Writing an argument - Learning intention guide

How to use this resource
This resource is designed so teachers can select the writing criteria they want to use for the focus of the assessment. After selecting the criteria, and whether to have a teacher's or a student's guide, single click the button "Generate guide" to construct an assessment guide appropriate to the needs of the individual students, the groups, or the class you are working with.
Information for teachers
  • This assessment schedule could be used with the following resources: Persuasive language IIIPersuasive speech IIP.E. - is it worth it?Organ donationSingle Sex EducationSchool Uniforms , or with teacher-developed assessment tasks.
  • This assessment guide could be used for either self- or peer-assessment purposes, or a combination of both.
  • After selecting the criteria for the focus of the teaching and learning, teachers can print off a guide without the reflection boxes (which are present on the student's guide).
  • The teacher's guide could be enlarged as a chart for sharing, and/or for working up examples in the contexts relevant to students.
  • Students should be familiar with how to self- and/or peer-assess before using this guide, and with the features of an argument.
  • Ideally, the assessment would be followed-up with a teacher conference.
  • The 'next time' section of the assessment guide is for students to set their next goals. This section could be glued into the student's work book as a record.
  • When explaining to students how to complete the assessment task, teachers could include the following points: 
  1. Use the assessment guide to help you plan and write your argument.
  2. Write your argument.
  3. When you have finished use the guide to assess and reflect on your work.
Please select the criteria to match your students' learning needs.

Learning intention guide – Writing an argument (WL3698)

There is an introduction to the topic.
The introduction tells the reader what the writer's point of view on the topic is.
Each reason for the writer's point of view is backed up by other information.
There is a new paragraph for each new reason.
All the reasons given in the argument are put in a sensible order.
The argument ends with a conclusion.
The conclusion restates the main points made in the argument.
The argument is mainly written in the present tense.
The writer repeats words, phrases or ideas for effect.
Joining words (conjunctions) are used to show cause and effect,

e.g.,  "however", "so", "because".
Feeling words are used to make the argument more powerful,

e.g.,  "absolutely", "totally", "disgusting".
Pronouns are used to make the reader agree,

e.g.,  "We know that it works, that's why we use it. I know that you will too.".


Teacher                       Student


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