Georgia 8.T.T.3.c
The Standard
Apply argumentative techniques (e.g., author’s claim, supporting relevant and logical evidence, an identified counterclaim, a rebuttal, and a conclusion) to enhance writing and engage audiences. (C)
Georgia's K-12 English Language Arts Standards · Texts (T) · Techniques
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students take a clear position and support it with relevant facts, examples, and reasoning. They address a reasonable opposing view, answer it fairly, and close by reinforcing their position for a specific audience.
What Mastery Looks Like
- A student can write a focused argument in which each piece of evidence clearly supports the main position. The student treats an opposing view fairly, answers it with sound reasoning, and ends with a purposeful conclusion.
Common Misconceptions
- Students may list facts without explaining how those facts support their position. They may misrepresent the opposing view, confuse a counterclaim with a rebuttal, or introduce new points in the conclusion.
How to Assess It
- Exit ticket: Write a six-sentence argument about whether school should start later, including a position, evidence, reasoning, an opposing view, a response, and a conclusion.
Lesson moves
Ways to Teach It
Give groups sentence strips from a sample argument and have them label, order, and revise weak parts.
Respond to the prompt, Should eighth graders have homework every night, then exchange papers and identify the strongest evidence and rebuttal.
Play Evidence Match by pairing claim cards with evidence cards, then challenge teams to explain why each match is logical.
Write a letter to the principal arguing for one realistic school change, using survey results or school data as evidence.
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