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Create, Compose, Connect:
Transcript of Create, Compose, Connect:
Teaching A Student to Argue!
Write arguments to support claims with clear reasons and relevant evidence.
Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from and supports the argument presented.
ARGUMENT -vs- PERSUASIVE
“The murder scene was cool and I like how we did our brainstorming. I felt everyone did their job when we worked on the report. No one felt overwhelmed.” —Teagan
“I liked using Google Docs for the report. It was hard sometimes to concentrate when everyone was typing at the same time. Nobody complained about workload." —Kirsten
Background, Book, and Basics
Jeremy Hyler - @jeremybballer
Troy Hicks - @hickstro
—the assertion, the case that the writer is trying to make. In school, English teachers have typically called this the “thesis.” However, a claim must be “debatable and defensible” (Smith, Wilhelm, & Fredricksen, 2012, p. 13). In other words, a claim is an invitation into an intellectual conversation, not simply a statement of “the way it is.”
—the data, or what Stephen Toulmin calls the “grounds”for a claim. One of the phrases that we hear often is “details and examples,” but evidence is more than that. Different types of evidence matters depending on the argument you want to make. For
instance, a first person retelling may count as evidence in a historical documentary about a crime, but DNA and bullet casings would be necessary evidence to make a forensic analysis.
—the basis or justification for a certain type of evidence. As noted above, a particular kind of evidence counts in different contexts, and writers need to justify how the evidence they are using supportsthe claim they are making. This is where the reasons come into play. Smith and colleagues and Hillocks (2011) refer to Toulmin’s use of the term warrant as the backing for particular kinds of evidence, and Smith and colleagues even call warrants “the heart of the argument” (2012, p. 15).
Simple Lists -vs- Specific Lists
Using Google Drive/Docs
Reflection, Feedback, and Input
Tying it All Together
Guidelines and Report
Formative -vs- Summative
Salmon in the Classroom Project
Cross Curricular Connections
SALMON IN THE CLASSROOM PROJECT