Monthly Archives: April 2014

Opinion, Argument, or Persuasive?

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Opinion/Argument and Persuasive writing are very similar; trying to discern the differences can be confusing. Each kind of writing shares a similar goal: to convince the reader of something. Each has a slightly different approach. The goal of opinion/argument writing is to not only convince the reader, but to call the reader to make a change or act in some way. Opinion/argument writing relies on reasons that are rooted in evidence from valid sources.  This may include facts, data, or expert evidence.

While persuasive writing is based on opinion/argument writing, it doesn’t necessarily have to be supported with facts and evidence. For example, propaganda or advertisements are types of persuasive writing, and they often include unsupported claims. The goal of persuasive writing is to get the reader to agree with the writer. In addition, persuasive writing often appeals the audience on an emotional level, while opinion/argument writing limits its appeal to logical.

Bottom line? These three forms are very similar and even can be interchangeable. To be Career & College Ready, be sure that students are able to use logical, text-based evidence to support their claims.  Download a handy Comparison Chart.

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Comparing Persuasive, Opinion, and Argument Writing

PARCC Kid-Friendly Rubrics

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PARCC PCR Kid-Friendly Rubrics

Did everyone enjoy the PARCC field test this week?  I’m sure we are all looking forward to all the writing our students will be doing next year! One of the things I have been emphasizing is using rubrics with your students. I believe that encouraging metacognition is a critical skill, and that students who are able to use a rubric to self-assess produce stronger writing.

Download some PARCC-based, kid-friendly rubrics here. There are user- friendly Prose Constructed Response (PCR) rubrics for each grade level.  Prose Constructed Responses are on-demand writing pieces that are crafted in response to text, or prose.

This rubric is based on PARCC language but infuses kid-friendly language

This rubric is based on PARCC language but infuses kid-friendly language

These rubrics use the same language as those developed by PARCC for grades 4-5 or grade 3 (criteria have been scaled down for grades 1-2). The official PARCC rubrics address both analytic (opinion and informational) and for narrative. However, an asterisk on the rubrics indicates that narrative pieces are no longer scored for their demonstration of reading comprehension.  While narrative writing will be written in response to a piece of prose, they will only scored for their writing content and language conventions, not for evidence of reading comprehension.  Therefore, the rubrics are adjusted accordingly.

In addition, there are two versions of each rubric—a condensed and an expanded.  In August 2013, PARCC revised its Prose Constructed Response (PCR) rubric to make it condensed. This means it collapsed all of the writing content into one component and a single goal for possible points. You may find it helpful to use the expanded for instruction because it allows for more distinctions in each category.

Each rubric features precise language from PARCC rubrics; this allows students to become familiar with this language for the assessments.  At this time, students may access PARCC rubrics during PARCC assessments. Therefore, it is a good idea to familiarize students with this language.

Hints for teaching using PCR rubrics:

  • Use rubrics often throughout the writing process and instruction.
  • Read and think aloud what each section of the rubric means.
  • Write (next to the bullet) what it means in plain language (see page 2 for an example).
  • Model scoring writing using the rubric; underling key words and phrases in the writing that matches the rubric descriptors.
  • Show students exemplars of writing that meets the criteria for each of the sections.
  • Encourage students to self-assess using the rubric, highlighting sections of their writing that match the rubric components.
  • Require students to revise and edit Prose Constructed Responses that fall short of the standard.  Model and guide this first!