Crafting the Argument

You need: an opinion piece from a NZ news site (printed) · five colours of highlighter · argument-map template

1. Highlight the position in one colour, each reason in another, each piece of evidence in a third, any counter-argument in a fourth, and the conclusion in a fifth.
2. Transfer them onto the argument map, with arrows from each piece of evidence to the reason it supports.
3. Mark any reason that has no evidence with a question mark.
4. Decide which part would survive a tough question from a councillor, and which would not.

How you'll know: You can point to exactly where the argument is strong and where it is weak, and say why.

Go further: Rewrite the weakest paragraph with better evidence.

You need: three sources on your issue (one strong, one weak, one tricky) · a device for lateral reading · source checklist: who, when, why, evidence, cross-check

1. For each source, find who made it. Open a new tab and search the author or organisation's name.
2. Record when it was published, and whether it is still current.
3. Ask why it was made: to inform, to sell, to persuade, to entertain?
4. Check one key claim against a second, independent source.
5. Rate each source 'use', 'use with care' or 'don't use', with a reason.

How you'll know: Your ratings are backed by what you found, not by how professional the site looks.

Go further: Find the same statistic reported differently in two places and work out which is closer to the original.

You need: a small data set on your issue (your own survey, Stats NZ or CensusAtSchool) · graph paper or a spreadsheet

1. Choose the right graph for the data (bar graph for categories, line graph for change over time).
2. Draw it with a clear title, labelled axes and the source underneath.
3. Write one sentence that says what the graph shows, without over-claiming.
4. Place it in your argument and explain how it supports your reason.

How you'll know: A reader understands the graph's point without extra help, and your sentence matches the data.

Go further: Draw a second version with a squashed axis that exaggerates the same data. Explain how it misleads.

You need: four signs: strongly agree, agree, disagree, strongly disagree · a statement about the class issue

1. Read the statement and move to the corner that matches your view.
2. Each corner has three minutes to agree on its best reason.
3. One speaker from each corner presents. Others listen and paraphrase: 'So you're saying…'.
4. Anyone persuaded can move. Explain what moved you.

How you'll know: You can state a view other than your own fairly, in a way its supporters would accept.

Go further: Lead the discussion and summarise where people agree and where they differ.

You need: a partner · a pile of objection cards about your issue · timer

1. Your partner draws an objection card and reads it aloud.
2. You have 30 seconds to rebut: 'They say… but… because… which means…'.
3. Your partner scores it privately as 'answered', 'partly answered' or 'dodged', and tells you why.
4. Swap roles after five cards. Add the hardest objection to your written rebuttal paragraph.

How you'll know: You can answer most objections with a reason and evidence rather than repeating your position louder.

Go further: Concede a fair point before rebutting: 'That's true, and yet…'.

You need: your draft cut into paragraphs · transition word cards: add, contrast, cause, concede

1. Shuffle your paragraphs and give them to a partner to put in order.
2. If they get it wrong, find where the reader lost the thread.
3. Choose a transition card to bridge each gap and write the new linking sentence.
4. Try again with a different partner. Fewer mix-ups means stronger links.

How you'll know: A new reader can put your paragraphs in the right order because the links show the logic.

Go further: Use 'consequently', 'conversely' and 'nevertheless' accurately in one piece.

You need: three or four panel members (classmates, a teacher, a visiting whānau member) · a timer · your three-minute oral version

1. Set up the room like a council or select committee hearing, with the panel at the front.
2. Present for three minutes. Speak to the panel, not your page.
3. The panel asks two questions each. Answer honestly; it's fine to say 'I'd need to check that'.
4. Afterwards, note which question surprised you and how you'd answer it now.

How you'll know: You answer the panel's questions with evidence and stay calm and respectful when challenged.

Safety: Keep questions about the issue, never about the speaker. A teacher chairs and can pause the hearing at any time.

Go further: Present to the real panel, in person or by video, if the council or committee accepts oral submissions.