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Slide 2 Gaming: Harmless or Harmful? An Argument Writing Mini-Unit Jean Wolph, Louisville Writing Project for NWP CRWP, funded by the Department of Education, based on templates developed by Beth Rimer and Linda Denstaedt and including slides created by Leanne Bordeleon Slide 3 Ways to Use Sources Illustrating When writers use specific examples or facts from a text to support what they want to say. Examples: _____ argues that ______. _____ claims that ______ _____ acknowledges that ______ _____ emphasizes that ______ _____ tells the story of ______ _____ reports that ______ _____ believes that ______ Leeanne Bordelon, NSU Writing Project, 2014 The 18-wheeler carries lots of cargo, representing material to think about: anecdotes, images, scenarios, data. (Harris) Slide 4 Example of Illustrating from The Early Bird Gets the Bad Grade by Nancy Kalish: When high schools in Fayette County in Kentucky delayed their start times to 8:30 a.m., the number of teenagers involved in car crashes dropped, even as they rose in the state. In what way is this a specific example or fact? What kind of claim might it be used to support? Linda Denstaedt, i3 Leadership Team, National Writing Project Slide 5 Ways to Use Sources Leeanne Bordelon, NSU Writing Project, 2014 Authorizing When writers quote an expert or use the credibility or status of a source to support their claims. Joseph Bauxbaum, a researcher at the Mount Sinai School of Medicine, found According to Susan Smith, principal of a school which encourages student cell phone use, A study conducted by the Gulf Coast Center for Law & Policy Center, a non-profit organization which monitors environmental issues, revealed that What words make each person seem credible? What claim might each quote help support? Slide 6 Example of Authorizing from High schools with late start times help teens but bus schedules and after-school can conflict [T]he focus on logistics is frustrating for Heather Macintosh, spokeswoman for a national organization called Start School Later. What is the priority? she said. It should be education, health and safety. What words make her seem credible? What claim might this quote help support? Linda Denstaedt, i3 Leadership Team, National Writing Project Slide 7 Ways to Use Sources Leeanne Bordelon, NSU Writing Project, 2014 Countering Countering--When a writer pushes back against the text in some way, by disagreeing with it, challenging something it says, or interpreting it differently than the author does. While parent groups often portray gaming negatively, recent brain research indicates there are positive effects. What are the key elements of a good counter? Slide 8 Leeanne Bordelon, NSU Writing Project, 2014 Acknowledge the opposition, then refute it: While many people think ____, the research actually shows Or summarize the opposition, then give your case: ____ argues that ____. What the author fails to consider is ____ says that ____. This is true, but ____ suggests that ____. The author doesnt explain why . ____ argues that ____. Another way to look at this is ____ found that ____. However, the study doesnt explore the connections between Example of Countering Slide 9 Jean Wolph, Louisville Writing Project for NWP CRWP funded by the Department of Education Gaming Study this image. What is the claim that is being made? Slide 10 What do you think? What do you think about the image? About the use of video games? Share your writing. Add a For example.... Share Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education Slide 11 Make this chart in your notebook Source: Video Games: Harmless or Harmful? (GTV) It SaysI Say 1. 2. 3. 4. 5. 6. Jean Wolph, Louisville Writing Project, NWP CRWP funded by the Department of Education Slide 12 Video Instructions As you watch the video... Under It Says Take notes on the pros and cons of video games. Also, write down words and phrases that stick out to you Second viewing, Add any additional notes you missed last time Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education Slide 13 Jean Wolph, Louisville Writing Project for NWP CRWP funded by the Department of Education Gaming: Harmless or Harmful? Video Games - Harmless or Harmful? Duality X Productions Uploaded on May 26, 2010 GTV https://www.youtube.com/watch?v=JFwf7_VVfGg Does this source seem credible? Balanced? Who is being interviewed? Listen for examples of AUTHORIZING, ILLUSTRATING, & COUNTERING in this video. Jot them on your chart under It Says. GTV is a digital entertainment network where you can find, watch and share your favorite original programming from hundreds of leading providers.gtv.com Slide 14 Video Games: Harmless or Harmful? (GTV) It SaysI Say 1. Gamers say, Its just a game. Others say over-endulging can affect you. 2. Researchers have debated the effects of gaming since 1976. 3. Violent content has increased over the years. 4. Some argue that games are a safe outlet for aggressive behavior. Others argue that everyone would be violent if the games are so bad. 5. What does it say about our society that murder, abuse, and violence are entertainment? Jean Wolph, Louisville Writing Project for NWP CRWP funded by the Department of Education What notes did you capture? Which are illustrating? Authorizing? Challenge: Is there actually any countering here? Now fill in I Say. Be ready to share your ideas. Slide 15 Make another chart in your notebook Source: Your Brain on Video Games (TED Talk) It SaysI Say 1. 2. 3. 4. 5. 6. Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education Slide 16 Jean Wolph, Louisville Writing Project for NWP CRWP funded by the Department of Education Gaming: Harmless or Harmful? TED Talk https://www.youtube.com/watch?v=FktsFcooIG8 Published on Nov 19, 2012 How do fast-paced video games affect the brain? Step into the lab with cognitive researcher Daphne Bavelier to hear surprising news about how video games, even action-packed shooter games, can help us learn, focus and, fascinatingly, multitask. Video link: Stop at 9:29. link Does this source seem credible? Listen for examples of AUTHORIZING, ILLUSTRATING, and COUNTERING in this video. Slide 17 Your Brain on Video Games (TED Talk) Source: Your Brain on Video Games (TED Talk) It SaysI Say 1. 2. 3. 4. 5. 6. NWP CRWP funded by the Department of Education Slide 18 Video Instructions As you watch the video... Under It Says Take notes that explain how playing video games affects the brain Also, write down words and phrases that stick out to you Second viewing, Listen especially for examples of illustrating, authorizing, and countering NWP CRWP funded by the Department of Education Slide 19 Share your notes with your neighbor. Add any new ideas to your notes. Linda Denstaedt for NWP CRWP, funded by the Department of Education Slide 20 Your Brain on Video Games (Daphne Bavelier, TED Talk) Source: Your Brain on Video Games (TED Talk) It SaysI Say 1. Cognitive Scientists work to see how to make our brains smarter, better, faster. 2. Video games are pervasive. 90% of children play video games; average age of a gamer is 33 years old 3. Binging is never good, but in reasonable doses, gaming has powerful positive effects on our behavior. (Claim) 4. Counters Screen time makes your vision worse with research study. Vision is better (small detail in context of clutter and being able to resolve different levels of gray) 5. Counters Video games lead to attention problems and greater distractibility. 6. Ability to track objects improves. NWP CRWP funded by the Department of Education Slide 21 I SAY... Under I Say Across from each It Says note, Write your reactions, responses, comments, questions, agreements, or disagreements to the video notes Share ! Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education Slide 22 Refresh Your Memory Reread your writing and notes on gaming. NWP CRWP funded by the Department of Education Slide 23 Now Im Thinking What do you think about gaming now? Harmless? Harmful? Or ?? NWP CRWP funded by the Department of Education Slide 24 Use the sentence starters to include information in your writing. Think about ways to add information from a source to your writing. Use a sentence starter to add evidence and then explain your thinking. NWP CRWP funded by the Department of Education Agree As Daphne Bavelier, cognitive scientist, says, The TED Talk Your Brain on Videos explains According to Supporting my example, Baveliers research shows Disagree Although the video says While Daphne Bavelier explains Slide 25 Adding to Our Thinking with a New Text by Linda Carroll, a regular contributor to NBCNews.com and TODAY.com. Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education Does this source seem credible? Look for examples of AUTHORIZING, ILLUSTRATING, and COUNTERING in this article. Video Games Are Good for You (a Little Bit) Slide 26 VIP Notes (Very Important Post-It Notes) Use only 3 Post-it notes of each color Yellow=Important Info Blue= Things that strike you or challenge your thinking Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education Slide 27 Continue Your Thinking Begin a new writing using information from the new text. Use sentence frames to introduce the information. Explain what you think about the evidence. NWP CRWP funded by the Department of Education Slide 28 Sentence Starters The article Video Games Are Good for You (a Little Bit) explains As Andrew Przybylski, the author of the study, says,. According to Patrick Tolan of the University of Virginia, Although the article says While the study showed NWP CRWP funded by the Department of Education Slide 29 Exit SlipNotecard Claim Read over your writing so far and use the note card to write a claim about gaming and the choices teens make. Is gaming harmless? Harmful? Helpful? How might you qualify (or limit) your claim? NWP CRWP funded by the Department of Education SAMPLES: Video games are more harmful than good. Video games are more beneficial than harmful. Because research shows ___, we should ___. Slide 30 Lets Review! Lets Review our Notes & previous writing on the Gaming Picture & writing response Videos & writing response It Says/I Say chart Article & writing response Note card Claim Slide 31 The 40-Minute Kernel Essay Attention grabber and my claim on the Issue Here's what Ive learned But this fact really convinces me I now believe Slide 32 The 40-Minute Kernel Essay Attention grabber and my claim on the Issue 3 minutes Write an introduction that provides an interesting detail about gaming to grab the readers attention. Then state your claim on the issue: Video Games: Harmless or Harmful? Slide 33 The 40-Minute Kernel Essay Here's what Ive learned 4 minutes Select 2-3 pieces of evidence that provide information to support your claim. 10 minutes State a reason you believe this claim. Insert evidence using sentence starters to write what youve learned about the effects of gaming. Connect and explain how the evidence supports your claim. Slide 34 The 40-Minute Kernel Essay But this fact really convinces me 3 minutes Identify 1-2 pieces of evidence that seem most convincing--maybe a fact from research or a quote from an authority. 10 minutes State the reason this fact or quote seems most important. Introduce the evidence with a sentence starter like According to Explain how this evidence supports your claim. Slide 35 The 40-Minute Kernel Essay I now believe 3 minutes Write a final few sentences as a conclusion, perhaps restating your claim. Slide 36 Searching for Ways You Used Sources Trade papers with a partner. Partners read and code the ways the writer used sources in the margin. Search draft for examples of Illustrating= I Authorizing= A Countering = C DISCUSS: What have we learned about using sources during this mini-unit? How can we use these ideas in other writing experiences, including on- demand testing?