Reading for Effective ArgumentsLINDA DENSTAEDT LDENSTAEDT@AMERITECH.NETCRWP LEADERSHIP TEAM OAKLAND WRITING PROJECT (MI)

Role of Reading in Writing Arguments

TEXTS WRITTEN BY OTHERS

1. Become informed on an issue and form a claim

2. Collect and sort information to support a claim

3. Identify the complexities and multiple perspectives on an issue

4. Study and mentor decisions of effective arguments

OWN WRITING

1. Re-read to understand what I think and how my thinking is changing

2. Re-read to organize evidence and plan a draft

3. Re-read to analyze and rethink an early draft to plan revisions

Reading Engages Complex and Multiple Processes

Reading is Thinking 1. Make connections and activate prior knowledge2. Make inferences to connect information and draw conclusions3. Generate questions to clarify and extend thinking 4. Determine important information 5. Learn and change thinking during reading

Strategies to Scaffold Complex Texts

1. Provide accessible texts that build in complexity 2. Modeling and thinking-aloud for students and with students 3. Peer conversations to rehearse thinking while reading 4. Multi-draft gradual release reading5. Graphic organizers focused on a specific skill

Online Privacy

What do you think about your privacy when you

are online?

Activate your prior knowledge

& attitudes

What conclusions can you draw about Amazon’s attitude toward

my previous purchases?

How does that inference activate your prior knowledge?

What questions do you have?

At this point, what seems to be the most important

information you already know about online privacy?

Interactive Reader CODES AND ANNOTATES

1. Observes & takes notes on details, words, images

2. Evidence: facts, examples, quotes (authorities)

3. Important or compelling evidence

4. Claims & counterclaims

MAKES SENSE

1. Prior knowledge and attitudes 2. Background information 3. What’s interesting but not important 4. Tracks key evidence and evidence sets ○ pro and con evidence ○ facts, authorities & countering 5. Commentary ○ What others think ○ What I think

Graphic Organizers Make Thinking Visible

CodeF Compelling FactsE Important Examples

Write a key word or phrase to quickly identify each piece of evidence.

Reading to Think & Draft What do we want students to do and think as they read?

Connect, clarify and extend your

knowledge Underline statements that explain why there is a debate.

Identify the most important evidence. # Top 4.

Draw conclusions identify important

information

Rereading and Writing to Think WHAT DOES THE EVIDENCE SUGGEST? WHAT DO YOU THINK?

Write a claim that expresses your current view.

Code

F Compelling Facts

E Important Examples

Reading to Go Deeper and Rethink What do we want students to do and think as they read?

Connect, clarify and extend your

knowledge

Underline statements that explain why there is a debate.

Identify the most important evidence. # Top 4.

Draw conclusions identify important

information

Rereading and Writing to Think WHAT DOES THE EVIDENCE SUGGEST? WHAT DO YOU THINK?

Write a claim that expresses your current view.

CRWP’s FocusDevelop Argument Skills Across Time ENTERING SKILLS

Annotating text Drafting a claim

Identifying evidence (quotations, facts, & statistics) to support the claim

GOING DEEPER SKILLS

Authorizing Countering

FOUNDATIONAL SKILLS

Tying evidence to the claim

Explaining its relevance

CRWP’s FocusDevelop Argument Skills Across Time ENTERING SKILLS

Ability to draft from notes and annotations

GOING DEEPER SKILLS FOUNDATIONAL SKILLS

Explore an issue to make a claim

Identify evidence and explain its relevance