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Ch.8 Powerpoint
- 1. Chapter 8: Presentation Devan and Kayla
- 2. Stages 1. Gateway Activity 2. Research an Issue 3. Practicing warrants 4. Drafting an Essay 5. Peer-Group Response and Author Revision 6. Attending to bibliographic form
- 3. The basic procedures involved in argumentation research papers: Take position on an issue Support claims Include warrants Anticipate counterarguments and counterevidence Respond Cite sources
- 4. Stage 1: Gateway Activity Begin by debating an interesting, controversial topic Discuss components of the debate
- 5. Stage 2: Research an Issue Introduce a current issue Have open discussion OR Have student work in small groups Then have a classroom discussion OR Have student do research
- 6. Stage 3: Practicing Warrants Students may have little experience with warrants Take time to practice warrants
- 7. Stage 4: Drafting an Essay Planning process Should use graphic organizers
- 8. Stage 5: Peer-Group Response and Author Revision Use guided questions for peer reviews Purpose: to point out areas in which, the evidence is not sufficient to support a claim and suggest additional evidence
- 9. Types of Guided Questions Is the Author’s overall thesis stated and fleshed out clearly and consistently in the intro? Does the argument come across a series of related claims? Is each claim supported by evidence? Is the evidence tied to a claim by a warrant? Is there a counterargument or counterevidence stated or rebutted? Does the concluding paragraph sum the Author’s position and restate the thesis? Does the paper itself make sense or veer away from the thesis?
- 10. Stage 6: Attending to bibliographic form Should consist of logical sequence of information with appropriate paragraphing Students should learn A style rather than THE style Online sources are a convenient way to let students see appropriate orders to list segments of citations.
- 11. What makes this sequence a structured process approach? Scaffolds students’ learning as they argue based on what they already know and extend their knowledge Students help one another to develop argument strategies and find evidence to support their claims Helps students respond to opposing perspectives critically and openly
- 12. Please get in the following groups: 1. Tiffany, Emily, Amy, Joey 2. Jessica, Cali, Nybria, Devynn 3. Elyssa, Rebecca, Kerry, Mary, Candace 4. Stephanie, Brandon, Jana, Alessandra, Sam
Editor's Notes
- Reminds students features of effective argument, organizing their material, and get sense of order which they should present their claims.
- Research thus becomes a tool for arguing convincingly rather than a task to be completed in isolation.
- Students become more articulate and persuasive; argue to learn: exchange views as a way to grow intellectually and come to a clearer understanding of who they are and what they believe.