They say i say
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They say i say

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They say i say They say i say Presentation Transcript

  • “They Say ISay”Writing Workshop
  • Quickwrite Are good people good because they choose to be, or are they good because they don’t want to get caught doing bad things? In other words, are good people(like you) good because they have to be or are they good because they want to be?
  • Reading Task1. Read from The Republic by Plato.2. Number each paragraph.3. Underline claims—the sentences where Plato states his position on good and evil.
  • Purposeful RereadingWhat is Plato doing in paragraphs 2 and 3?Starting with a verb, write a brief statementin the right-hand margin that explains whatPlato is doing in these paragraphs.Begin with a verb like… explaining… using… describing… illustrating… showing… arguing…
  • Argument Statement Exercise TemplateIn the text_______________, (title of text) ___________________(author’s name)__________(claims, argues, states, or some other verb) that_______________________________________________.
  • Add Evidence AnalysisIn the text__________________, (title of text) ______________(author’s name)________(claims, argues, states, or some other verb)that_________________________________.He (shares, illustrates, describes, orsome other verb) ______________________in order to __________________. Plato’sdecision to use _______________________is / (is not) effective because ______________.
  • Academic Performances At your tables, retrace the activities and exercises that we did while reading Plato’s The Republic. What did we do first, second, third, etc. How often did we engage in academic performances?
  • Reading Task Independently read On Moral Education by Horace Mann. Read the text once without marking or highlighting . Readers do this to gain some idea of what the text is about before analyzing it.
  • Pair-share What did you notice in the text?
  • Purposeful Rereading:Marking the TextReread On Moral Education. While you reread: • number the paragraphs; • circle key terms; • and underline author’s claims.(Use a pencil: sometimes you changeyour mind and want to erase.)
  • Pair-Share What did you circle as key terms? Whatdid you underline as the author’s claims?
  • Table TalkWhat is the problem Mann is posing?What does he say should be done to solvethe problem?
  • Table Talk What questions did you want to ask while you were reading the text?
  • Argument Statement Exercise TemplateIn the text_______________, (title of text) ___________________(author’s name)__________(claims, argues, states, or some other verb) that_______________________________________________.
  • Table Discussion Are people naturally competitive or cooperative? It is important when responding to a question like this to speak to be understood and to speak with good purpose.
  • Reading Task Independently read Leviathan by Thomas Hobbes. As you mark the text, refer back to the “Marking the Text: Non-Fiction”
  • Pause, Connect, Quickwrite, and the ShareWhere in the text does Hobbes use terms like “nature,” “power” and “equality”? How do these terms connect to the surrounding text? How are they used?
  • Writing Exercise:Identifying an Author’s CentralClaimIdentify one claim in the text that could beunderstood as Hobbes’ central claim. Write a brief explanation as to why you think the claim you have selected is indeed the central claim.Starter sentences:In “Leviathan,” Hobbes claims that…I believe this is his central claim because
  • Pair-Share What is Hobbes doing in paragraph 5?Does he make a claim? What is he doing here?
  • Think-Pair-Share Hobbes and Plato appear to agree on man’s basic nature. Discuss their sharedview. How does each author suggest man’s nature should be controlled?
  • Synthesizing Ideas from Two (ormore) Sources In academic writing, writers will use one text to extend, clarify, illustrate, or complicate the ideas found in another text. Although secondary students are taught to compare and contrast, they are not encouraged to use this schema (conceptual pattern in the mind) in college. Synthesis requires writers to accurately account for information and to show how this information works with other source material. Are students ready for this type of work?
  • Table TalkBased on the prompt, how might we have our students write about these two texts? How can we support our students as theylearn how to synthesize ideas from two (or more) sources?