After reading through the graphic guide and thinking about your own ideas and experiences as a teacher, write a paragraph or two about what you think makes a good claim.
An effective claim should be specific and arguable -- focused on something controversial, not obvious. I mean, who can argue against "The sun rises in the east"? The paper would just tell us what we already know. Also, I think a claim needs to be fresh -- not already argued to death, like student dress codes and the driving age and cell phones in class, blah blah blah.
I agree with you on what makes a good argument. Though to my seniors those are fresh topics because they rarely get to debate about such things in school. The teachers might find them repetitive, but they are the topics of highest interest for my students. And interest is everything when there is a lack of motivation.
Establishing an effective claim requires measured, considered, and confident statements, substantiated by facts and/or experiences (a Mr. Spock moment). This statement should be devoid of emotion though the claim maker may be quite passionate about the topic at hand. To increase the likelihood of believability, acknowledgement of the opposing side is made, along with refutation of that point of view with well-researched and cogent arguments, again, supported by facts.
Marty, it's interesting that you say claims are devoid of emotion. I'm not sure I'd describe them in this way, but I'd definitely look for some objectivity in the argument itself.
I tell my students that a claim must meet the Two D's--debatable and defensible. In my classroom, we actually spend quite a bit of time simply looking at a set of three sentences (like as a bell ringer), and determining which of the three meets the Two D's and which are just facts or which sound more like evidence that would be used to support a claim. I love Jennifer's comment above that a claim also needs to be "fresh." My students and I talk about how they want to contribute something new to the ongoing conversation rather than regurgitating what they think their position on a topic SHOULD be or what they think I, as the teacher, want to hear.
Yes, I like the emphasis on adding "something new." I seem to remember being taught in high school to propose a solution or introduce a new idea as part of an argument. It's one step beyond defending a claim, and it helps students to think about why they care or should care about an issue. If they know why THEY care, then they can be more effective in convincing the reader why he or she should care as well.
An effective claim is a belief that is well-thought-out and researched. It should be arguable and should have evidence that can clearly back it up. While there may be some emotion attached to the claim, emotion alone cannot be the basis for a claim. Claims should be as concise and clear as possible so that everyone understands them (sometimes, even the claimant needs to remember this!) People who make claims should be aware that they are participating in a conversation and that there are multiple perspectives and beliefs on the subject, so there will be debate about which perspective and belief is the best for a situation. A claim does not necessarily lead to the RIGHT answer, though.
A good claim must first be concise but it must also be defendable. Evidence is super important as well since it helps a claim be justifiable. I like how the graphic showed an argument as being like a talk show- several different view points having a conversation. I know having my students think like crime scene investigators and then being able to provide their evidence has helped make our claims much more plausible and justified. I love all the ideas listed here.
I was thinking the claim is a specific, debatable, defensible statement on a clear subject. Then I'm not sure on the warrant. Is that a broader statement acting as bridge between claim and evidence? When does the opposing point and rebuttal come in? I didn't think it was part of the claim. Clearly I still have some questions.
I am in agreement with what I have read above. I really like a student claim that leads to brand new thinking-I have some kids say-after reading and research-uh oh-I think I need to revise my claim. After a close read my thinking has changed!!!!awesome
I agree with everything I've read here. I think claims should be debatable, or there's little point in making one. They also need to be defensible with credible evidence from a variety of sources, and they must, must, must address the opposing argument. I want my students to participate in an argument and to add something new, but I've found that a struggle for several reasons. I am also on the fence when it comes to the freshness of the claim. What's old to us is sometimes new to the group of students sitting in my classroom. If they're passionate about school start times, even though it's been a repeated topic over the years, I don't want to kill their passion. I can, though, make sure they see several sides and try to find a new angle.
I agree with everyone's descriptions of claims, but might add one layer I didn't see in other posts: Claims are statements of some truth believed by the writer; they possess a defensible and debatable quality, but hold true to a view.
A good claim has a back story. An investment of emotional attachment helps the person making the claim have the passion to support it. Additionally, the claim must be couched in factual and articulate phrasing. Up-to-date research that will support the claim will also help the argument's effectiveness.
A poor claim was recently made at our university. One program's professors proposed that students would be best served by having the entire university open classes each semester two to three days early online. This would allow them to set up an assignment with their lab students. This claim was not well received. It remains to be seen if it will be successful; however, the claim lacks all the elements except the passion of those making it. It was interesting to see this kind of debate in real life circumstances at the same time we are doing this online!
A good claim has a back story. An investment of emotional attachment helps the person making the claim have the passion to support it. Additionally, the claim must be couched in factual and articulate phrasing. Up-to-date research that will support the claim will also help the argument's effectiveness.
A poor claim was recently made at our university. One program's professors proposed that students would be best served by having the entire university open classes each semester two to three days early online. This would allow them to set up an assignment with their lab students. This claim was not well received. It remains to be seen if it will be successful; however, the claim lacks all the elements except the passion of those making it. It was interesting to see this kind of debate in real life circumstances at the same time we are doing this online!
An effective claim should be specific and arguable -- focused on something controversial, not obvious. I mean, who can argue against "The sun rises in the east"? The paper would just tell us what we already know. Also, I think a claim needs to be fresh -- not already argued to death, like student dress codes and the driving age and cell phones in class, blah blah blah.
ReplyDeleteI agree with you on what makes a good argument. Though to my seniors those are fresh topics because they rarely get to debate about such things in school. The teachers might find them repetitive, but they are the topics of highest interest for my students. And interest is everything when there is a lack of motivation.
DeleteTrue! What's "old" in one school may be new in another. I guess I just used those examples since my students were tired of them. :-)
DeleteUnfortunately, my senior paper is often the first research my students have done throughout high school.
DeleteEstablishing an effective claim requires measured, considered, and confident statements, substantiated by facts and/or experiences (a Mr. Spock moment). This statement should be devoid of emotion though the claim maker may be quite passionate about the topic at hand. To increase the likelihood of believability, acknowledgement of the opposing side is made, along with refutation of that point of view with well-researched and cogent arguments, again, supported by facts.
ReplyDeleteMarty, it's interesting that you say claims are devoid of emotion. I'm not sure I'd describe them in this way, but I'd definitely look for some objectivity in the argument itself.
DeleteThe graphic is awesome thanks!!!!
ReplyDeleteI tell my students that a claim must meet the Two D's--debatable and defensible. In my classroom, we actually spend quite a bit of time simply looking at a set of three sentences (like as a bell ringer), and determining which of the three meets the Two D's and which are just facts or which sound more like evidence that would be used to support a claim. I love Jennifer's comment above that a claim also needs to be "fresh." My students and I talk about how they want to contribute something new to the ongoing conversation rather than regurgitating what they think their position on a topic SHOULD be or what they think I, as the teacher, want to hear.
ReplyDeleteYes, I like the emphasis on adding "something new." I seem to remember being taught in high school to propose a solution or introduce a new idea as part of an argument. It's one step beyond defending a claim, and it helps students to think about why they care or should care about an issue. If they know why THEY care, then they can be more effective in convincing the reader why he or she should care as well.
DeleteAn effective claim is a belief that is well-thought-out and researched. It should be arguable and should have evidence that can clearly back it up. While there may be some emotion attached to the claim, emotion alone cannot be the basis for a claim. Claims should be as concise and clear as possible so that everyone understands them (sometimes, even the claimant needs to remember this!) People who make claims should be aware that they are participating in a conversation and that there are multiple perspectives and beliefs on the subject, so there will be debate about which perspective and belief is the best for a situation. A claim does not necessarily lead to the RIGHT answer, though.
ReplyDeleteRebecca, your last statement is a great point!
DeleteThis comment has been removed by the author.
DeleteA good claim must first be concise but it must also be defendable. Evidence is super important as well since it helps a claim be justifiable. I like how the graphic showed an argument as being like a talk show- several different view points having a conversation. I know having my students think like crime scene investigators and then being able to provide their evidence has helped make our claims much more plausible and justified. I love all the ideas listed here.
ReplyDeleteI was thinking the claim is a specific, debatable, defensible statement on a clear subject. Then I'm not sure on the warrant. Is that a broader statement acting as bridge between claim and evidence? When does the opposing point and rebuttal come in? I didn't think it was part of the claim. Clearly I still have some questions.
ReplyDeleteLauren, warrants, to me, are sometimes tricky and not always explicitly stated. I think of the warrant as they "because" of the claim.
DeleteThanks, yes they are the most difficult part of the argument.
DeleteI created a Glogster incorporating all the ideas on the Blog.
ReplyDeleteHere is the Link. Take a look.
http://lskvarla.edu.glogster.com/claims/
I am in agreement with what I have read above. I really like a student claim that leads to brand new thinking-I have some kids say-after reading and research-uh oh-I think I need to revise my claim. After a close read my thinking has changed!!!!awesome
ReplyDeletesorry but I am having some trouble with glogster....
ReplyDeleteI agree with everything I've read here. I think claims should be debatable, or there's little point in making one. They also need to be defensible with credible evidence from a variety of sources, and they must, must, must address the opposing argument. I want my students to participate in an argument and to add something new, but I've found that a struggle for several reasons. I am also on the fence when it comes to the freshness of the claim. What's old to us is sometimes new to the group of students sitting in my classroom. If they're passionate about school start times, even though it's been a repeated topic over the years, I don't want to kill their passion. I can, though, make sure they see several sides and try to find a new angle.
ReplyDeleteHere is my Glog...
ReplyDeletehttp://mrsmiller451.edu.glogster.com/make-a-claim
Great glog! I love your cartoon.
DeleteI like this one!
DeleteI agree with everyone's descriptions of claims, but might add one layer I didn't see in other posts: Claims are statements of some truth believed by the writer; they possess a defensible and debatable quality, but hold true to a view.
ReplyDeletehttp://padlet.com/wall/tj28l02hyk
ReplyDeleteCool site. I hadn't ever heard of this. I will look into making one myself. Thanks.
DeleteThanks for this, Rebecca! :-)
DeleteA good claim has a back story. An investment of emotional attachment helps the person making the claim have the passion to support it. Additionally, the claim must be couched in factual and articulate phrasing. Up-to-date research that will support the claim will also help the argument's effectiveness.
ReplyDeleteA poor claim was recently made at our university. One program's professors proposed that students would be best served by having the entire university open classes each semester two to three days early online. This would allow them to set up an assignment with their lab students. This claim was not well received. It remains to be seen if it will be successful; however, the claim lacks all the elements except the passion of those making it. It was interesting to see this kind of debate in real life circumstances at the same time we are doing this online!
A good claim has a back story. An investment of emotional attachment helps the person making the claim have the passion to support it. Additionally, the claim must be couched in factual and articulate phrasing. Up-to-date research that will support the claim will also help the argument's effectiveness.
ReplyDeleteA poor claim was recently made at our university. One program's professors proposed that students would be best served by having the entire university open classes each semester two to three days early online. This would allow them to set up an assignment with their lab students. This claim was not well received. It remains to be seen if it will be successful; however, the claim lacks all the elements except the passion of those making it. It was interesting to see this kind of debate in real life circumstances at the same time we are doing this online!