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Argumentative Writing Graphic Organizers for Topic Selection - Distance Learning

Grade Levels
7th - 10th
Formats Included
  • Zip
  • Google Apps™
7 pages
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Includes Google Apps™
The Teacher-Author indicated this resource includes assets from Google Workspace (e.g. docs, slides, etc.).

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  1. Need an all-encompassing argumentative writing unit that's scaffolded and meets the needs of a wide range of learners in middle school and high school? This argumentative writing unit is complete with activities that you can use to meet students wherever they are in their writing journey. It's creat
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Need an effective way to help students choose an argumentative writing topic?

After witnessing topic struggle issues too many times, I created scaffolded graphic organizers to help students choose a research topic, turn it into a question, and funnel it from broad to narrow.


This teaching resource contains four graphic organizers.

  • One is a funnel that will help students sift their broad topic (like sports or video games) to make it more specific. An example is included that you can use to model for students.
  • The second graphic organizer helps students analyze the strength of research questions that will lead to powerful thesis statements.
  • A third graphic organizer can be used in conjunction with the funnel or by itself. It helps students to create research questions based upon their broad topic of interest. After creating research questions, you can ask students to write possible thesis statements. Again, examples are included so that you can model expectations for students.
  • A fourth graphic organizer is included to help students start generating topics. It's helpful to use when conferring with students who haven't chosen a writing topic yet.

Included, you'll also have a link to a video mini lesson you can use for your own reference or share with students. This video models the reflective why process for narrowing a topic and turning it into a thesis statement.

Also, you will find an editable list of argumentative writing topics. Struggling writers and those who lack confidence sometimes appreciate having a list from which to choose. You can give the list to all students or provide it upon request. The second editable list features some example research questions students can use while brainstorming.

Finally, you'll have a creative topic brainstorming page that you can use to generate a class list of topics your students might be interested in.


This resource is included as both a secure PDF and Google Slides™ activities. The content is not editable, but the Slides are interactive for student use.

You can read about how I use all of the resources in this teaching tool on my blog: How to Help Teens Choose Research Topics: A Scaffolded Approach.

Use these argumentative topic choice and research question resources with your secondary level students to set them up for success.


Looking for additional writing tools to add to your repertoire? Find these in my store:

Argumentative Thesis Statement Activities

Argumentative Writing Introduction Paragraph Mini Unit

Argumentative Writing Body Paragraph Mini Unit

Argumentative Writing Conclusion Paragraph Lesson

Writing Pre-Assessment

Color-Coded Essay Graphic Organizer

Plagiarism Mini Unit

And more here!

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Electronic distribution limited to single classroom use only.

Total Pages
7 pages
Answer Key
Teaching Duration
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to see state-specific standards (only available in the US).
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.


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