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Digging Deeper: Planning and Facilitating Source-Based Argument
with Sarah Woodard, MA | NCTB
Built on the nationally recognized work of the National Writing Project, this course equips educators to teach compelling, source‑based argument writing across grades 3–12+. Teachers will experience powerful instructional methods and walk away with practical tools to strengthen student writing immediately.
[Note that this course would be a logical follow-up to Creating a Culture of Argument with Routine Argument Writing.]
In this course, educators closely examine their own instructional practices, exploring fresh ways to help students develop strong, source‑based arguments. Through hands-on engagement with high‑leverage instructional approaches, participants discover practical methods for guiding students as they analyze sources, build claims, and communicate their thinking with clarity and purpose.
As the course progresses, teachers apply what they’re learning directly to their own classrooms. The experience culminates in the creation of a tailored argument text set and a full cycle of source‑based argument instruction, designed to meet the specific needs of their students and teaching context.
Finally, educators leave with clear, ready‑to‑use strategies they can bring to their students this fall.
Audience: Elementary and secondary teachers (grades 3 – 12+), literacy specialists, ESL/MLL teachers, and instructional coaches.
| The Details | |
| Dates | Starts July 1 |
| Time | Asynchronous |
| Cost | $145 |
| Location | Online |
| Graduate Credits Available | 1 |
Purpose & Outcomes
- Consider their teaching practices and the ways in which teaching source-based argument and its relevance across disciplines and grade levels
- Experience high-leverage instructional approaches that transfer to a variety of teaching contexts including:
- Writing and revising claims
- Using source material purposefully such as finding just right evidence, ranking evidence, using evidence to make moves, and connecting evidence to claims
- Learn how to implement effective formative assessment practices for analyzing student writing to inform next steps in instruction
- Create an argument text set for their specific grade level and discipline
- Plan a cycle of instruction to support teaching source-based argument for their respective grade level and discipline
Sarah Woodard, MA | NCTB
Facilitator
Sarah Woodard has taught middle and high school English Language Arts in the Denver Metro Area since 1996. She holds a BA in Secondary English Education with a minor in intercultural communication from Wartburg College in Waverly, Iowa; an MA in Language, Literacy, and Culture: English Education, from University of Colorado Denver; and earned her National Board for Professional Teaching Standards in 2010 which she renewed in 2019. She serves as co-director of development for the Denver Writing Project, is involved with several National Writing Project initiatives, and is a senior instructor with the Responsive Literacy Education Program at the University of Colorado Denver. Sarah loves teaching and learning in digital spaces and has experience designing and facilitating instruction in online and hybrid environments. She practices yoga on a regular basis and enjoys hiking, long walks with her dog, reading, writing, and traveling.