Focus on EvidenceBased on work by Sabrina BackCo-Director, Mountain Writing Project, Hazard, KY(Adapted by Jean Wolph from Sabrina Back’s LDC module)
1
[insert appropriate graphic or photo]
[topic]
[insert inquiry question—as an argument of policy, it will have a should/shouldn’t angle.]
This short unit will [what students will gain].
2
3
Writing Reading Argument MINI-UNITEmphasis
# of Lessons
ARGUMENT SKILLS PRODUCT ELEMENTS OF
ARGUMENT CLOSE READING STRATEGIES
RESPONSE TO READINGS TOPICS
Draft, Feedback, Revise, Reflect Close reading strategies Writing & talking to develop
knowledge on topic or issue
Select compelling facts and develop relevant evidence
6 Lessons.
Entering Skills:
Ability to draft from notes and annotations
Foundational Skills: Exploring an issue before forming a claim; identifying evidence and explaining its relevance
Product: Multi-paragraph mini-argument, revised-draft
•Prewriting/Planning•Draft •Self-Evaluation •Partner Review•Revision based on feedback
ClaimEvidence
Use of sources:
• Illustrating• Authorizing
•Text and marginal annotation•Watching with a Quote in Hand•Paired Reading Protocol
Think, Write, Pair, Share
Read, Predict
Slice the Pie Discussion
Partner Notes
Save the Last Word for Me
[topic]
7 shared and choicereadings (print )
Whole texts and excerpts
Optional news interview with printed transcript
Mini-Unit Overview
Mini-Unit SequenceDay 1 Day 2 Day 3 Day 4 Day 5 Day 6
Building Schema; Understanding Writing Task, Rubric
Research:Reading #1
Identifying Compelling Evidence
Research:Reading Collection #2
Identifying Compelling Evidence
Making a Claim
Supporting a Claim
Drafting Feedback and Revising
Tools/Activities
Tools/Activities
Tools/Activities
Tools/Activities
Tools/Activities
Tools/Activities
Partner Notes Save the Last Word—adapted
Agree, Disagree, Undecided
Purpose/Audience statement
Practice Time: Forwarding / Using Sources Effectively
Self-Evaluation and Draft (in progress)
Peer Review and Draft (“for now”)
4
Writing Standards Emphasized in the Mini-Unit
Write arguments to support claims with clear reasons and relevant evidence, using valid reasoning. Support claim(s) with clear reasons and relevant evidence…demonstrating an understanding of the topic or text.
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
Gather relevant information from multiple print and digital sources…and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
Draw evidence from …informational texts to support analysis, reflection, and research.
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.
Illustrating | Using specific examples from the text to support the claim
Authorizing | Refering to an “expert” to support the claim
Countering | “Pushing back” against the text in some way (e.g., disagree with it, challenge something it says, or interpret it differently)
In this mini-unit, we’ll practice ways that writers use sources to develop their arguments:
Jean Wolph, Louisville Writing Project, for NWP CRWP funded by the Department of Education
PREPARING FOR THE TASK: BUILDING SCHEMA
Think, Write, Pair, ShareOn a sheet of paper, list everything you know about [topic].Pair up and discuss your lists. Then discuss the questions below: • What is [topic]? • [Insert other appropriate questions.]
7
Optional Text to Build Background
[insert link to news interview video] [insert length]
Published on [date][insert synopsis] [insert source]
8
Watching with a Quote in Hand
• [expert 1]• [expert 2]• [expert 3]• Etc.
-------------------------• Quickly read or skim through your passage. • Watch the [source] clip.• What is the point or claim your expert is
making? Highlight it. Share with your group.9
Why [topic]?
[explain the context for this issue]
[insert inquiry question]? What do you think?
10
Predicting
• What might be the potential good or potential harm from [topic]?
11
PREPARING FOR THE TASK: BUILDING SCHEMA
Slice the Pie
As a class, we’ll brainstorm questions or concerns we have about [topic].
12
Writing Task: [topic]
Should [inquiry question]? • After reading selected informational texts,
draft an argument that addresses the question.
• Support your position with evidence from the texts. Be sure to acknowledge competing views.
13
PREPARING FOR THE TASK: BUILDING SCHEMA
Think, Write, Pair, Share
Examine the task and rubric. Use a highlighter to note the important words and phrases. Jot down your comments or questions about what you’ll be writing and how your work will be evaluated.
Compare ideas with a partner. Bring unanswered questions to the whole group.
14
Reading #1: [insert focus on topic]
15
You and a partner will be reading a text about the [angle on the topic].
Text for today’s reading:
[Insert options, selected to provide a range of difficulty levels to meet students’ needs. Provide title, author, url]
Or Or
Or
Focusing our efforts• Today’s article is about [angle on the issue]. Look carefully to see
how this term is defined and how it relates to [topic].
• Look for important points and key quotations–sentences a writer would want to use as evidence, pro or con. THESE ARE WHAT YOU WILL RECORD IN YOUR NOTES:
Sentences or phrases that will help you illustrate an idea about privacy or protection. Look for specific examples of [topic, angle]. Look for facts, data, anecdotes, images, or scenarios.
Quotes that will help you use the words of an expert to support an idea about [topic]. Note the reason(s) this person might be considered an expert.
What information do you find COMPELLING?16
Paired Reading: Directions for Reading #1
[insert focus on topic] 1. Determine who is Partner A and who is Partner B.2. Preview the text, noting that it has been divided it into four sections. 3. Partner A will read the first section aloud while Partner B listens and takes brief notes.4. Stop and discuss what you each feel is important to note from the reading; Partner B adds to Partner Notes as needed. If a quote is referenced, be sure to paraphrase and interpret it (put it in your own words and tell why it is significant).5. Switch roles until the reading is finished.6. Prepare to share 1-2 key ideas from your reading during
a whole-class debriefing.
17
Partner Notes (for Reading #1)Source:
What is tracking?
Compelling ideas, facts, anecdotes, data, scenarios:
Compelling quotes:
Discuss: What are you thinking at this point about the issue of tracking? Are you in favor of it or not? Why or why not?
18
Debriefing:
•What kind of work were you doing as a reader and writer during this activity? Why did we do it?
19
Reading #2: [insert focus on topic]
Texts for today’s reading:
[Insert options, selected to provide a range of difficulty levels to meet students’ needs. Provide title, author, url]
Or Or
20
Focusing our efforts• Today’s article(s) are about [angle on topic].
• Look for compelling points and key quotations–sentences a writer would want to use as evidence, pro or con. THESE ARE WHAT YOU WILL UNDERLINE OR HIGHLIGHT.
Sentences that will help you illustrate an idea about privacy or protection. Look for specific examples of [topic, angle]. Look for facts, data, anecdotes, images, or scenarios.
Quotes that will help you use the words of an expert to support an idea about [topic]. Note the reason(s) this person might be considered an expert. 21
Save the Last Word for Me: Directions for Reading #2
Count off 1, 2, 3 in your group.
Round 1:
• #1s: Share 1 line or short passage you underlined from the [title or author] excerpt.
• #2s and #3s: Try to name the idea that this excerpt seems to illustrate about [topic, angle]. What value do you see in this information or idea? What problems might there be? What questions can you raise?
• #1s: Acknowledge the responses of others, respond to comments, or ask for clarification—getting the “last word” on the evidence.
• #2s and #3s may want to mark this line on their own texts if they also now find it compelling.
22
Save the Last Word for Me: Directions, continued
Round 2: • The procedure is repeated with #2 students sharing something
from the [title or author] excerpt. #1s and #3s respond. #2s conclude the discussion with a “last word.” #1s and #3s may again borrow this line or ideas.
Round 3: • #3 students share something from the [title or author]
excerpt. #1s and #2s respond. #3s conclude the discussion with a “last word.” #1s and #2s may borrow ideas/lines.
Round 4+: The process begins again with number one students, and continues during allotted time or until discussion is exhausted.
23
Debriefing:
What kind of work were you doing as a reader and writer during this activity? Why did we do it?
24
Making a Claim
Should the government protect its citizens in their use of technology?
In other words, should the government do more to protect our privacy or not?
Which position will you take?
25
Agree, Disagree, Undecided[Insert inquiry question.]
1. The Agree and Disagree groups will work separately to make a list of evidence for their side of the argument, returning to the articles we have read and the notes we have made.
2. Group Undecided will list 5 questions they will ask the other two groups.
• Group A presents first.• Group D presents next.• Group U asks questions.• Group A & D respond to questions.• At the end of the activity, students chose their actual stance to
prepare for the writing task.
26
DraftingComplete this Focus Statement after “Agree, Disagree, Undecided”
“As a _______________, I am writing an argument to convince ___________ that ________________.”
Examples: As a seventh-grade student, I am writing an argument to convince readers that _____________________.
As a ___________ user, I am writing an argument to convince our government to _______________________.
As a [authentic role], I am writing an argument to convince my legislator that _______________.
27
Supporting a Claim
Today, we are going to read a few passages to pay particular attention to how authors support and develop claims. We’ll look especially at how writers comment on evidence or quoted statements, and how they indicate their sources of information is credible. We’ll also note how they show the difference between ideas from a source and their own ideas.
Then we will examine ways that we can describe competing views. The examples we will analyze use structures that we can mimic/copy to develop our drafts.
Finally, we’ll return to our notes and practice how we will use our best evidence to support our claim.
28
Forwarding: Practice Time in Using Source Material
1. Using the notes and highlighted text from the articles and excerpts you read, try at least 3 of the writing moves described below:
Illustrating | Use specific examples from the text to support the claim
Authorizing | Refer to an “expert” to support the claim Countering | “Push back” against the text in some way (e.g.,
disagree with it, challenge something it says, or interpret it differently)
2. Comment about the example or quote that you forward. Consider the credibility of the source of this example or quote. Explain how this evidence supports your claim.
3. Prepare to share with a partner for feedback.
29
Drafting
Use a model of an argument that you’ve studied to inspire how you organize your initial draft.
Have your annotations and highlighted articles at hand. Draw from (1) the work you have done with a claim and (2) the forwarding practice to help you get started on your draft.
You will work individually to write your drafts. After you think you have a full draft, go back to your opening and conclusion to make sure they work together to make your draft feel cohesive.
Use the Peer Review Form to check your draft; add elements that you have not addressed.
30
Self-EvaluationOur focus in all of our argument writing is on using source material effectively. Consider the following in reviewing your own draft.
1. Do you distinguish between your own ideas and the source material, including the use of clearly indicated paraphrasing, quotation marks, or signal phrases?
Yes No
3. Do you comment on the source material? Yes No
4. Do you characterize the credibility of the source material or author?
Yes No
31
5. Do you connect the source material to your overall claim or purpose of the paper?
Yes No
6. Do you use source material for any of the following purposes? Check all that apply:
Illustrating | Use specific examples from the text to support the claim
Authorizing | Refer to an “expert” to support the claim Countering | “Push back” against the text in some way (e.g.,
disagree with it, challenge something it says, or interpret it differently)
None of the above7. What do you see as your steps? Go back to your draft to address the areas that you did not include initially. Your goal is to be able to answer “yes” to these questions.
32
Revising• Today you’ll get feedback from your peers.
• Afterward, you’ll use that feedback to continue refining your draft.
33
Peer Review
• Form groups of 3. • Pass your drafts to each other (counter-clockwise).
Silently read the draft and complete the peer review form (next slide).
• Pass again. Each draft will be read twice and receive feedback from two peers.
• You will use this feedback to revise your 1st draft.
34
Peer Review FormUsing Source Material -- Student Response Tool
Student Writer’s Name: _____________________________________________ (Write the Name of the Student Who Wrote the Paper Here)
Writing Topic: _____________________________ Today’s Date: __________ (What is the writing about?)
Using source material is a key move in college and career writing. This response tool is intended to help your peer use sources. Carefully read your peer’s written piece, then circle the response options listed below to help you respond:
1. Does the writing include information from other sources? (Circle One)
No sources One source Two Sources Three or More Sources
Please list specific examples of the sources included in this writing: ______________
____________________________________________________________________ 35
2. When using ideas or information from others, does the writer give credit to those sources? (Circle One)
No credit is given Some credit is given Adequate credit is given
3. Does the writing use quotation marks to indicate where source material is used? (Circle One)
No quotes One quote Multiple Quotes
4. Before the source material is used, does the writer introduce the quote with their own writing? (Circle One)
No introduction Some introduction Adequate introduction
5. After the source material is used, does the writer comment on that source material? (Circle One)
No commentary Some commentary Adequate commentary
6. When quoting from source material, does the writer explain why the source is credible or is not credible? (Circle One)
No explanation Some explanation Adequate explanation
7. Does the writing use source material for any of the following purposes? (Circle All That Apply)
Illustrating -- Using specific examples from the text to support the claim
Authorizing -- Referring to an “expert” to support the claim
Extending -- Putting your own “spin” on terms & ideas you take from other texts
Countering -- “Pushing back” against the text in some way (e.g., disagree with it, challenge something it says, or interpret it differently)
None of the above
8. Based on your reading and your responses here, what do you see as the next steps for this writer?
36
Sample Peer Review of Student Work
37
[insert sample once you have taught the mini-unit]
Peer Review FormSAMPLE: Using Source Material -- Student Response Tool
Using source material is a key move in college and career writing. This response tool is intended to help your peer use sources. Carefully read your peer’s written piece, then circle the response options listed below to help you respond:
1. Does the writing include information from other sources? (Circle One)
No sources One source Two Sources Three or More Sources
Please list specific examples of the sources included in this writing: ______________
____________________________________________________________________
2. When using ideas or information from others, does the writer give credit to those sources? (Circle One)
No credit is given Some credit is given Adequate credit is given
Does not seem to use ideas from others.
3. Does the writing use quotation marks to indicate where source material is used? (Circle One)
No quotes One quote Multiple Quotes
38
4. Before the source material is used, does the writer introduce the quote with their own writing? (Circle One)
No introduction Some introduction Adequate introduction
5. After the source material is used, does the writer comment on that source material? (Circle One)
No commentary Some commentary Adequate commentary
6. When quoting from source material, does the writer explain why the source is credible or is not credible? (Circle One)
No explanation Some explanation Adequate explanation
7. Does the writing use source material for any of the following purposes? (Circle All That Apply)
Illustrating -- Using specific examples from the text to support the claim
Authorizing -- Referring to an “expert” to support the claim
Extending -- Putting your own “spin” on terms & ideas you take from other texts
Countering -- “Pushing back” against the text in some way (e.g., disagree with it, challenge something it says, or interpret it differently)
None of the above
8. Based on your reading and your responses here, what do you see as the next steps for this writer?
Go back to the sources and find evidence to support your opinion. Use quotes, identify the source, and explain how the evidence supports your claim.
39
Try the Student Response Tool
40
[insert sample]
Sample 2
Revising
Review your peer feedback. As you revise, address what is missing in your efforts to use sources effectively. Then try at least one additional “move”:
• distinguishing between your own ideas and the source material by using quotation marks or signal phrases (e.g., “In [title], the author says”);
• commenting on the source material;• noting the credibility of the source; • connecting the source material to the overall claim, explaining
how and why the evidence helps support the claim; • using specific examples from the text to support the claim;• referring to an “expert” to support the claim;• disagreeing with a text, challenging something it says, or
interpreting it differently. 41
