Connecting Evidence to a Claim Jean Wolph Rev July 2016 Jean Wolph Louisville Writing Project for NWP CRWP funded by the Department of Education Teacher Slide Overview Connecting evidence to support a claim is a foundational element of argument writing ID: 760126
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Slide1
Experiencing a Mini-UnitConnecting Evidence to a Claim
Jean WolphRev. July 2016
Jean Wolph, Louisville Writing Project, for NWP CRWP funded by the Department of Education
Slide2Teacher Slide: Overview
Connecting evidence to support a claim is a foundational element of argument writing.
In this mini-unit, writers practice revealing their thinking about a piece of evidence in way that makes clear why and how the evidence is relevant to the issue and to the argument the writer is making. Participants read and annotate multiple texts, practice connecting evidence, then apply the process while using a student argument planner with their own claims and evidence.
*NOTE: Teacher Slides provide detailed explanations and rationale. You can delete or hide them and use the shorter PPT in your classroom.
Slide3Teacher Slide: Background
A
key skill in this set of lessons is to help students do what Joseph Harris calls “forwarding.”
“In forwarding a text, you begin to shift the focus of your readers away from what its author has to say and toward your own project. Writers often describe themselves as drawing on or mining other texts for ideas and examples, but extracting such materials is only part of the job. You then need to shape them to your own purposes in writing.” (2006, p. 38). The thinking move in this mini-unit is to EXTEND the work of others (in this case, facts and statistics about an issue) to “put your own spin” on the information, connecting it to a local context such as our own school.
Countering is also introduced in this mini-unit as a possible “digging deeper” extension of the unit. Harris describes countering as a way of drawing attention to “ideas and phrasings that strike you as somehow mistaken, troubling, or incomplete….[A]n effective counterstatement must attend closely to the strengths of the position it is responding to, and thus in many ways depends on representing that position clearly and fairly in order to make full sense. The characteristic stance of the counterstatement is ‘Yes, but…’. This sort of rewriting—in which a writer aims less to refute or negate than to rethink or qualify—seems to me one of the key moves in intellectual discourse.” (2006, p. 6
)
Slide4Teacher Slide: Decisions
Students
should be working on a short
argument. It can be started DURING this mini-unit using the text set provided, or it can be from any other argument work (Writing into the Day, Informal Arguments, etc.).
This mini-unit is
therefore designed
to be used with virtually any topic and any text set as it begins
after
the reading, annotating, and discussion of the texts.
If Students Will Be Starting a New Draft:
If
this mini-unit is taught AFTER students have had some practice in drafting claims and identifying appropriate evidence to support a claim, the exploration of the issue can be done fairly quickly—perhaps in 2-3 class periods. Strategies learned in other mini-units (such as
Informal Arguments
) should be used to annotate the texts and identify potential evidence
.
You
can (1) give students a
text set
to simulate research and have students identify possible evidence from the articles before teaching this lesson
(a text set on fast food in schools
is included on the next
slide but you can easily assemble your own
on any topic of interest
to your students) OR
(2) use these lessons
as
an
addendum to another argument mini-unit
.
The Overview slide suggests 3 days for the exploration of a text set—videos or images on Day 1, “pro” fast food articles on Day 2, and “con” articles on Day 3.
If Students Have a Draft in Progress: Start at Lesson 1, Day 4.
The remaining 3 days focus on introducing Harris Moves (illustrating, authorizing, and countering) while students are drafting and revising.
That is the part of this
mini-unit
which could be
inserted WHILE you are teaching a different mini-unit. Start with “Lesson 1” after students have read and annotated texts for potential evidence to support a claim
. Skip Lesson 2 and proceed to Lessons 3 and 4.
Slide55
Writing Reading Argument MINI-UNITEmphasis# of LessonsARGUMENT SKILLS PRODUCT ELEMENTS OF ARGUMENTCLOSE READING STRATEGIESRESPONSE TO READINGSTOPICSDraft, Feedback, Revise, ReflectClose reading strategiesWriting & talking to develop knowledge on topic or issueConnect evidence to support claim4 Lessons plus time to read and annotate text setEntering Skills:Annotating textDrafting a claimIdentifying evidence (quotations, facts, and statistics) to support the claimFoundational Skills: Tying evidence to the claim; explaining its relevance Digging Deeper:AuthorizingCounteringProduct: Multi-paragraph draft with layered returns to revisePrewriting/ PlanningFlashdraft using argument plannerFeedbackRevisionReflectionsClaimEvidenceUse of sources:IllustratingAuthorizingCounteringGuided evidence analysis3-column Argument PlannerPQP feedbackFAST FOOD7 shared readings (print )
Mini-Unit Overview
Teacher Slide:
Mini-Unit Overview
Slide6Be sure to adapt these to the standards that your district or state uses. 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.
Teacher Slide:
Writing Standards Emphasized in the Mini-Unit
Slide7Before Mini-UnitDays 1-2Day 3Days 4-5Students read, annotate, and share/discuss a text set.Selections from “A Fast Food Survival Kit” “The Effects of Fast Food on the Body”“Healthy Fast Food: Tips for Making Healthier Fast Food Choices”“America's Top 10 Healthiest Fast Food Restaurants”“The 19 Ingredients in McDonald’s Fries”“Your kids become what you feed them”“The Effects of Fast Food on the Body”“Fast Food Adds 310 Calories to a Teen’s Day” Students form working claims and identify relevant evidence.Study of ways to use sources and connect them to the claim: IllustratingBeginning the draft (if students are not using writing from another mini-unit or Writing into the Day experience).PQPReflecting Study of ways to use sources and connect them to the claim: AuthorizingContinuing to draft/revise.PQPReflectingStudy of ways to use sources and connect them to the claim: CounteringCompleting the draft.PQPReflecting
Teacher Slide:
Suggested
Mini-Unit Sequence
Slide8A Fast-Food Survival Kit http://choices.scholastic.com/story/fast-food-survival-kit. “Healthy Fast Food: Tips for Making Healthier Fast Food Choices” http://www.helpguide.org/articles/healthy-eating/healthy-fast-food.htmAmerica's Top 10 Healthiest Fast Food Restaurants (http://www.health.com/health/article/0,,20411588,00.html)The 19 Ingredients in McDonald’s Fries – Including a Form of Silicone Found in Silly Putty Facebookhttp://naturalsociety.com/19-ingredients-mcdonalds-fries-including-form-silicone-found-silly-putty/Your Kids Become What You Feed Them http://sahm.org/health-fitness/your-kids-become-what-you-feed-them-7-dangers-of-fast-food/http://www.healthline.com/health/fast-food-effects-on-body
Jean Wolph, Louisville Writing Project, for NWP CRWP funded by the Department of Education
Teacher Slide:
Suggested Text Set for this Mini-Unit
Slide9The articles which list multiple examples of the healthy options at various fast food outlets can be used in a “Battle of the Claims.” Directions follow.Copy the two articles on specific fast food choices (“Healthy Fast Food: Tips for Making Healthier Fast Food Choices” and America's Top 10 Healthiest Fast Food Restaurants), ideally enlarging them a bit so that each segment on a restaurant’s fare can fit on a half sheet of paper. To make a durable class set, copy on cardstock. Give each student or pair of students one of the segments on a particular fast food restaurant, charging them with reading, “digesting” the information, and making a strong claim based on the evidence. For example, “To develop lifelong healthy eating habits, parents should encourage toddlers to try the fruit option at ______ restaurant rather than offering French fries as a side.”Then the “battle of the claims” begins—each team has a chance to share its claim. Others can challenge the claim if they have conflicting evidence OR offer suggestions for revision if the claim does not reflect the qualities of a strong claim (see separate PowerPoint, “What is a Claim?”).
Teacher Slide:
Possible Approach to Readings
Slide10Illustrating | Using specific examples from the text to support the claimAuthorizing | Referring to an “expert” to support the claimCountering | “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
Slide11Read, annotate, & discuss the text set.Draft a claim related to this issue that you would like to defend.Identify evidence that will help you support that claim.
What You’ll Do First:
Jean Wolph, Louisville Writing Project, for NWP CRWP funded by the Department of Education
Slide12Before this lesson, it will be helpful to have students highlight possible evidence that supports their claims. Students can draw their own charts in their writers’ notebooks. There is also a planner provided with this mini-unit that can be photocopied.Illustrating:The first example is one that you will show in its entirety, to demonstrate the process. You can do this as a think-aloud, engaging students in imagining what they would fill in the two columns on the organizer and sharing ideas before showing students the sample responses.The second example could be done in pairs, again with sharing of responses before reviewing the model.The third example might be completed individually, then discussed in whole group.Authorizing: Repeat the process, emphasizing that authorizing occurs in tandem with illustrating or countering.Countering: Repeat the process, demonstrating that countering might be approached in a number of ways but that in this mini-unit we will begin by simply trying to challenge the way a piece of “negative” evidence might be interpreted.Each lesson concludes with applying the move to one’s own writing. Students will need to have their evidence at hand, whether you are working with the text set in this mini-unit or a different set of articles.
Teacher Slide:
Teaching the Harris Moves
Slide13LESSON 1:
Connecting
Evidence to the Claim
Slide14Now that you’ve identified most of the evidence you’ll use…
it’s time to make the evidence WORK for you.
Jean Wolph, Louisville Writing Project, for NWP CRWP funded by the Department of Education
Slide15One problem writers sometimes have is using evidence effectively.Today we’ll focus on connecting our evidence to the claim.
Jean Wolph, Louisville Writing Project, for NWP CRWP funded by the Department of Education
Slide16Let’s try an example:Sample Claim: Since students are responsible for their own choices, they must learn about health issues related to fast food consumption.
Jean Wolph, Louisville Writing Project, for NWP CRWP funded by the Department of Education
Slide17Our Evidence:Statistics and facts about fast food and nutrition from the texts we’ve read.
Our task is to CONNECT
them to our claim.
Joseph Harris calls this FORWARDING. In this mini-unit, we’ll look especially at ILLUSTRATING, AUTHORIZING, and COUNTERING.
Jean
Wolph
, Louisville Writing Project, for NWP CRWP funded by the Department of
Education
Slide18Illustrating: Using specific examples from the text to support the claim
Next we want to FORWARD ideas and information from credible sources and discuss them in light of our claim. What will we do when we are…
???
???
Jean Wolph, Louisville Writing Project, for NWP CRWP funded by the Department of Education
Slide19What kind of thinking do we do when we connect the evidence to our claim? Evidence from researchClaim: Connection to Claim: Outcome:
Illustrating
Explaining the relevance
Jean Wolph, Louisville Writing Project, for NWP CRWP funded by the Department of Education
Imagining the impact
“Connecting the dots” for our readers
Showing how the evidence applies to the situation we are writing about.
Identifying the strongest evidence to support our claim
Slide20Let’s examine some models of evidence and connections
. What information has the writer captured? Why?
We’ll try to fill in the connection and outcome on each one before comparing our efforts with sample responses.
Slide21Jean Wolph, Louisville Writing Project, for NWP CRWP funded by the Department of Education
Source:America's Top 10 Healthiest Fast Food Restaurants by Dan Winters (adapted)Retrieved 7-26-14 from http://www.health.com/health/article/0,,20411588_last,00.html Evidence from research(This is the evidence that we will use or forward, to advance our argument.)Claim: Since students are responsible for their own choices, they must learn about health issues related to fast food consumption.“Registered dietitian Moore notes that an Egg McMuffin, at 300 calories, is a smarter choice than other ‘calorie-laden biscuit breakfasts.’” Connection:Outcome:
1
How could we
connect this piece of evidence to our purpose, to convince readers that we should change our school menu choices? How can we show the relevance of the evidence to our claim?
How could we help our readers imagine the outcome, if we take this action?
Slide22O
ne
way a writer might
connect that piece of evidence to the claim…
Slide23Jean Wolph, Louisville Writing Project, for NWP CRWP funded by the Department of Education
Source:America's Top 10 Healthiest Fast Food Restaurants by Dan Winters (adapted)Retrieved 7-26-14 from http://www.health.com/health/article/0,,20411588_last,00.html Evidence from research(This is the evidence that we will use or forward, to advance our argument.)Claim: Since students are responsible for their own choices, they must learn about health issues related to fast food consumption.“Registered dietitian Moore notes that an Egg McMuffin, at 300 calories, is a smarter choice than other ‘calorie-laden biscuit breakfasts.’” Connection:Those “calorie-laden” sausage and egg biscuits have 460 to 520 calories, depending on size. They ooze grease, soaking the wrapper and our fingers. Outcome:Just becoming informed about calorie content will encourage many of us to select the healthier option, the Egg McMuffin.
1
Illustrating
Sample
Slide24Jean Wolph, Louisville Writing Project, for NWP CRWP funded by the Department of Education
Source:First Lady Proposes Ban on Junk Food Marketing in Schoolsadapted from an article BY MAGGIE FOX, nbc nEWS RETRIEVED 6-10-14 FROM http://www.nbcnews.com/health/kids-health/first-lady-proposes-ban-junk-food-marketing-schools-n38201 Evidence from research(This is the evidence that we will use or forward, to advance our argument.)Claim: Since students are responsible for their own choices, they must learn about health issues related to fast food consumption.First Lady Michelle Obama “hopes healthy choices will become a habit for kids. ‘So for them the norm will be fruits and vegetables and not chips and candy,’ she said.”Connection:Outcome:
2
How could we
connect this piece of evidence to our purpose, to convince readers that we should change our school menu choices? How can we show the relevance of the evidence to our claim?
How could we help our readers imagine the outcome, if we take this action?
Slide25O
ne
way a writer might
connect that piece of evidence to the claim…
Slide26Jean Wolph, Louisville Writing Project, for NWP CRWP funded by the Department of Education
Source:First Lady Proposes Ban on Junk Food Marketing in Schoolsadapted from an article BY MAGGIE FOX, nbc nEWS RETRIEVED 6-10-14 FROM http://www.nbcnews.com/health/kids-health/first-lady-proposes-ban-junk-food-marketing-schools-n38201 Evidence from research(This is the evidence that we will use or forward, to advance our argument.)Claim: Since students are responsible for their own choices, they must learn about health issues related to fast food consumption.First Lady Michelle Obama “hopes healthy choices will become a habit for kids. ‘So for them the norm will be fruits and vegetables and not chips and candy,’ she said.”Connection:Our cafeteria has responded to the new nutrition guidelines. But students sometimes resist eating foods that are prepared without fats and sugars. They head to fast food places right after school and fill up.Outcome:Increasing students’ awareness of the health issues behind excessive fat and sugar consumption may help us make better choices.
2
Illustrating
Sample
Slide27Jean Wolph, Louisville Writing Project, for NWP CRWP funded by the Department of Education
Source:Fast Food: Tips for Making Healthier Fast Food Choices Retrieved 7-16-14 from http://www.helpguide.org/life/fast_food_nutrition.htmEvidence from research(This is the evidence that we will use or forward, to advance our argument.)Claim: Since students are responsible for their own choices, they must learn about health issues related to fast food consumption.A sack of “potato snackers” from White Castle has 10 grams of trans fat. The American Heart Association’s recommendation is to limit ourselves less than 2 grams of trans fat per day. Connection:Outcome:
3
How could we
connect this piece of evidence to our purpose, to convince readers that we should change our school menu choices? How can we show the relevance of the evidence to our claim?
How could we help our readers imagine the outcome, if we take this action?
Slide28O
ne
way a writer might
connect that piece of evidence to the claim…
Slide29Jean Wolph, Louisville Writing Project, for NWP CRWP funded by the Department of Education
Source: Fast Food: Tips for Making Healthier Fast Food Choices Retrieved 7-16-14 from http://www.helpguide.org/life/fast_food_nutrition.htmEvidence from research(This is the evidence that we will use or forward, to advance our argument.)Claim: Since students are responsible for their own choices, they must learn about health issues related to fast food consumption.A sack of “potato snackers” from White Castle has 10 grams of trans fat. The American Heart Association’s recommendation is to limit ourselves less than 2 grams of trans fat per day. Connection:As the article points out, these fried potato bits use up our allotment of trans fat for five whole days. Outcome:If we learn the “math” behind our choices, students can avoid the health risks associated with trans fat.
3
Illustrating
Sample
Slide30REFLECTIONHow can we explain the process we just used?How will we apply it to our own research and writing in order to make a stronger connection between our evidence and our claim?We’ll record our ideas on an anchor chart that we can return to throughout our work on argument.
Jean Wolph, Louisville Writing Project, for NWP CRWP funded by the Department of Education
Slide31NEXT STEPS: Quickly form a working claim or use the one we have been practicing with. Write it in the space provided on the argument planner.
Jean Wolph, Louisville Writing Project, for NWP CRWP funded by the Department of Education
Slide32Jean Wolph, Louisville Writing Project, for NWP CRWP funded by the Department of Education
Source: Title, author, publication, website URL, date, page numbers, etc.Evidencefrom the article (fact, statistic, quote, etc.) Connection: How could you connect the evidence to your purpose? How can you help readers see the RELEVANCE or importance of this fact to the context or situation? How and why does this evidence support your claim? Give examples. Possible Outcome or Result: What might happen if we use this evidence to make a decision about how we’ll think, act, or believe? The text says… Here’s how it applies to my claim:If we do this…
Connecting Evidence to a Claim: Argument PlannerClaim: __________________________________________________________________
Use one planner PER SOURCE.Don’t forget to cite your source! source
Sometimes you’ll only find
one
relevant piece of evidence in a source.
Other times it will be several.
Slide33Now Try It! Identify MORE evidence from the text set and use the Argument Planner to practice Illustrating.
Jean Wolph, Louisville Writing Project, for NWP CRWP funded by the Department of Education
List the strongest evidence from the text set (use one planner per source). Quote or paraphrase the information you are citing.
Explain how this evidence is relevant to the claim you have made. How does it apply? How does it serve as an example? How does it provide proof that what you are proposing will work?
Connect the dots for the reader. If we accept your reasoning, what will be the outcome? What impact will this action have on the problem you’ve identified and are try to solve?
Slide34What did we come up with?
Slide35Peer Response is a powerful tool, when we set it up well. The following slides show students how to use a protocol, PQP (Praise, Question, Polish) to provide peers with initial feedback on their charted work (evidence & connection) in Lesson 1; draft in Lesson 2; authorizing in Lesson 3; countering in Lesson 4; and then again when the draft is complete). The same format can be used in providing teacher feedback to lift the quality of students’ connections.
Teacher Slide:
Teaching Students
to Provide
Helpful
Feedback
Slide36How well did we connect our evidence to our claims? How well did we use the facts for our own purposes (to support our claim)? What do we need to do to lift the quality of our work?
Jean Wolph, Louisville Writing Project, for NWP CRWP funded by the Department of Education
Do you knowPQP?
FORMATIVE ASSESSMENT IS
KEY!
Slide37PQP = Praise, Question, PolishFocus question for feedback: How well did we connect our evidence to our claims? Sample of PRAISE (pointing out something that is done well):PRAISE: I noticed how well you used the fact about ______ to support your claim. What worked was _____.Other Possible Stems:One thing I really like is… Something you did well is…You were very successful in …
Jean Wolph, Louisville Writing Project, for NWP CRWP funded by the Department of Education
PQP
Slide38Focus question for feedback: How well did we connect our evidence to our claims? Sample of a QUESTION (something we really want to know):QUESTION: I was confused in paragraph 3 when you talked about _______. When I read the article, I had a different understanding. I thought it meant _________.Other Possible Stems:How does ____ connect to the claim? One thing I wanted to know more about was… Something I don’t understand is…
Jean Wolph, Louisville Writing Project, for NWP CRWP funded by the Department of Education
PQP
Slide39Focus question for feedback: How well did we connect our evidence to our claims? Sample of POLISH (an idea that will raise the quality of the piece):POLISH: I wonder whether you could use the quote on page __ of [name of article] to support your claim. It seems to be a very powerful piece of evidence that would enhance your argument. You might connect it by saying ______.Other Possible Stems:You have a quote by ___ but there is no commentary that connects it to your claim.Something you might want to reword is ___ because __.What might make your argument even stronger is ___.
Jean Wolph, Louisville Writing Project, for NWP CRWP funded by the Department of Education
PQP
Slide40Debriefing
Let’s share our efforts and talk about what worked and what might improve our attempts to connect our evidence to our claims.
Jean Wolph, Louisville Writing Project, for NWP CRWP funded by the Department of Education
Slide41Lesson 2:Drafting the argument
Jean
Wolph
, Louisville Writing Project, for NWP CRWP funded by the Department of Education
Slide42IF YOUR STUDENTS DON’T ALREADY HAVE A DRAFT IN PROGRESS…Students can turn each row of the planner into a paragraph. With the addition of an introduction (which will probably include the claim) and a conclusion (which may explain the significance of taking this action), they can quickly create a working draft. We recommend using a separate planner for EACH source, so it may be that students have just a single piece of evidence on each of 2 to 5 planners.Note that there is no magic number of pieces of evidence that a student must use. The best and most relevant evidence is what we want students to identify. Rather than stretch to match the requirements of a formulaic structure such as the traditional five-paragraph theme, emphasize that quality trumps quantity EVERY time. As students progress through the other lessons, they will have a chance to refine this working draft, adding more evidence or reworking earlier commentary. Alternately, you may decide to end the mini-unit after Lesson 2 and introduce the authorizing and countering slides in the next mini-unit.The goal is to have a complete draft that might be revisited later in the year for further development, revision, and editing. Students should save this draft in their working folders. Ideally, after writing several different drafts, students will select one piece from this folder to develop further, engaging in additional research, writing, and revision. This selected draft will be edited and published. Because mini-units are focused on skill practice, we don’t usually worry about polishing. The polish will come later, once we’ve learned to orchestrate the many moves that argument writers need to master.IF YOUR STUDENTS DO HAVE A DRAFT IN PROGRESS…SKIP LESSON 2 AND PROCEED TO LESSONS 3 AND 4.
Teacher Slide:
Drafting from the Planner
Slide43Next Steps: Draft from the Planner
Each row in the planner can be turned into a paragraph for your draft. Later, you’ll connect the paragraphs with transitions.
Jean Wolph, Louisville Writing Project, for NWP CRWP funded by the Department of Education
from
Introduce the evidence, citing the source (author, title). Quote or paraphrase the information you are citing.
Explain how this evidence is relevant to the claim you have made. How does it apply? How does it serve as an example? How does it provide proof that what you are proposing will work?
Connect the dots for the reader. If we accept your reasoning, what will be the outcome? What impact will this action have on the problem you’ve identified and are try to solve?
Slide44How could we use AUTHORIZING to enhance our argument?
LESSON 3:Digging Deeper!Authorizing
Jean Wolph, Louisville Writing Project, for NWP CRWP funded by the Department of Education
Slide45It will be helpful to provide students with copies of the quotes on slides quoting the American Heart Association and Margaret Wootan. Using the framework provided on Slide 44, discuss the following:First, we select a compelling piece of evidence. What is compelling about the information provided in each?Then we identify the source of the evidence. How are the sources identified?Finally, we show the importance of that source, if it is not obvious. What do the writers do to show the importance of the source, if anything?After practicing the move of authorizing, it’s time for students to try it in their own drafts using the text set you’ve selected for this mini-unit. They will need to re-scan the articles in order to find evidence that they might use in making this argument move.
Teacher Slide:
Authorizing
Slide46What will we do when we are…
???
???
Authorizing: Referring to an “expert” to support the claim
Jean Wolph, Louisville Writing Project, for NWP CRWP funded by the Department of Education
Slide47Authorizing is another move in argument writing.
First, we select a compelling piece of evidence.Then we identify the source of the evidence.Finally, we show the importance of that source, if it is not obvious.
Jean Wolph, Louisville Writing Project, for NWP CRWP funded by the Department of Education
Slide48Authorizing EvidenceSourceImportanceWhy is this source so CREDIBLE? Why should we pay attention?
Let’s Practice
Authorizing
Slide49How is this writer using AUTHORIZING?
Registered dietician Marisa Moore notes that an Egg McMuffin, at 300 calories, is a smarter choice than other “calorie-laden biscuit breakfasts.”from “America's Top 10 Healthiest Fast Food Restaurants” by Dan Winters, retrieved 7-26-14 from http://www.health.com/health/article/0,,20411588_last,00.html
Jean Wolph, Louisville Writing Project, for NWP CRWP funded by the Department of Education
1
Slide50Authorizing EvidenceSourceImportanceWhy is this source so CREDIBLE? Why should we pay attention?An Egg McMuffin, at 300 calories, is a smarter choice than other “calorie-laden biscuit breakfasts.”Marisa Moore
Let’s Practice Authorizing with Passage
1
Slide51Authorizing EvidenceSourceImportanceWhy is this source so CREDIBLE? Why should we pay attention?An Egg McMuffin, at 300 calories, is a smarter choice than other “calorie-laden biscuit breakfasts.”Marisa Moore She’s a registered dietician, someone who is trained to analyze why some foods are more nutritious or healthy than others.
Let’s Practice Authorizing with Passage
1
Slide52How is this writer using AUTHORIZING?
One sack of “hash bites” or “potato snackers” from White Castle, for example, contains 10 grams of very unhealthy trans fat. The American Heart Association recommends we consume less than 2 grams of trans fat per day. So in one side order, you’ve just eaten more than five days’ worth of heart-busting trans fat!from Healthy Fast Food: Tips for Making Healthier Fast Food Choices Retrieved 7-16-14 from http://www.helpguide.org/life/fast_food_nutrition.htm
Jean Wolph, Louisville Writing Project, for NWP CRWP funded by the Department of Education
2
Slide53Authorizing EvidenceSourceImportanceWhy is this source so CREDIBLE? Why should we pay attention?
Try it: Authorizing with Passage
2
Slide54Authorizing EvidenceSourceImportanceWhy is this source so CREDIBLE? Why should we pay attention?We should consume less than 2 grams of trans fat per day. The American Heart AssociationThe American Heart Association (AHA) is a non-profit organization that promotes taking care of our hearts so that we reduce disability and deaths from cardiovascular disease and strokes.
Try it: Authorizing with Passage
2
Slide55How might this writer change this passage to use AUTHORIZING?
Organizations point to high rates of childhood obesity and children's poor diets. “[I]t doesn't make sense to advertise and market unhealthy food to children at all, much less in schools," according to Margo Wootan. from First Lady Proposes Ban on Junk Food Marketing in Schoolsadapted from an article BY MAGGIE FOX, nbc nEWS RETRIEVED 6-10-14 FROM http://www.nbcnews.com/health/kids-health/first-lady-proposes-ban-junk-food-marketing-schools-n38201
Jean Wolph, Louisville Writing Project, for NWP CRWP funded by the Department of Education
3
Wootan
:
nutrition
policy director for the Center for Science in the Public Interest (CSPI).
Slide56Authorizing EvidenceSourceImportanceWhy is this source so CREDIBLE? Why should we pay attention?
Try it: Authorizing with Passage
3
Slide57Authorizing EvidenceSourceImportanceWhy is this source so CREDIBLE? Why should we pay attention?“[I]t doesn't make sense to advertise and market unhealthy food to children at all, much less in schools."Margaret WootanShe is the nutrition policy director for the Center for Science in the Public Interest (CSPI). We would expect that a policy director would be up on the latest research in order to make recommendations for policies. Her organization is an independent center that focuses on providing information that will lead to good decisions for people (as opposed to business or government).
Try it: Authorizing with Passage
3
Slide58Try it: Authorizing on your own Review your text set on Fast Food. Select 2-3 pieces of compelling evidence—EVIDENCE THAT WILL SUPPORT YOUR CLAIM—in which the source is clearly identified.Think: Is the source reputable? Why? In what ways is this person or agency an “expert”? How can I use this information to support my claim?
Jean
Wolph
, Louisville Writing Project, for NWP CRWP funded by the Department of Education
Slide59Authorizing EvidenceSourceImportanceWhy is this source so CREDIBLE? Why should we pay attention?
Try it:
Authorizing with Evidence that
Supports YOUR Claim
Slide60How well did we use authorizing?How well did we demonstrate the credibility of our source and/or the relevance of an expert’s knowledge to our argument? What will make our use of this move smoother or more effective?
Jean Wolph, Louisville Writing Project, for NWP CRWP funded by the Department of Education
PQP
FORMATIVE ASSESSMENT IS
KEY!
Slide61Debriefing
Let’s share our efforts and talk about what worked and what might improve our attempts to use authorizing.
Jean Wolph, Louisville Writing Project, for NWP CRWP funded by the Department of Education
Slide62Next Steps: Draft
Revise your original draft to include this new text in which you use authorizing to enhance your argument.
Jean Wolph, Louisville Writing Project, for NWP CRWP funded by the Department of Education
Using the Authorizing chart you’ve just created, decide whether you will add each of the 2-3 pieces of evidence to your draft.
Using one Post-It© note for each piece of evidence, use the information on your chart to draft the sentences that will point to the source in a way that shows what is credible about it.
Where in your draft will these sentences work best? Mark the spot(s) and insert them.
Slide63REFLECTIONHow can we explain the process we just used?How will we apply it to our own research and argument writing in order to make a stronger connection between our evidence and our claim?
Jean Wolph, Louisville Writing Project, for NWP CRWP funded by the Department of Education
Let’s capture our thinking
on
our Argument Writing Anchor Chart for
use in future
work
.
Slide64Could you COUNTER some of the evidence that Opponents of your position might offer?
LESSON 4:Digging Deeper!Countering
Jean Wolph, Louisville Writing Project, for NWP CRWP funded by the Department of Education
Slide65It may be helpful to provide students with copies of Slide 68 as they practice countering. quoting the American Heart Association and Margaret Wootan. Using the framework provided on Slides 65-67, discuss the following:First, we acknowledge a claim that is in opposition to ours. Who are the other stakeholders and what perspectives do they have on this issue? Then we identify evidence they might use. Think about the readings. What facts or quotes could support their position(s)?Finally, we suggest a different way of thinking about their evidence. What could you question? Relevance? Dated nature of evidence? Credibility or bias of the source?In the practice example, students can work in pairs to draft sentences that do these three things—acknowledge, note, suggest.After practicing the move of countering, it’s time for students to try it in their own drafts using the text set you’ve selected. They will need to re-scan the articles in order to find evidence that someone with an opposing claim might use, then help us think differently about that evidence so that it loses its power to sway our opinion.
Teacher Slide:
Countering
Slide66What will we do when we are…
???
???
Countering: “Pushing back” against the text in some way (e.g., disagreeing with it, challenging something it says, or interpreting it differently)
Jean Wolph, Louisville Writing Project, for NWP CRWP funded by the Department of Education
Slide67Countering is another move in argument writing.
First, we acknowledge a claim that is in opposition to ours.Example: Others will argue that our school should NOT change its menu options.
Jean Wolph, Louisville Writing Project, for NWP CRWP funded by the Department of Education
Slide68Countering
Then, we identify evidence that our opponents might use to support their claim.Example: Those who are against finding more room in our crowded curriculum for additional nutritional instruction point to the many other standards that students must master. Nutrition is a small component in the grand scheme, they say.
Jean Wolph, Louisville Writing Project, for NWP CRWP funded by the Department of Education
Slide69Countering
Finally, we suggest a different way of thinking about their evidence:Example: This position is misguided. Few other science topics have such immediate effects on students’ well-being as well as so many long-term and potentially life-threatening ones. Students are not likely to seek out on their own the kind of information that will save their lives because, frankly most students don’t know to ask such questions.
Jean Wolph, Louisville Writing Project, for NWP CRWP funded by the Department of Education
Slide70Read the passage. Then prepare to write (or use the organizer on the next slide).Acknowledge the other side’s claim.Note the evidence they are using that you want to refute.Suggest a different way of thinking about their evidence.
PRACTICE! Choose one piece of evidence from this passage to counter. How can we encourage students to eat healthier foods? One sure way is to follow the new USDA rules focus on advertising—anything that can’t be sold to students during school hours also won’t be able to be advertised to them. That means we would have to remove all of the posters and bulletin boards that line our halls. Why? They all have ads for fast foods. If we remove these ads from our school, students won’t be so tempted to eat things that are bad for them. As First Lady Michelle Obama says, “Kids will be begging us for items from the produce aisle instead of from the snack aisle."
Be ready to share what you came up with!
Jean Wolph, Louisville Writing Project, for NWP CRWP funded by the Department of Education
Slide71COUNTERING Acknowledge the other side’s claimNote the evidence or reason they are using (or might use) that you want to refute.Suggest a different way of thinking about their evidence or reason.
Try it:
Countering the Opposition
Slide72COUNTERING Acknowledge the other side’s claimNote the evidence or reason they are using (or might use) that you want to refute.Suggest a different way of thinking about their evidence or reason.The writer says that if we remove fast food ads from our school, students won’t be so tempted to eat things that are bad for them. As First Lady Michelle Obama says, “Kids will be begging us for items from the produce aisle instead of from the snack aisle."It’s really not so simple. Out of sight is not out of mind. Ask any dieter. While healthy eating is an admirable goal, we need to engage students in the decision to make good choices, not just hide pictures of fast food and assume the problem will take care of itself.
Try it:
Countering the Opposition
Slide73How well did we weaken the power of an opposing claim by showing its limitations or helping readers see “negative evidence” as less worthy of consideration? What can we do to lift the quality of our countering?
Jean Wolph, Louisville Writing Project, for NWP CRWP funded by the Department of Education
PQP
FORMATIVE ASSESSMENT IS
KEY!
Slide74Debriefing
Let’s share our efforts and talk about what worked and what might improve our attempts to counter.Applying Now that we’ve practiced, it’s time for you to try this move in your own drafts using the text set you have been working with. Re-scan the articles in order to find evidence that someone with an opposing claim might use, then help us think differently about that evidence so that it loses its power to sway our opinion.
Jean Wolph, Louisville Writing Project, for NWP CRWP funded by the Department of Education
Slide75Next Steps: Return your draft. Use the Countering Chart or your own paper.
Then revise your draft to include this new text in which you counter an opposing argument.
Jean Wolph, Louisville Writing Project, for NWP CRWP funded by the Department of Education
Slide76COUNTERING Acknowledge the other side’s claimNote the evidence or reason they are using (or might use) that you want to refute.Suggest a different way of thinking about their evidence or reason.
Try it:
Countering the Opposition
Slide77PQP Praise, question, PolishIn pairs, review one another’s drafts, focusing on the use of sources to illustrate, authorize, and counter. How well has the writer connected that evidence to his/her claim? Revise after feedback to improve your use of sources to support your claim.
Jean Wolph, Louisville Writing Project, for NWP CRWP funded by the Department of Education
Slide78REFLECTIONHow can we explain the process we just used?How will we apply it to our own research in order to make a stronger connection between our evidence and our claim?
Jean Wolph, Louisville Writing Project, for NWP CRWP funded by the Department of Education
Let’s capture our thinking
on
our Argument Writing Anchor Chart for
use in future
work
.
Slide79Student Work Samples for Analysis
“Healthy
Guidelines”
(high school)
“Fast
Food in
Schools” (high school)
Contracting with Fast Food Restaurants (high school)
Note: These students used a different text set, one focused on the issue of serving fast food in schools.
Slide80Selected slides in this mini-unit can be revisited as students work on daily argument writing and/or on other mini-units, to remind students what these moves look like in the context of developing an argument.
Teacher Slide:
Next Steps