Rigor and talk checklist by Kylene Beers and Robert E. Probstkylenebeers
This checklist, which appears in Notice and Note by Kylene Beers and Robert E. Probst (Heinemann, 2012), offers teachers a starting point for discussion about what rigor in their classrooms might look like. This is simply our list. We encourage faculties to come together and make their own.
Rigor and talk checklist by Kylene Beers and Robert E. Probstkylenebeers
This checklist, which appears in Notice and Note by Kylene Beers and Robert E. Probst (Heinemann, 2012), offers teachers a starting point for discussion about what rigor in their classrooms might look like. This is simply our list. We encourage faculties to come together and make their own.
Small group instructional reading strategies for independent readers.
Readers’ Circle involves each group of students selecting a text to read. The students individually read an agreed part of the text and come together to explore their understanding and interpretations of the text.
This presentation describes the strategic process in detail.
explore effective strategies for teaching close reading of complex texts, a central focus of the ELA Common Core State Standards.
The process for engaging students in the close reading of complex texts
To discover the importance of setting a clear purpose and recognizing text structure
To gain methods for having students re-read the text and annotate it in order to examine key vocabulary, structure, language, and meaning
Small group instructional reading strategies for independent readers.
Readers’ Circle involves each group of students selecting a text to read. The students individually read an agreed part of the text and come together to explore their understanding and interpretations of the text.
This presentation describes the strategic process in detail.
explore effective strategies for teaching close reading of complex texts, a central focus of the ELA Common Core State Standards.
The process for engaging students in the close reading of complex texts
To discover the importance of setting a clear purpose and recognizing text structure
To gain methods for having students re-read the text and annotate it in order to examine key vocabulary, structure, language, and meaning
Gaza Everywhere: exploring the applicability of a rhetorical lens in HCIOmar Sosa-Tzec
Slides of the paper presented in "Critical Alternatives 2015" the 5th Decennial Aaarhus Conference, held on August 17 to 21, 2015, in Aarhus, Denmark.
Paper abstract:
By examining application software as a type of rhetorical artifact, it is possible to highlight its social, ethical and moral implications. In this paper, we explore one possibility for such a lens: application software functioning as a visual enthymeme. To explore the applicability of that concept in HCI, we analyze one web application as a first step. In our analysis, we observe that interaction and usability are two features that support an application in functioning as a visual enthymeme. Also, online sharing could help the user take the role of the arguer. Our analysis allows us to outline the elements of a user-centric persuasive experience and shows promise for further explorations regarding the applicability of rhetoric in HCI.
Understanding Logical Argumentation, Structure, and Reasoningmrbelprez
Understanding Logical Argumentation, Structure, and Reasoning by looking at sample arguments in standard and argument form. With practice exercises for argument analysis and Links to supplemental videos.
---- Please Follow the instructions ----
Essay #5
Argument Essay
Purpose:
To demonstrate our ability to write a well-supported essay; to show our ability to do accurate works cited pages; to demonstrate our ability to cite sources using MLA format.
Audience:
people who may be unfamiliar with this topic
Paper format:
typed, double-spaced using Times New Roman and 12 pt. font; 1" margins all round; original title; name and date; separate Works Cited page; correct essay formatting and indentation of paragraphs. I will provide you with the correct Works Cited page. All you will have to do is copy it.
Note:
This paper
must
be handed in by the due date.
I will not accept any late papers.
Grade Distribution:
Rough Draft: 30 points
Accurate Works Cited Page: 20 points
Essay: 500 points
Assignment:
Write a 4-5 page argumentative paper on the following topic: Who Needs Privacy? You
must
use the following articles which are in your Week 12 Module to support your thesis and claims: "Tracking Is an Assault on Liberty" by Nicolas Carr; "Web Users Get as Much as They Give" by Jim Harper; and
"Facebook
Is Using You" by Lori Andrews. You
must
have two quotes from each of the three articles related to your topic. I will not accept any other sources that the three mentioned above.
You may not use I believe, I think, or In my opinion anywhere in your essay!
Essay Specifics:
Before you begin writing your essay, it would help if you created an outline to follow. The type of outline you create will depend on whether your readers primarily agree or disagree with you. Below are two examples:
Readers Primarily Agree with You
Strengthen their convictions by organizing your argument around a series of reasons backed by supporting evidence or by refuting opposing arguments point by point.
I. Present the Issue
II. Provide a thesis statement -
a direct statement of your position
III. Present your most plausible reasons and evidence
IV. Concede or refute opposing reasons or objections to your argument
V. Conclude:
Reaffirm your position
Readers Primarily Disagree with You
Begin by emphasizing common ground, and make a concession to show that you have considered the opposing position carefully and with an open mind.
I. Present the Issue:
Reframe the issue in terms of common values
II. Concede:
Acknowledge the wisdom of an aspect of the opposing position
III. Provide a thesis statement
- a direct statement of your position, qualified as necessary
IV. Present your most plausible reasons and evidence
V. Conclude:
Reiterate shared values
Whatever organizational strategy you adopt, do not hesitate to change your outline as necessary while drafting and revising. For instance, you might find it more effective to hold back on presenting your own position until you have discussed unacceptable alternatives. or you might if find a more powerful way to order the reasons for supporting your position. Th.
Taking a stand on different critical issues.pptxrunaylanan1
Sound reasoning is very important in taking a stand on different issues. In the advent of technology where information is on the tips of our fingers, it's very important to analyze the validity and reliability of that certain information.
Taking a stand on different critical issues.pptxrunaylanan1
Sound reasoning is very important in taking a stand on different issues. In the advent of technology where information is on the tips of our fingers, it's very important to analyze the validity and reliability of that certain information.
Creating a Unit Plan
Creating a Unit Plan
Chastity Jones
Laura Wilde
07/30/2014
EDU673: Instruct. Strat. for Differentiated Teach & Learn
Introduction
Class consists of young children, all from the same neighborhood and its environs. We are situated in a serene environment, aware from any noise pollutants and heavy traffic.
Grade level- 5
Content Area: Creative Writing.
Total number of students is 45; in which there are 27 males and 18 female. 2 ELLs.
A majority of them come from very wealthy families. The ELLs are children of ambassadors, while three more are studying on scholarships.
Stage 1: This FIRST stage is to determine the “Big Picture”; what you want students to learn, conceptually, at the unit’s conclusion. (For the purpose of this class, consider a unit to be three days)
Content Area: English.
Common Core State Standard: The State requires that the student s to read stories and literature. I will ensure this by giving the students each a copy of Gulliver’s Travels by Jonathan Swift. This will help get their creative juices flowing in preparation for the unit.
Measurable Unit Objective: By the end of the unit, the students should have mastered the principles of a creative story. They should be able to apply these principles whenever they are required to write creative essays.
1. The students will remember the principles by recitation during class with 70% of accuracy.
2. The students will learn by writing creative essays with 85% of accuracy.
Online Resources:
http://www.corestandards.org/the-standards.com
http://teachonline.asu.edu/2012/07/writing-measurable-learning-objectives/.com
http://www.p21.org/storage/documents/P21CommonCoreToolkit.pdf.com
Stage 2: The second stage outlines evidence of Learning including pre-assessments, formative assessments, and a summative assessment
Pre-assessment: In order to the measuring of the students’ levels to readiness, we would:
1. We will discuss in great detail Swift’s book and I will use those discussions to gauge whether the students have understood how creative writing is carried out.
2. For the students that show difficulty in understanding the concept of creative writing, I will then issue them simpler and more interesting stories to study as well as work personally with them.
Formative Assessment:
1. I will issue out quizzes to test the strengths of the students.
2. I will also issue samples of creative stories written by other students to my students to help them write their own better.
3. I will keep track of the weaker students through a chart on their class activity, the results of their quizzes and their overall attitude towards creative writing.
Summative Assessment: I will finally design a last test where the students will show what they have learnt in the lesson by writing a creative essay themselves (Eberly Center, 2014).
Stage 3: The final stage of the unit plan involves developing the activities and experiences, building upon what you determined.
Case 11 The Case of the Falsified Data Mickey Jordan had .docxannandleola
Case 11: The Case of the Falsified Data
Mickey Jordan had developed a collaborative social-impact assessment project involving two
colleagues and three students. The six-person team was responsible for collecting field data in a
wide geographical area at some distance from their university. Each person was responsible for a
specific region. The data were fed, by region, into a computer on a weekly basis and monthly
meetings were held so that progress reports could be made by team members. At these meetings,
names of individuals who had been interviewed during the preceding period were given as a
means of checking off the list of identified community specialists, so that the overall progress of
the project could be ascertained. Information filed in the computer did not contain informants'
names or other identifiers, as a measure for maintaining confidentiality and anonymity of
informants. Each member of the team was paid by the funds made available through a contract
with a federal agency (the faculty members were able to buy release time from teaching with
contract funds).
Jordan had an occasion to be in the region assigned to one of the faculty members, Brian Cash,
and happened to find himself talking with one of Cash's reported informants, Henry Jones.
Jordon took the opportunity to ask Jones for clarification of reported data that had puzzled him.
Jones appeared confused and asked Jordan why he was asking him "these questions." Jordan
explained that he had been curious about specific details of Cash's report and thought this would
be an opportune time to get further information. Jones said that he had never heard of Brian
Cash, much less having ever talked to him, and furthermore he did not even know a research
project was being conducted in his community.
Jordan's Dilemma: Should he accept Jones's statement as a denial of participation in the project
to maintain anonymity? Should he accuse Jones of lying? Should he drop the matter for the
moment and later tell Cash about the incident? Perhaps Cash had lied about interviewing
Jones? Should be confront Cash with this suspicion? Since it was some distance to the field site
from the university, should he [Jordan] now seek out other informants Cash had reported on to
determine whether or not they had been interviewed? Or, were there other tactics to be
employed?
3
Jan. 2019
Research Case Study Paper Instructions, Topics for Case Studies and Required Paper Outline
HUMN 330
Purpose of a research case study analytical paper is to:
· Examine, research, and resolve a specific moral or ethical case study assigned by the instructor (topic chosen by student – list provided by instructor).
Process:
· Select a case study topic from a provided list at the end of this document. Must retrieve actual case study from MODULES, COURSE MATERIAL Research Case Study.
· Consult the “Point of View” document, find your case, and know the point of .
Page 1 of 4 Controversial Issues in American Culture Rese.docxaryan532920
Page 1 of 4
Controversial Issues in American Culture Research Paper
Assignment:
Living in a diverse society, we are often trying to balance our personal experience and opinions agai nst a
backdrop of the large communal experience. What we think, feel, and believe can be in sharp contrast
with the people and the society around us. Thus, students need to learn how to research, structure, and
advance their opinions by providing evidence to support them. This assignment will help students
formulate their opinions on a controversial topic in an argumentative essay using evidence from primary
and secondary sources. Though nearly any topic will suffice for the purpose of this paper, all topics must
be open to dispute. Students will need to formulate their opinions on the topic but also concede and
refute the oppositional opinions through counte rarguments. We will use class time to discuss research
methods but the rest of your research will be your responsibility.
Decide On a Topic:
Deciding on a topic that is not too broad, nor too narrow will take some effort . In order to present a
convincing argument, consider the following:
1. Draw on the student’s personal experience. It is important to spend time and energy on a topic
that means something to you. Think about topics they may come up in your chosen career field,
in everyday life, or things that you think should be changed in society , but that there is no easy
answer or resolution.
2. Be sure to “resist binary thinking” (Greene and Lidinsky 88). Make sure that the topic chosen can
support several, if not many, different viewpoints.
3. Synthesize others’ views and find new ways to look at the issues.
4. When researching, read to “discover a writer’s frame” to see how his/her ideas and theories can
benefit your own, or if they can be used in counterarguments.
5. Decide whether the issue an issue of fact, value, or policy? Is it a combination of two or more?
Topics should present a position that has varying perspectives.
General Topics include:
Addiction/Alcohol/ Drugs
Bilingual Education
Birth Control
Body Image
Censorship
Eating Disorders
Ethnic Stereotypes
Family Values
Gay Rights
Gender Discrimination
Gun Control
Health
Homosexuality/
Sexual Orientation
Immigration
Interracial
Relationships
Legalized Gambling
Politics
Music/Art
Education
Religion
Role Models
Sexual Assaults
Sexual Relationships
Single Parents
Sports Industry
Stereotypes
Terrorism
Tobacco
Video Games
Violence
War
**For more topics, check out the folder in the Research Project folder
Students should come up with an issue-based question about their topic:
Think and try on different perspectives about the issue
Page 2 of 4
Discuss why the issue is important to the student, and then why this issue may be important to
other people.
Determine what is up for ...
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2. An Argument Talk Protocol
Adapted from the Teachers College Reading & Writing Project
Student Directions:
1. Name or set up the argument. You may want to use a t-chart to represent both sides of the argument. For
example:
Bats should not be feared because they
provide benefits tour ecosystem.
Bats pose hazards to other animals and to
humans and should be viewed cautiously.
2. Listen to teammates and/or text(s) and gather evidence for both sides of the argument.
You should be prepared to argue either way.
Watch for compelling quotations and statistics.
Be aware of personal bias.
3. Select your position.
Meet with others who agree.
Find your best evidence.
Rehearse what you will say when partnered with your opponents.
Jot notes as needed.
4. Face the opposition.
Match up and make your argument to your opponent. Talk for the entire allotted time.
Do not ask questions or make comments.
Jot notes as you listen.
5. Provide/receive feedback.
Tell your opponent the most compelling parts of his/her argument. Be specific.
Jot notes about the feedback your opponent gives you.
6. Meet with your team to plan rebuttal.
What were the opposition’s strongest arguments? How can our side refute these?
Do not restate your argument. Address the opposition.
7. Face the opposition again.
Meet with your assigned opponent. Talk for the entire allotted time (1-2 minutes).
Present your rebuttal.
8. Prepare next steps.
Start drafting your argumentative essay or take notes to prepare for the class debate.
Make sure you have a claim, reasons and evidence to support your claim, and sufficient rebuttal for the
opponent’s claim(s).
3. Middle School Argumentative Writing and Debate
Shared by Eunice Brown, instructional coach,
New Brunswick Public Schools, NJ
Grade 6 Argumentative Essays: Zoo Articles
Students were introduced to the characteristics of argumentative writing by reading several short
texts. During the reading, terms such as claim, reasons, evidence, and support were discussed.
Teachers next introduced the idea of tracking or tracing arguments using the support/refute graphic
organizer. Students read texts and tracked arguments for and against various issues.
Students were then shown several exemplars of argumentative essays. Structure was analyzed.
Teachers had students participate in a Four Corners activity. The Four Corners acted as a sort of
anticipatory set for the topic that students would be required to write about.
The Four Corners question was “Are Zoos Good for Animals?” Students were then asked to go stand in
the corner of the room where their choice was posted. The choices were strongly agree, agree,
strongly disagree, and disagree.
In groups, students discussed their reasons for their choices and then shared with the whole class. (The
Four Corners is revisited once students have completed the reading and writing about zoos).
Teachers begin preparing students for writing about the topic by reading the articles provided. They
used the support/refute graphic organizer for students to collect evidence for and against while they
read. Teachers have spaced out the reading so that they read and collect evidence FOR zoos in one or
two class periods and evidence AGAINST zoos in one or two class periods. During this time, the
strength/weakness of reasons/evidence was discussed.
Once students collected and evaluated the evidence for both sides, they took a position and stated a
claim, such as “Zoos are not beneficial for wild animals.”
Students use the support/refute graphic organizer to generate their reasons. Teachers instruct
students on the drafting an argumentative essay in support of their claim until completion.
Once essays are completed, Four Corners was revisited to determine what opinions changed based on
the research.
4. Name: _________________________________________ Date: _________________
Title of Text: ____________________________________
Directions: As your read the assigned text, search for evidence that may support or refute each statement.
Support/Refute Graphic Organizer
Evidence For Question Evidence Against
Are zoos good for animals?
Circle your position: I am for/against zoos for animals.
State your specific claim: ____________________________________________________________
_________________________________________________________________________________
5. Grade 7 Argumentative Debate: “The Tell-Tale Heart”
Teacher began by building background about Edgar Allan Poe.
Next, teacher read aloud the original version of the story. Mood and tone were discussed.
Students then read a graphic novel version independently.
Reliable vs. unreliable narrator was discussed. Students used a graphic organizer to locate examples
where the narrator is reliable/unreliable.
As a class, we discussed premeditated murder versus insanity. Students had to collect evidence for
both defenses and then make a discussion about whether the narrator was guilty of premeditated
murder or not guilty by reason of insanity.
Once students collected the evidence and decided on their position, we then prepared for debate.
The class was divided into groups by plea; students met in smaller groups to discuss their reasons and
evidence.
The whole class then held a debate with several students acting as impartial judges who would then
make a decision based on the arguments presented.
Definitions: Murder in the First Degree or Insanity?
Murder in the First Degree: The distinguishing factor of first degree murder is pre-meditation. First degree
murder is usually part of a larger scheme, done by poison, done after lying in wait and/or planned. It often
involves weapons (especially guns). Often in conjunction with burglary, arson, serial murders and other
felonies.
Insanity: Mental illness or psychosis which causes the person to lose touch with reality. There can be a claim
of “temporary insanity” or simply the argument of prolonged mental illness. Must be of a severe nature to be
counted as a plea of insanity.
Arguments Textual Evidence
First Degree
Insanity
*Use page and paragraph references. Quote or paraphrase.