. I may end up making smaller groups since I have less time with them and the plan is to hold the debates on Zoom.

Bottom Line

While many choose to do essays for the argumentative standards, I find debates to be more productive. This unit really works into Speaking and Listening standards, too and students, especially at this age, love to socialize so this is a great way to get them to do so! And since this is being done through distance learning this year, it's more important than ever!

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Engaging Strategies for Teaching Persuasion, Argument, and Debate

Year after year, I love teaching persuasion. I love persuading my students that persuasion is a life skill worth learning. (Because isn’t all teaching just persuading kids to listen and learn?!) Luckily, with the right mix of ethos, pathos, and logos, this is usually an easy sell to my audience of adolescents.

After all, teens love to argue…with their peers, their parents, and *gasp* their teachers. They have plenty of practice with real-life persuasion, whether it’s convincing their parents to stay out past their curfew or proposing just one extra day to work on that project. And they’re always dying to debate: which sports team is superior, why they deserve more freedom, and what’s wrong with school, society, and this world! If you’ve ever taught teenagers, you know that they have no shortage of opinions. So suffice it to say: your students are already arguers.

The challenge, of course, is helping students channel their opinions and energy into structured, academic argumentation. To do this, you’ll need high-engagement activities that match your students’ energy… not the ancient 5-paragraph persuasive essay over a subject on that random list of 100 debatable topics you found online. If we want to move students to a more sophisticated level of debate, we need to offer them student-centered, authentic, and relevant tasks to practice their persuasion.

Ready to ditch the 5-paragraph persuasive essay and engage your students in meaningful persuasion? Here are dozen different strategies for your ELA classroom.

MOCK TRIALS

Want to teach students how important it is to support your argument with evidence (and what happens when you don’t)? Ready to watch your class eagerly annotate a text and cite said evidence *without* complaints?

I wasn’t sure my students would ever see citing evidence as more than a chore until I dressed up as “Judge G,” borrowed a gavel, and facilitated my first mock trial!

A mock trial is the perfect way to practice persuasion and argumentation because it’s student-centered, inherently engaging, and 100% authentic. You’ll watch students become intrigued, take ownership, and get competitive real quick! Because students know they’ll be arguing in front of a jury of their peers, the standards become strategy. Citing textual evidence is no longer a chore, but a competition! The stakes are higher than a grade from the teacher because the real prize is bragging rights. 

To structure a mock trial in your ELA classroom, you’ll need a murder, crime, ethical dilemma, or essential question. In other words: literature! From there, you’ll want to divide students into teams of prosecution, defense, and jury. After that, students will get to work within their groups. In my classroom, this is what it looks like:

The prosecution and defense teams prepare evidence-based claims and rebuttals. Each student is responsible for a section, whether that’s the opening, a claim, a rebuttal, or the closing. Meanwhile, the jury works together to create a rubric and anticipate the arguments they may hear during the trial.

You can read more about mock trials HERE or find everything you need to facilitate a virtual or in-person trial HERE.

RHETORICAL BAR GRAPHS

Bar graphs in ELA? Oh yes you can! Getting a gold star from her math cohorts, Ashley Bible at Building Book Love has her students create rhetorical bar graphs to analyze persuasion.

This digital or tactile strategy is simple yet highly effective!  All you do is assign each appeal a color before taking students on a color-coded text hunt.  (In her rhetoric lesson plan , Ashley uses: Pink Pathos, Light Blue Logos, and Emerald Green Ethos). 

Once students have each appeal coded, they arrange the rhetorical devices into a bar graph and analyze which appeal the speaker relies most heavily on and how they could make their argument stronger. This visualization technique always generates important insights about the topic at hand!

From analyzing speeches in Julius Caesar , to recognizing propaganda in Animal Farm , to tackling social justice in Dolly Parton’s America , this strategy is a gift that keeps on giving! Tag her @BuildingBookLove if you give it a try! 

ANALYZING COMMERCIALS & ADVERTISEMENTS

To help students identify persuasive appeals and techniques in action, Shana Ramin from Hello, Teacher Lady suggests deconstructing commercials and advertisements.

When teaching in person, Shana enjoys facilitating this type of analysis with the tried-and-true “chalk talk” approach. After gathering a series of printed advertisements, Shana glues each one in the center of large chart paper and places them at various points around the room. Students rotate through each station with a small group, annotating each ad silently with an eye for purpose, audience, tone, etc. At the end of the activity, students return to their original stations and share out their final observations with the class. 

To mimic this activity in a hybrid or digital environment, Shana recommends using Jamboard, an easy-to-use, digital whiteboard app by Google. The setup process is pretty much the same, but replace the printed ads with image screenshots and the white chart paper with a digital Jamboard slide. Students can then use the sticky note and marker features on Jamboard to annotate the images in breakout rooms. 

Click here to learn more about the collaborative features of Google Jamboard .

ARGUMENT OLYMPICS

The Argument Olympics are Emily Aierstok’s favorite way to teach middle and high school students evidence based writing. Emily, from Read it. Write it. Learn it. , uses an Olympic theme to deconstruct arguments, write outlines, and compete in the “strongest evidence” game complete with gold medals! Kids LOVE it and quickly understand the qualities of strong evidence in their writing. 

To really create an Olympic games feel, Emily creates a very simple (and free!) classroom transformation. She strings red, yellow, and blue streamers around the room, plays the Olympic theme song from YouTube, and prints gold medals to hand out for gold-medal-level deconstructed essays, strongest outlines, and strongest evidence. 

Next, Emily introduces the “Olympic events.” For example, the first Olympic Event she introduces to students is The Strongest Evidence Competition. Students are given two sides of an argument topic and asked to find three pieces of evidence to support each argument. After finding their evidence, students are tasked with identifying the evidence that’s the strongest. Students become so motivated to find the strongest evidence, and they’re practicing essential analysis skills. The quality of evidence students find is amazing. 

You can read more about implementing the Argument Olympics in your classroom here . 

SILENT DISCUSSIONS

Jenna, @DrJennaCopper , loves using silent discussions for students to debate the impact of articles and artifacts. The rules are simple: students are only allowed to write. This type of stipulation helps students really think about their responses since they can’t talk.

Here’s how it works:

• Choose an artifact or article.
• Get a big piece of poster board or a big paper and paste the article or artifact in the center.
• Tell students to read the article and then, discuss with the stipulation that they are only allowed to write. No talking! It helps if students color-code their writing.
• As students “discuss,” walk around the room and comment (in writing, of course!) to generate more debate.
• When the discussion is over, place the posters on the walls and give students a chance to walk around and view.
• Facilitate a talking classroom discussion to discuss insights and observations.

That’s it! Not only will your students be highly engaged, but you’ll also enjoy the few short minutes of precious silence!

As a bonus, this activity works great for a remote lesson as well. Just paste your article or artifact in a Google Doc and share it so they all have editing access. They can complete their silent discussions right in the document. 

STUDYING FAMOUS SPEECHES

Lauralee from the Language Arts Classroom frequently uses famous speeches and commercials to teach persuasion. By bringing in authentic examples to the classroom, this strategy offers history and media lessons, too.

When students realize that they see strategies every day in social media, on their phones, and within stores, they engage and are excited to apply those concepts to their public speaking endeavors.

For instance, students can study the techniques in a Susan B. Anthony speech and then apply those techniques to their own speeches. Teachers can even pair her speech with a narrative speech assignment. Students can then employ sentence structure, tone, and logos into their speeches. Although ELA teachers often use persuasive techniques during public speaking lessons, many of the same activities work well with argumentative writing.

NAILED IT! & SHARK TANK

Staci Lamb from The Engaging Station loves switching up her creative lessons on ethos, logos, and pathos every year. She has had students watch Shark Tank and sell their own products, but last year, she was inspired to try something new by making a connection to the Netflix show Nailed It .

Right before winter break, she went to Walmart to buy graham crackers, icing, candies, and more. Dollar Tree also had a great selection of inexpensive candy. Students had to create a gingerbread masterpiece and then use ethos, logos, and pathos to justify why their house was the best. The kids had a lot of fun, and it was an engaging activity to end the calendar year.

You can see this idea and more with free resources on her blog post Creative Ways to Teach Persuasive Appeals .

REAL WORLD TOPICS + CHOICE

Today, students have access to more information than ever at their fingertips. Tanesha from Tanesha B. Forman leverages real world topics – that students want to debate in the classroom – with argu mentative writing lessons. Choice is the bedrock of Tanesha’s approach to lit eracy and she offers students a choice on a topic (e.g. should college athletes be paid?), and tells them the format (e.g. speech, letter). 

Next, students research their topic. Tanesha always warns students to think about their position, but be open to changing based on what the research from credible sources reveals. Students spend a day or two gathering information for their writing assignment. For students who need support with this, Tanesha has 3-4 sources readily available. Once students have their evidence, they enter the writing process that Tanesha creates mini-lessons aligned to their needs and they present their work. Throughout the year, Tanesha encourages students to share topics they want to “argue” and she repeats the cycle.

THE ELEVATOR PITCH

No matter what you’re reading or learning about, adding a persuasive pitch to “sell” an idea, is a great way to include elements of persuasion beyond a persuasive unit.

For example, if students are creating something to aid a character , rather than just explain it, challenge your students to create a short elevator pitch! It can even be used with literary analysis by asking a question such as: Which character is the most (insert character trait here)?  Staci from Donut Lovin’ Teacher finds that when students have to pitch their ideas, they really begin to reflect on their work and what makes it great, and also where it can grow. 

Staci likes starting with a graphic organizer to get students thinking and then begins layering in mini-lessons that consider the audience, point of view, tone, and rhetorical appeals, depending on how much time you have. Students can then begin crafting their pitch on a guided template and practice saying it aloud. If you’re able to incorporate this multiple times throughout the year, your students will really grow confidence in their speaking skills, too!

MUSICAL DEBATES

Middle and high school students can at times feel intimidated by debate and persuasion. That’s why Melissa from Reading and Writing Haven recommends a mini debate activity that engages all students and makes debate relaxed and approachable.

Musical debates amplify the energy, creativity, and social interaction in the physical classroom and online. By adding a simple twist of music, it lightens the mood and provides natural brain breaks so students have time to collect their thoughts. 

Here are Melissa’s simple steps for using this debate-style discussion strategy in your classroom:

• Give students a thought-provoking or humorous prompt.
• Play music as students think, research, jot notes, and (if possible) walk around the room. 
• Stop the music and have students get into groups of two or three.
• Students quickly choose roles. Two of the students need to take one of the sides (pro / con or for / against). The third person is a neutral judge who can build on what the speakers say, offer a different perspective, or make connections between ideas.
• After a set amount of time, follow up with a question that digs deeper into the topic or provides another angle. Play music, and allow students to brainstorm again, or take some notes.
• Students then pair up again with different peers. 
• After as many rounds as you would like to run, bring the whole class together and use a Jamboard, Mentimeter, or Padlet as a common visual location to share ideas as a whole group.

To make this strategy work online, you can use breakout rooms to group students together randomly. 

Of course, you can run the same type of mini debates without the music. And, that’s fun, too! But, for students, the music adds energy and connectedness. Plus, it reduces the anxiety for students who are more reluctant to engage in debates. 

Musical debates create a warm, relaxed environment conducive to critical thinking and dialogue. And, students have multiple short opportunities to hone their skills and hear a variety of perspectives. Melissa wrote about engaging variations, prompts for musical discussions, and how to prepare students on her blog. Click here to read the post .

PSA PASSION PROJECTS

One way that Christina, The Daring English Teacher , likes to incorporate persuasion, argument, and debate into the classroom is by assigning a PSA Passion Project to students.

After learning about rhetorical appeals and argument writing , Christina assigns her students a PSA Passion Project. Her students select an important social issue and create a public service announcement campaign to raise awareness for their chosen issue.

The public service campaign usually includes a variety of items. To place students in charge of their learning, they choose several products to produce from a list of items: a speech, a persuasive letter, a graphic essay , a poster, an infographic, an informational video, a narrative video, a social media campaign, and more. It is important to make sure that students choose at least two items, and that their combination includes a writing component and a media literacy component.

To make the class project more fun, no two students can choose the same topic. To share their projects with the class, Christina likes to use Padlet.

ANALYZING MUSIC

Amanda from Mud and Ink Teaching likes to head the Disney direction when it comes to learning the ins and outs of argumentation. 

So many great Disney songs offer an argumentative core, and their popularity and familiarity help build engagement with students.  Take “Under the Sea” for example:  Sebastian has quite the task in front of him.  Somehow, he must convince an uninterested Ariel to curb her curiosity about the human world and appreciate her home under ‘de water.  Reversely, Moana sings of the importance of heeding the call to the ocean in “How Far I’ll Go” as she debates within herself how far she is actually willing to go.  Each of these speakers has an important message to impart, and these are things that students are comfortable wrestling with.

Amanda’s favorite song to teach, however, is the well-loved classic “Be Our Guest” from Beauty and the Beast .  In this lesson that she outlines in her blog post and provides a free Google Slide lesson download , Amanda teaches students the importance of understanding the rhetorical situation (the rhetorical triangle) as well as the devices and techniques that the speaker uses to communicate his message.  Through practice and discussion with familiar texts and characters, students begin to embrace the fundamental ideas of argumentation.

I hope this post helps you make persuasion more engaging, authentic, and student-centered! What are your other favorite activities to teach persuasion? Let me know in the comments!

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A Step-by-Step Plan for Teaching Argumentative Writing

February 7, 2016

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For seven years, I was a writing teacher.  Yes, I was certified to teach the full spectrum of English language arts—literature, grammar and usage, speech, drama, and so on—but my absolute favorite, the thing I loved doing the most, was teaching students how to write.

Most of the material on this site is directed at all teachers. I look for and put together resources that would appeal to any teacher who teaches any subject. That practice will continue for as long as I keep this up. But over the next year or so, I plan to also share more of what I know about teaching students to write. Although I know many of the people who visit here are not strictly English language arts teachers, my hope is that these posts will provide tons of value to those who are, and to those who teach all subjects, including writing.

So let’s begin with argumentative writing, or persuasive writing, as many of us used to call it. This overview will be most helpful to those who are new to teaching writing, or teachers who have not gotten good results with the approach you have taken up to now. I don’t claim to have the definitive answer on how to do this, but the method I share here worked pretty well for me, and it might do the same for you. If you are an experienced English language arts teacher, you probably already have a system for teaching this skill that you like. Then again, I’m always interested in how other people do the things I can already do; maybe you’re curious like that, too.

Before I start, I should note that what I describe in this post is a fairly formulaic style of essay writing. It’s not exactly the 5-paragraph essay, but it definitely builds on that model. I strongly believe students should be shown how to move past those kinds of structures into a style of writing that’s more natural and fitting to the task and audience, but I also think they should start with something that’s pretty clearly organized.

So here’s how I teach argumentative essay writing.

Step 1: Watch How It’s Done

One of the most effective ways to improve student writing is to show them mentor texts, examples of excellent writing within the genre students are about to attempt themselves. Ideally, this writing would come from real publications and not be fabricated by me in order to embody the form I’m looking for. Although most experts on writing instruction employ some kind of mentor text study, the person I learned it from best was Katie Wood Ray in her book Study Driven (links to the book: Bookshop.org | Amazon ).

Since I want the writing to be high quality and the subject matter to be high interest, I might choose pieces like Jessica Lahey’s Students Who Lose Recess Are the Ones Who Need it Most  and David Bulley’s School Suspensions Don’t Work .

I would have students read these texts, compare them, and find places where the authors used evidence to back up their assertions. I would ask students which author they feel did the best job of influencing the reader, and what suggestions they would make to improve the writing. I would also ask them to notice things like stories, facts and statistics, and other things the authors use to develop their ideas. Later, as students work on their own pieces, I would likely return to these pieces to show students how to execute certain writing moves.

Step 2: Informal Argument, Freestyle

Although many students might need more practice in writing an effective argument, many of them are excellent at arguing in person. To help them make this connection, I would have them do some informal debate on easy, high-interest topics. An activity like This or That (one of the classroom icebreakers I talked about last year) would be perfect here: I read a statement like “Women have the same opportunities in life as men.” Students who agree with the statement move to one side of the room, and those who disagree move to the other side. Then they take turns explaining why they are standing in that position. This ultimately looks a little bit like a debate, as students from either side tend to defend their position to those on the other side.

Every class of students I have ever had, from middle school to college, has loved loved LOVED this activity. It’s so simple, it gets them out of their seats, and for a unit on argument, it’s an easy way to get them thinking about how the art of argument is something they practice all the time.

Step 3: Informal Argument, Not so Freestyle

Once students have argued without the support of any kind of research or text, I would set up a second debate; this time with more structure and more time to research ahead of time. I would pose a different question, supply students with a few articles that would provide ammunition for either side, then give them time to read the articles and find the evidence they need.

Next, we’d have a Philosophical Chairs debate (learn about this in my  discussion strategies post), which is very similar to “This or That,” except students use textual evidence to back up their points, and there are a few more rules. Here they are still doing verbal argument, but the experience should make them more likely to appreciate the value of evidence when trying to persuade.

Before leaving this step, I would have students transfer their thoughts from the discussion they just had into something that looks like the opening paragraph of a written argument: A statement of their point of view, plus three reasons to support that point of view. This lays the groundwork for what’s to come.

Step 4: Introduction of the Performance Assessment

Next I would show students their major assignment, the performance assessment that they will work on for the next few weeks. What does this look like? It’s generally a written prompt that describes the task, plus the rubric I will use to score their final product.

Anytime I give students a major writing assignment, I let them see these documents very early on. In my experience, I’ve found that students appreciate having a clear picture of what’s expected of them when beginning a writing assignment. At this time, I also show them a model of a piece of writing that meets the requirements of the assignment. Unlike the mentor texts we read on day 1, this sample would be something teacher-created (or an excellent student model from a previous year) to fit the parameters of the assignment.

Step 5: Building the Base

Before letting students loose to start working on their essays, I make sure they have a solid plan for writing. I would devote at least one more class period to having students consider their topic for the essay, drafting a thesis statement, and planning the main points of their essay in a graphic organizer.

I would also begin writing my own essay on a different topic. This has been my number one strategy for teaching students how to become better writers. Using a document camera or overhead projector, I start from scratch, thinking out loud and scribbling down my thoughts as they come. When students see how messy the process can be, it becomes less intimidating for them. They begin to understand how to take the thoughts that are stirring around in your head and turn them into something that makes sense in writing.

For some students, this early stage might take a few more days, and that’s fine: I would rather spend more time getting it right at the pre-writing stage than have a student go off willy-nilly, draft a full essay, then realize they need to start over. Meanwhile, students who have their plans in order will be allowed to move on to the next step.

Step 6: Writer’s Workshop

The next seven to ten days would be spent in writer’s workshop, where I would start class with a mini-lesson about a particular aspect of craft. I would show them how to choose credible, relevant evidence, how to skillfully weave evidence into an argument, how to consider the needs of an audience, and how to correctly cite sources. Once each mini-lesson was done, I would then give students the rest of the period to work independently on their writing. During this time, I would move around the room, helping students solve problems and offering feedback on whatever part of the piece they are working on. I would encourage students to share their work with peers and give feedback at all stages of the writing process.

If I wanted to make the unit even more student-centered, I would provide the mini-lessons in written or video format and let students work through them at their own pace, without me teaching them. (To learn more about this approach, read this post on self-paced learning ).

As students begin to complete their essays, the mini-lessons would focus more on matters of style and usage. I almost never bother talking about spelling, punctuation, grammar, or usage until students have a draft that’s pretty close to done. Only then do we start fixing the smaller mistakes.

Step 7: Final Assessment

Finally, the finished essays are handed in for a grade. At this point, I’m pretty familiar with each student’s writing and have given them verbal (and sometimes written) feedback throughout the unit; that’s why I make the writer’s workshop phase last so long. I don’t really want students handing in work until they are pretty sure they’ve met the requirements to the best of their ability. I also don’t necessarily see “final copies” as final; if a student hands in an essay that’s still really lacking in some key areas, I will arrange to have that student revise it and resubmit for a higher grade.

So that’s it. If you haven’t had a lot of success teaching students to write persuasively, and if the approach outlined here is different from what you’ve been doing, give it a try. And let’s keep talking: Use the comments section below to share your techniques or ask questions about the most effective ways to teach argumentative writing.

Want this unit ready-made?

If you’re a writing teacher in grades 7-12 and you’d like a classroom-ready unit like the one described above, including mini-lessons, sample essays, and a library of high-interest online articles to use for gathering evidence, take a look at my Argumentative Writing unit. Just click on the image below and you’ll be taken to a page where you can read more and see a detailed preview of what’s included.

What to Read Next

Categories: Instruction , Podcast

Tags: English language arts , Grades 6-8 , Grades 9-12 , teaching strategies

58 Comments

This is useful information. In teaching persuasive speaking/writing I have found Monroe’s Motivated sequence very useful and productive. It is a classic model that immediately gives a solid structure for students.

Thanks for the recommendation, Bill. I will have to look into that! Here’s a link to more information on Monroe’s Motivated sequence, for anyone who wants to learn more: https://www.mindtools.com/pages/article/MonroeMotivatedSequence.htm

What other sites do you recommend for teacher use on providing effective organizational structure in argumentative writing? As a K-12 Curriculum Director, I find that when teachers connect with and understand the organizational structure, they are more effective in their teaching/delivery.

Hey Jessica, in addition to the steps outlined here, you might want to check out Jenn’s post on graphic organizers . Graphic organizers are a great tool that you can use in any phase of a lesson. Using them as a prewrite can help students visualize the argument and organize their thoughts. There’s a link in that post to the Graphic Organizer Multi-Pack that Jenn has for sale on her Teachers Pay Teachers site, which includes two versions of a graphic organizer you can use specifically for argument organization. Otherwise, if there’s something else you had in mind, let us know and we can help you out. Thanks!

Dear Jennifer Gonzalez,

You are generous with your gift of lighting the path… I hardly ever write (never before) , but I must today… THANK YOU… THANK YOU….THANK YOU… mostly for reading your great teachings… So your valuable teachings will even be easy to benefit all the smart people facing challenge of having to deal with adhd…

I am not a teacher… but forever a student…someone who studied English as 2nd language, with a science degree & adhd…

You truly are making a difference in our World…

Thanks so much, Rita! I know Jenn will appreciate this — I’ll be sure to share with her!

Love it! Its simple and very fruitful . I can feel how dedicated you are! Thanks alot Jen

Great examples of resources that students would find interesting. I enjoyed reading your article. I’ve bookmarked it for future reference. Thanks!

You’re welcome, Sheryl!

Students need to be writing all the time about a broad range of topics, but I love the focus here on argumentative writing because if you choose the model writing texts correctly, you can really get the kids engaged in the process and in how they can use this writing in real-world situations!

I agree, Laura. I think an occasional tight focus on one genre can help them grow leaps and bounds in the skills specific to that type of writing. Later, in less structured situations, they can then call on those skills when that kind of thinking is required.

This is really helpful! I used it today and put the recess article in a Google Doc and had the kids identify anecdotal, statistic, and ‘other’ types of evidence by highlighting them in three different colors. It worked well! Tomorrow we’ll discuss which of the different types of evidence are most convincing and why.

Love that, Shanna! Thanks for sharing that extra layer.

Greetings Ms. Gonzales. I was wondering if you had any ideas to help students develop the cons/against side of their argument within their writing? Please advise. Thanks.

Hi Michael,

Considering audience and counterarguments are an important part of the argumentative writing process. In the Argumentative Writing unit Jenn includes specific mini-lessons that teach kids how, when and where to include opposing views in their writing. In the meantime, here’s a video that might also be helpful.

Hi, Thank you very much for sharing your ideas. I want to share also the ideas in the article ‘Already Experts: Showing Students How Much They Know about Writing and Reading Arguments’ by Angela Petit and Edna Soto…they explain a really nice activity to introduce argumentative writing. I have applied it many times and my students not only love it but also display a very clear pattern as the results in the activity are quite similar every time. I hope you like it.

Lorena Perez

I’d like to thank you you for this excellence resource. It’s a wonderful addition to the informative content that Jennifer has shared.

What do you use for a prize?

I looked at the unit, and it looks and sounds great. The description says there are 4 topics. Can you tell me the topics before I purchase? We start argument in 5th grade, and I want to make sure the topics are different from those they’ve done the last 5 years before purchasing. Thanks!

Hi Carrie! If you go to the product page on TPT and open up the preview, you’ll see the four topics on the 4th page in more detail, but here they are: Social Networking in School (should social media sites be blocked in school?), Cell Phones in Class, Junk Food in School, and Single-Sex Education (i.e., genders separated). Does that help?

I teach 6th grade English in a single gendered (all-girls) class. We just finished an argument piece but I will definitely cycle back your ideas when we revisit argumentation. Thanks for the fabulous resources!

Glad to hear it, Madelyn!

I’m not a writing teacher and honestly haven’t been taught on how to teach writing. I’m a history teacher. I read this and found it helpful but have questions. First I noticed that amount of time dedicated to the task in terms of days. My questions are how long is a class period? I have my students for about 45 minutes. I also saw you mentioned in the part about self-paced learning that mini-lessons could be written or video format. I love these ideas. Any thoughts on how to do this with almost no technology in the room and low readers to non-readers? I’m trying to figure out how to balance teaching a content class while also teaching the common core skills. Thank you for any consideration to my questions.

Hey Jones, To me, a class period is anywhere from 45 minutes to an hour; definitely varies from school to school. As for the question about doing self-paced with very little tech? I think binders with written mini-lessons could work well, as well as a single computer station or tablet hooked up to a class set of videos. Obviously you’d need to be more diligent about rotating students in and out of these stations, but it’s an option at least. You might also give students access to the videos through computers in other locations at school (like the library) and give them passes to watch. The thing about self-paced learning, as you may have seen in the self-paced post , is that if students need extra teacher support (as you might find with low readers or non-readers), they would spend more one-on-one time with the teacher, while the higher-level students would be permitted to move more quickly on their own. Does that help?

My primary goal for next semester is to increase academic discussion and make connections from discussion to writing, so I love how you launch this unit with lessons like Philosophical Chairs. I am curious, however, what is the benefit of the informal argument before the not-so-informal argument? My students often struggle to listen to one another, so I’m wondering if I should start with the more formal, structured version. Or, am I overthinking the management? Thanks so much for input.

Yikes! So sorry your question slipped through, and we’re just now getting to this, Sarah. The main advantage of having kids first engage in informal debate is that it helps them get into an argumentative mindset and begin to appreciate the value of using research to support their claims. If you’ve purchased the unit, you can read more about this in the Overview.

My 6th graders are progressing through their argumentative essay. I’m providing mini lessons along the way that target where most students are in their essay. Your suggestions will be used. I’ve chosen to keep most writing in class and was happy to read that you scheduled a lot of class time for the writing. Students need to feel comfortable knowing that writing is a craft and needs to evolve over time. I think more will get done in class and it is especially important for the struggling writers to have peers and the teacher around while they write. Something that I had students do that they liked was to have them sit in like-topic groups to create a shared document where they curated information that MIGHT be helpful along the way. By the end of the essay, all will use a fantastic add-on called GradeProof which helps to eliminate most of the basic and silly errors that 6th graders make.

Debbi! I LOVE the idea of a shared, curated collection of resources! That is absolutely fantastic! Are you using a Google Doc for this? Other curation tools you might consider are Padlet and Elink .

thanks v much for all this information

Love this! What do you take as grades in the meantime? Throughout this 2 week stretch?

Ideally, you wouldn’t need to take grades at all, waiting until the final paper is done to give one grade. If your school requires more frequent grades, you could assign small point values for getting the incremental steps done: So in Step 3 (when students have to write a paragraph stating their point of view) you could take points for that. During the writer’s workshop phase, you might give points for completion of a rough draft and participation points for peer review (ideally, they’d get some kind of feedback on the quality of feedback they give to one another). Another option would be to just give a small, holistic grade for each week based on the overall integrity of their work–are they staying on task? Making small improvements to their writing each day? Taking advantage of the resources? If students are working diligently through the process, that should be enough. But again, the assessment (grades) should really come from that final written product, and if everyone is doing what they’re supposed to be doing during the workshop phase, most students should have pretty good scores on that final product. Does that help?

Awesome Step 2! Teaching mostly teenagers in Northern Australia I find students’ verbal arguments are much more finely honed than their written work.

To assist with “building the base” I’ve always found sentence starters an essential entry point for struggling students. We have started using the ‘PEARL’ method for analytical and persuasive writing.

If it helps here a free scaffold for the method:

https://www.teacherspayteachers.com/Product/FREE-Paragraph-Scaffold-PEEL-to-PEARL-3370676

Thanks again,

Thank you for sharing this additional resource! It’s excellent!

I’ve been scouring the interwebs looking for some real advice on how I can help my struggling 9th grader write better. I can write. Since it comes naturally for me, I have a hard time breaking it down into such tiny steps that he can begin to feel less overwhelmed. I LOVE the pre-writing ideas here. My son is a fabulous arguer. I need to help him use those powers for the good of his writing skills. Do you have a suggestion on what I else I can be using for my homeschooled son? Or what you may have that could work well for home use?

Hi Melinda,

You might be interested in taking a look at Jenn’s Argumentative Writing unit which she mentions at the end of the post . Hope this helps!

Mam it would be good if you could post some steps of different writing and some samples as well so it can be useful for the students.

Hi Aalia! My name is Holly, and I work as a Customer Experience Manager for Cult of Pedagogy. It just so happens that in the near future, Jenn is going to release a narrative writing unit, so keep an eye out for that! As far as samples, the argumentative writing unit has example essays included, and I’m sure the narrative unit will as well. But, to find the examples, you have to purchase the unit from Teachers Pay Teachers.

I just want to say that this helped me tremendously in teaching argument to 8th Graders this past school year, which is a huge concept on their state testing in April. I felt like they were very prepared, and they really enjoyed the verbal part of it, too! I have already implemented these methods into my unit plan for argument for my 11th grade class this year. Thank you so much for posting all of these things! : )

-Josee` Vaughn

I’m so glad to hear it, Josee!!

Love your blog! It is one of the best ones.

I am petrified of writing. I am teaching grade 8 in September and would love some suggestions as I start planning for the year. Thanks!

This is genius! I can’t wait to get started tomorrow teaching argument. It’s always something that I have struggled with, and I’ve been teaching for 18 years. I have a class of 31 students, mostly boys, several with IEPs. The self-paced mini-lessons will help tremendously.

So glad you liked it, Britney!

My students will begin the journey into persuasion and argument next week and your post cemented much of my thinking around how to facilitate the journey towards effective, enthusiastic argumentative writing.

I use your rubrics often to outline task expectations for my students and the feedback from them is how useful breaking every task into steps can be as they are learning new concepts.

Additionally, we made the leap into blogging as a grade at https://mrsdsroadrunners.edublogs.org/2019/01/04/your-future/ It feels much like trying to learn to change a tire while the car is speeding down the highway. Reading your posts over the past years was a factor in embracing the authentic audience. Thank You! Trish

I love reading and listening to your always helpful tips, tricks, and advice! I was wondering if you had any thoughts on creative and engaging ways to have students share their persuasive writing? My 6th students are just finishing up our persuasive writing where we read the book “Oh, Rats” by Albert Marrin and used the information gathered to craft a persuasive piece to either eliminate or protect rats and other than just reading their pieces to one another, I have been trying to think of more creative ways to share. I thought about having a debate but (un)fortunately all my kids are so sweet and are on the same side of the argument – Protect the Rats! Any ideas?

Hi Kiley! Thanks for the positive feedback! So glad to hear that you are finding value in Cult of Pedagogy! Here are a few suggestions that you may be interested in trying with your students:

-A gallery walk: Students could do this virtually if their writing is stored online or hard copies of their writing. Here are some different ways that you could use gallery walks: Enliven Class Discussions With Gallery Walks

-Students could give each other feedback using a tech tool like Flipgrid . You could assign students to small groups or give them accountability partners. In Flipgrid, you could have students sharing back and forth about their writing and their opinions.

I hope this helps!

I love the idea of mentor texts for all of these reading and writing concepts. I saw a great one on Twitter with one text and it demonstrated 5-6 reasons to start a paragraph, all in two pages of a book! Is there a location that would have suggestions/lists of mentor texts for these areas? Paragraphs, sentences, voice, persuasive writing, expository writing, etc. It seems like we could share this info, save each other some work, and curate a great collection of mentor text for English Language Arts teachers. Maybe it already exists?

Hi Maureen,

Here are some great resources that you may find helpful:

Craft Lessons Second Edition: Teaching Writing K-8 Write Like This: Teaching Real-World Writing Through Modeling and Mentor Texts and Mentor Texts, 2nd edition: Teaching Writing Through Children’s Literature, K-6

Thanks so much! I’ll definitely look into these.

I love the steps for planning an argumentative essay writing. When we return from Christmas break, we will begin starting a unit on argumentative writing. I will definitely use the steps. I especially love Step #2. As a 6th grade teacher, my students love to argue. This would set the stage of what argumentative essay involves. Thanks for sharing.

So glad to hear this, Gwen. Thanks for letting us know!

Great orientation, dear Jennifer. The step-by-step carefully planned pedagogical perspectives have surely added in the information repository of many.

Hi Jennifer,

I hope you are well. I apologise for the incorrect spelling in the previous post.

Thank you very much for introducing this effective instruction for teaching argumentative writing. I am the first year PhD student at Newcastle University, UK. My PhD research project aims to investigate teaching argumentative writing to Chinese university students. I am interested in the Argumentative Writing unit you have designed and would like to buy it. I would like to see the preview of this book before deciding to purchase it. I clicked on the image BUT the font of the preview is so small and cannot see the content clearly. I am wondering whether it could be possible for you to email me a detailed preview of what’s included. I would highly appreciate if you could help me with this.

Thank you very much in advance. Looking forward to your reply.

Take care and all the very best, Chang

Hi Chang! Jenn’s Argumentative Writing Unit is actually a teaching unit geared toward grades 7-12 with lessons, activities, etc. If you click here click here to view the actual product, you can click on the green ‘View Preview’ button to see a pretty detailed preview of what’s offered. Once you open the preview, there is the option to zoom in so you can see what the actual pages of the unit are like. I hope this helps!

Great Content!

Another teacher showed me one of your posts, and now I’ve read a dozen of them. With teaching students to argue, have you ever used the “What’s going on in this picture?” https://www.nytimes.com/column/learning-whats-going-on-in-this-picture?module=inline I used it last year and thought it was a non-threatening way to introduce learners to using evidence to be persuasive since there was no text.

I used to do something like this to help kids learn how to make inferences. Hadn’t thought of it from a persuasive standpoint. Interesting.

this is a very interesting topic, thanks!

Hi! I’m a teacher too! I was looking for inspiration and I found your article and thought you might find this online free tool interesting that helps make all students participate meaningfully and engage in a topic. https://www.kialo-edu.com/

This tool is great for student collaboration and to teach argumentative writing in an innovative way. I hope this helps!

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Middle School Persuasive Writing Lessons

Finding engaging and rigorous persuasive writing lessons should not be a challenge to find. Unfortunately, not all writing curriculums and activities draw the attention of our students and encourage their engagement. Consequently, the lessons they learn in these classes are not as solid or memorable as they could be.  

From the time we are old enough to talk, persuasion is a skill that we use on a regular basis. As we get older, the stakes become much higher than a simple “Let me have an extra cookie after dinner tonight, please.”  From the everyday discussions with a partner about where to go on vacation to the much more significant ones like convincing a boss to give you a raise, persuasion is a part of all of our lives and a skill that has a tangible and significant impact. 

Making sure our students have a solid foundation in persuasion and these persuasive writing lessons will help set them up for success in the future.

Let’s look at three persuasive writing lessons that offer solid instruction while also being particularly engaging to your students.

Persuasive Writing Lessons

Persuasive Pitch Assignment

If your students like the TV show Shark Tank or Dragon’s Den , they will love this assignment.  In it, students develop an idea of how to improve their school (e.g., installing recycling bins, creating a snack program, etc.), and then they pitch their idea to the judges (their classmates).  

After watching all the presentations, students will vote on which idea they like best.  This assignment is scaffolded into five different lessons.  The familiar format, as well as the element of competition, encourages students to do their best and helps drive home the curricular lessons on persuasion.

Find the Persuasive Pitch Assignment on Shopify CAD or Teachers Pay Teachers USD .

Teacher Feedback

“My students loved the idea of Dragon’s Den style product pitches to learn persuasive techniques! They had a blast while watching the two show episodes and analyzing the products, as well as creating their own products and pitching them. They created excellent advertisements and came up with great ideas!”

Persuasive Writing – Michael vs. LeBron

Oftentimes the problem with persuasive writing lessons is that students don’t really care (or care much) about the topic about which they are writing.  This is not the case with this lesson. In it, students practise gathering evidence from a podcast (an oral text) and use that evidence to support their writing.  

After listening to the evidence presented by the podcast, students must decide who is the greatest basketball player of all time – LeBron James or Michael Jordan. By grabbing your students’ attention with a topic they are interested in and one that may be rather unexpected in the language arts classroom, you help students be excited and want to learn more about effective persuasive writing.

Find the Michael vs. LeBron Persuasive Writing lesson on Shopify CAD or Teachers Pay Teachers USD .

“Loved this persuasive writing unit so much! I have quite a few basketball fans in the class and so it was quite the hit. Thanks!”

Rant Writing Unit

Rant writing is an engaging way to bring public speaking and persuasive writing into the classroom.  Students rant and complain to each other daily – why not channel that creative energy into some high-quality writing? By utilizing things that students are already engaged with and encouraging students to share their thoughts and opinions, this unit is an effective way to teach persuasive writing.

Whether you choose to use these lessons or something else, the importance of a solid foundation in persuasion cannot be overstated. Helping students remember the lessons they learn in your class going forward and throughout their lives sets them up for future success.

You can grab this Rant Writing Unit for free here .

“My communications class absolutely loved this activity and even asked at the end to do it again!! It was very engaging.”

Additional Resources

• Middle School Writing Lessons
• Creative Writing Lesson Plans

Related Posts

This FREE persuasive writing unit is

• Perfect for engaging students in public speaking and persuasive writing
• Time and energy saving
• Ideal for in-person or online learning

By using highly-engaging rants, your students won’t even realize you’ve channeled their daily rants and complaints into high-quality, writing!

Three Argument Writing Activities Middle School to Prepare for Writing

• October 24, 2023

Argument writing activities middle school are activities to prepare your students for the writing. These activities will build a foundation and help them find their voice. 

I have made the mistake of  jumping straight into writing. This is not the end of the writing world, but I have come to realize that before we get to the argument writing, there are activities that help my students become better writers before they even start writing. 

The argument writing activities middle school will prepare your students for the writing. If you are looking for a casual way to have students make claims and practice argument writing skills, grab my free Which One? Bell Ringers resource.

Argument Writing Activities Middle School: Mentor Texts

First, we start with mentor text to analyze and evaluate the type of writing we will do. This is one way to effectively improve student writing.

Mentor text can also be referred to again and again throughout the writing process as we work through the steps of crafting an argument. 

While we read the mentor texts I might ask students to notice:

• The evidence the author used to support the reasons
• For example, stories, facts, statistics
• I would also ask students to note if the author did a good job of influencing the reader, what could be better?
• Did the author use any ethos, pathos, or logos? 
• What are the reasons that support the claim?
• We may even compare and contrast two different articles on the same topic?

Next, we take note of the structure of the writing – how the writing is organized. Students highlight and make marginal notes about the structure. 

Mentor texts can be podcasts, speeches, articles, etc. Above all the text should be of high interest. 

Some suggestions for texts are:

Why Wild Animal Don’t Make Good Pets

Why Should I Choose an Exotic Pet?

Students Who Lose Recess Are the Ones Who Need It the Most

Argument Writing Activities Middle School: Low Stakes Debate

Second, we build on the student’s strengths. Many students love to make a case for themselves, so we start with some informal casual debate on high interest topics. 

Casual debate is a great low-stakes introduction to argument. Students can make claims and even provide reasons, but no research is needed yet. It is opinion based and safe.

Activities for casual debate 

• Agree or Disagree: students move to one side of the room or the other to agree or disagree with statements
• This or That: students pick between two objects. Grab my free Which One? Bell Ringers 
• Four Corners: students choose an option (there are 4 options hung around the room, generally in the corners, and students move to the corner they agree with or prefer and talk to their group about why they are in that corner.)

Argument Writing Activities Middle School: Show Me the Proof

Third, we move into not so casual debate.

Now that students have had a chance to casually debate, we move into a more formal debate. Students are given a topic, they make a claim, and we do some research. Articles for the research are provided for the students. In most cases, we have read the text during the unit and have spent time analyzing it. 

For example, in sixth grade we read “Should Wild Animals Be Pets?” leading up to this prompt we have read multiple texts and articles on this topic. As a matter of fact, we have analyzed those articles as mentor text. 

In eighth grade, we have multiple prompts, and they all deal with the unit topic of “Approaching Adulthood”. 

Some of the prompts are: “What is the ideal voting age?” “When should adolescents be allowed to drive?” and other topics of interest. Just like in sixth grade, the eighth grade students have been reading many articles and texts on brain development and other research on these topics. 

Philosophical Chairs

After students have made a claim and spent some time researching we do a Philosophical Chairs activity. 

Philosophical Chairs is similar to “Agree or Disagree,” students will debate verbally, but a written structure with a claim and reasons is drafted. Students use this to support their argument.  

Finally, the writing prompt is introduced. The writing prompt could be the same prompt used in the not so casual portion of the unit or it could be different. 

Now the foundation has been laid and students have had the chance to work through the process step-by-step. The step-by-step process will continue during the writing process.  

• Start with mentor text. Analyze and evaluate the text.
•  Informal debate and discussion. Use activities like, “Agree of Disagree,” “This or That,” or “Four Corners”
• More formal debate and discussion. Students will have evidence from text to support their claims and reasons. 
• The foundation has been set and it’s time to introduce the writing assignment and get to the writing. 

If you want support on a casual way to engage students in making a claim, grab my free Which One? Bell Ringers resource.

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Our 2020-21 Writing Curriculum for Middle and High School

A flexible, seven-unit program based on the real-world writing found in newspapers, from editorials and reviews to personal narratives and informational essays.

Update, Aug. 3, 2023: Find our 2023-24 writing curriculum here.

Our 2019-20 Writing Curriculum is one of the most popular new features we’ve ever run on this site, so, of course, we’re back with a 2020-21 version — one we hope is useful whether you’re teaching in person , online , indoors , outdoors , in a pod , as a homeschool , or in some hybrid of a few of these.

The curriculum detailed below is both a road map for teachers and an invitation to students. For teachers, it includes our writing prompts, mentor texts, contests and lesson plans, and organizes them all into seven distinct units. Each focuses on a different genre of writing that you can find not just in The Times but also in all kinds of real-world sources both in print and online.

But for students, our main goal is to show young people they have something valuable to say, and to give those voices a global audience. That’s always been a pillar of our site, but this year it is even more critical. The events of 2020 will define this generation, and many are living through them isolated from their ordinary communities, rituals and supports. Though a writing curriculum can hardly make up for that, we hope that it can at least offer teenagers a creative outlet for making sense of their experiences, and an enthusiastic audience for the results. Through the opportunities for publication woven throughout each unit, we want to encourage students to go beyond simply being media consumers to become creators and contributors themselves.

So have a look, and see if you can find a way to include any of these opportunities in your curriculum this year, whether to help students document their lives, tell stories, express opinions, investigate ideas, or analyze culture. We can’t wait to hear what your students have to say!

Each unit includes:

Writing prompts to help students try out related skills in a “low stakes” way.

We publish two writing prompts every school day, and we also have thematic collections of more than 1,000 prompts published in the past. Your students might consider responding to these prompts on our site and using our public forums as a kind of “rehearsal space” for practicing voice and technique.

Daily opportunities to practice writing for an authentic audience.

If a student submits a comment on our site, it will be read by Times editors, who approve each one before it gets published. Submitting a comment also gives students an audience of fellow teenagers from around the world who might read and respond to their work. Each week, we call out our favorite comments and honor dozens of students by name in our Thursday “ Current Events Conversation ” feature.

Guided practice with mentor texts .

Each unit we publish features guided practice lessons, written directly to students, that help them observe, understand and practice the kinds of “craft moves” that make different genres of writing sing. From how to “show not tell” in narratives to how to express critical opinions , quote or paraphrase experts or craft scripts for podcasts , we have used the work of both Times journalists and the teenage winners of our contests to show students techniques they can emulate.

“Annotated by the Author” commentaries from Times writers — and teenagers.

As part of our Mentor Texts series , we’ve been asking Times journalists from desks across the newsroom to annotate their articles to let students in on their writing, research and editing processes, and we’ll be adding more for each unit this year. Whether it’s Science writer Nicholas St. Fleur on tiny tyrannosaurs , Opinion writer Aisha Harris on the cultural canon , or The Times’s comics-industry reporter, George Gene Gustines, on comic books that celebrate pride , the idea is to demystify journalism for teenagers. This year, we’ll be inviting student winners of our contests to annotate their work as well.

A contest that can act as a culminating project .

Over the years we’ve heard from many teachers that our contests serve as final projects in their classes, and this curriculum came about in large part because we want to help teachers “plan backwards” to support those projects.

All contest entries are considered by experts, whether Times journalists, outside educators from partner organizations, or professional practitioners in a related field. Winning means being published on our site, and, perhaps, in the print edition of The New York Times.

Webinars and our new professional learning community (P.L.C.).

For each of the seven units in this curriculum, we host a webinar featuring Learning Network editors as well as teachers who use The Times in their classrooms. Our webinars introduce participants to our many resources and provide practical how-to’s on how to use our prompts, mentor texts and contests in the classroom.

New for this school year, we also invite teachers to join our P.L.C. on teaching writing with The Times , where educators can share resources, strategies and inspiration about teaching with these units.

Below are the seven units we will offer in the 2020-21 school year.

September-October

Unit 1: Documenting Teenage Lives in Extraordinary Times

This special unit acknowledges both the tumultuous events of 2020 and their outsized impact on young people — and invites teenagers to respond creatively. How can they add their voices to our understanding of what this historic year will mean for their generation?

Culminating in our Coming of Age in 2020 contest, the unit helps teenagers document and respond to what it’s been like to live through what one Times article describes as “a year of tragedy, of catastrophe, of upheaval, a year that has inflicted one blow after another, a year that has filled the morgues, emptied the schools, shuttered the workplaces, swelled the unemployment lines and polarized the electorate.”

A series of writing prompts, mentor texts and a step-by-step guide will help them think deeply and analytically about who they are, how this year has impacted them, what they’d like to express as a result, and how they’d like to express it. How might they tell their unique stories in ways that feel meaningful and authentic, whether those stories are serious or funny, big or small, raw or polished?

Though the contest accepts work across genres — via words and images, video and audio — all students will also craft written artist’s statements for each piece they submit. In addition, no matter what genre of work students send in, the unit will use writing as a tool throughout to help students brainstorm, compose and edit. And, of course, this work, whether students send it to us or not, is valuable far beyond the classroom: Historians, archivists and museums recommend that we all document our experiences this year, if only for ourselves.

October-November

Unit 2: The Personal Narrative

While The Times is known for its award-winning journalism, the paper also has a robust tradition of publishing personal essays on topics like love , family , life on campus and navigating anxiety . And on our site, our daily writing prompts have long invited students to tell us their stories, too. Our 2019 collection of 550 Prompts for Narrative and Personal Writing is a good place to start, though we add more every week during the school year.

In this unit we draw on many of these resources, plus some of the 1,000-plus personal essays from the Magazine’s long-running Lives column , to help students find their own “short, memorable stories ” and tell them well. Our related mentor-text lessons can help them practice skills like writing with voice , using details to show rather than tell , structuring a narrative arc , dropping the reader into a scene and more. This year, we’ll also be including mentor text guided lessons that use the work of the 2019 student winners.

As a final project, we invite students to send finished stories to our Second Annual Personal Narrative Writing Contest .

DECEMBER-January

Unit 3: The Review

Book reports and literary essays have long been staples of language arts classrooms, but this unit encourages students to learn how to critique art in other genres as well. As we point out, a cultural review is, of course, a form of argumentative essay. Your class might be writing about Lizzo or “ Looking for Alaska ,” but they still have to make claims and support them with evidence. And, just as they must in a literature essay, they have to read (or watch, or listen to) a work closely; analyze it and understand its context; and explain what is meaningful and interesting about it.

In our Mentor Texts series , we feature the work of Times movie , restaurant , book and music critics to help students understand the elements of a successful review. In each one of these guided lessons, we also spotlight the work of teenage contest winners from previous years.

As a culminating project, we invite students to send us their own reviews of a book, movie, restaurant, album, theatrical production, video game, dance performance, TV show, art exhibition or any other kind of work The Times critiques.

January-February

Unit 4: Informational Writing

Informational writing is the style of writing that dominates The New York Times as well as any other traditional newspaper you might read, and in this unit we hope to show students that it can be every bit as engaging and compelling to read and to write as other genres. Via thousands of articles a month — from front-page reporting on politics to news about athletes in Sports, deep data dives in The Upshot, recipes in Cooking, advice columns in Style and long-form investigative pieces in the magazine — Times journalists find ways to experiment with the genre to intrigue and inform their audiences.

This unit invites students to take any STEM-related discovery, process or idea that interests them and write about it in a way that makes it understandable and engaging for a general audience — but all the skills we teach along the way can work for any kind of informational writing. Via our Mentor Texts series, we show them how to hook the reader from the start , use quotes and research , explain why a topic matters and more. This year we’ll be using the work of the 2020 student winners for additional mentor text lessons.

At the end of the unit, we invite teenagers to submit their own writing to our Second Annual STEM writing contest to show us what they’ve learned.

March-April

Unit 5: Argumentative Writing

The demand for evidence-based argumentative writing is now woven into school assignments across the curriculum and grade levels, and you couldn’t ask for better real-world examples than what you can find in The Times Opinion section .

This unit will, like our others, be supported with writing prompts, mentor-text lesson plans, webinars and more. We’ll also focus on the winning teenage writing we’ve received over the six years we’ve run our related contest.

At a time when media literacy is more important than ever, we also hope that our annual Student Editorial Contest can serve as a final project that encourages students to broaden their information diets with a range of reliable sources, and learn from a variety of perspectives on their chosen issue.

To help students working from home, we also have an Argumentative Unit for Students Doing Remote Learning .

Unit 6: Writing for Podcasts

Most of our writing units so far have all asked for essays of one kind or another, but this spring contest invites students to do what journalists at The Times do every day: make multimedia to tell a story, investigate an issue or communicate a concept.

Our annual podcast contest gives students the freedom to talk about anything they want in any form they like. In the past we’ve had winners who’ve done personal narratives, local travelogues, opinion pieces, interviews with community members, local investigative journalism and descriptions of scientific discoveries.

As with all our other units, we have supported this contest with great examples from The Times and around the web, as well as with mentor texts by teenagers that offer guided practice in understanding elements and techniques.

June-August

Unit 7: Independent Reading and Writing

At a time when teachers are looking for ways to offer students more “voice and choice,” this unit, based on our annual summer contest, offers both.

Every year since 2010 we have invited teenagers around the world to add The New York Times to their summer reading lists and, so far, 70,000 have. Every week for 10 weeks, we ask participants to choose something in The Times that has sparked their interest, then tell us why. At the end of the week, judges from the Times newsroom pick favorite responses, and we publish them on our site.

And we’ve used our Mentor Text feature to spotlight the work of past winners , explain why newsroom judges admired their thinking, and provide four steps to helping any student write better reader-responses.

Because this is our most open-ended contest — students can choose whatever they like, and react however they like — it has proved over the years to be a useful place for young writers to hone their voices, practice skills and take risks . Join us!