Continuum for Assessing Opinion/Argument Writing - The Reading ...

to support particular points in a text. A writer might also note
whether or not the information comes from an expert and
whether the evidence is based on the experiences of one or
many people.
o The writer informally references authors and sources used as
evidence. For example, the writer might say, “ An article I
read about zoos said some animals are treated poorly.”
• Selectivity of information
o The writer analyzes sources and notes different points of view
or perspectives represented. The writer seems to have selected
evidence from sources that represent a point of view that
supports the writer’s claim.
Craft
• The writer angles information to support his or her argument. For
example, to support the claim, dogs increase human happiness, the writer
may include a story about his or her grandparents getting a dog, angling
the story to show how getting a pet helped the grandparents to feel less
lonely, increasing their happiness.
• When including evidence from outside sources, the writer either quotes
the text directly or paraphrases in detail. When the writer paraphrases,
she does so by attempting to summarize key points from texts.
• The writer chooses quotes that effectively support his or her claim,
although they may at times be integrated clumsily. After including a
quote, the writer may some explanation or description to connect the
quote to the claim.
• The writer may acknowledge a counter argument as a way to recognize
possible opposing points of view and sway readers who might hold these
points of view. If the writer does this, he or she may use transitions such
as “nevertheless,” “but,” “however,” “despite this “ in order to
distinguish and the counter argument from his or her claim.
• The writer orders evidence not only to be logical but also to be
particularly persuasive or evocative. Thinking, for instance, “How do I
want to lure my reader in, and what do I want to leave her with”
• There is a sense that the writer is attempting to appeal to the reader’s
emotions. To do this, the writer may insert gripping anecdotes taken
from research, or may include words that evoke emotions, such as
“horrifying”, “magnificent”, “cruel”, or “sickening”. The writer often
does in the conclusion by calling the reader to take action or to recognize
the larger significance of an issue.
• The writer may use literary devices such imagery, simile, metaphor, and
symbolism, albeit with some clumsiness.
• The writer may use surprising, high-interest, or provocative statistics.
The writer may cite specific resources for these. For example: “Did you
K-8 Continuum for Assessing Opinion Writing - TCRWP 2011
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