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ASE LA 2: Using Research in Writing EndeavorsSteve Schmidt

[email protected]

Today’s Inspiring Quote “Attitude is a little thing that makes a big difference.”

- Winston Churchill

You Can Write on the Packet! You can find everything from this workshop at: abspd.appstate.edu Look under: Teaching Resources, Adult Secondary Resources, Language Arts/Reading, ASE LA 2 Using Research in Writing Endeavors.

Agenda8:30 – 10:00 Introduction to Argument Based Writing

10:00 – 10:15 Break

10:15 – 11:45 RLA Case Study: Fracking

11:45 – 12:45 Lunch

12:45 – 2:00 Credible Source GameUsing CARBS to Evaluate Evidence

2:00 – 2:15 Break

2:15 – 4:00 Evaluating Website CredibilityBetter Google Searches

This course is funded by:

Today’s Objectives Participants will:

Understand adult education standards’ shifts and their impact on teaching writing

Learn how to build a cross disciplinary unit of study to help students write argument based responses

Discover how to help students evaluate reliable evidence sources

Learn to help students evaluate website credibility and conduct better online searches

Access a variety of resources to help students learn argument based writing techniques

The Thinking behind the Writing: Webb’s DOK and CCR Standards

College and Career Readiness Standards for Adult Education

| Using Research in Writing, Steve Schmidt ([email protected])

Webb’s DOK 3: ENGLISH LANGUAGE ARTS

Requires students to go beyond text. Requires students to explain, generalize, and connect ideas. Involves inferencing, prediction, elaboration, and summary. Requires students to support positions using prior knowledge and to manipulate themes across the passages. Students develop compositions with multiple paragraphs.

Examples:

Determine effect of author’s purpose on text elements

Summarize information from multiple sources

Critically analyze literature

Edit writing to produce logical progression

Compose focused, organized, coherent, purposeful prose

- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from and supports the argument presented.

- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

- Draw evidence from literary or informational texts to support analysis, reflection, and research.

Adult Education Standards Writing Instructional Shifts

Guided practice of close analytic reading

Since students are writing about reading, we need to model for students how to get meaning from texts. One way to do this is to practice close reading strategies.

Writing about reading

Create writing prompts that focus on reading passages

Using text evidence to support claims

Ask, “How do you know?” Move students away from their opinions to using text based evidence to back up their arguments.

Argument Based Writing


Introductory Paragraph with Thesis Statement

The introductory paragraph should:

- Grab the reader’s attention. This could be done through a surprising statement or statistic, a question, a quote, some historical background, or an anecdote.

Did you know that the average person breathes over 20,000 times a day?

- Narrow the subject down

From the dawn of time, we have evidence that people breathed. Even today, people spend a significant part of their life breathing.

- Thesis statement: This is the main point you are trying to prove

Breathing is vital for life as it good for people’s health and provides us with necessary oxygen.

Body Paragraphs Should Include Evidence and Argument

Use PEA while writing body paragraphs:

P Point - Make your point

Breathing is good for people’s health.

E Evidence – Support your point with evidence and examples

In 2008, two Stanford University researchers looked at breathing’s effect on life. They found study participants who breathed lived longer than those who did not breathe. A later 2010 study in Iceland by top researchers agreed with the Stanford study’s findings.

A Argue – Explain how the evidence supports your points

Cleary, strong academic research supports the belief that breathing contributes to a longer life span which in turn contributes to people’s good health.

Conclusion

A conclusion does not simply restate the thesis but readdresses it in light of the evidence provided. This is the portion of the essay that will leave the most immediate impression on the mind of the reader. Therefore, it must be effective and logical. Do not introduce any new information into the conclusion. Restate why the topic is important, review the main points, and review your thesis.

Adapted from Dr. Chris Rauscher, GED Testing Service, and Purdue Owl

Formal Style


What not to do:

Use slang: Dude, s’up? My bad, you don’t have to get all emo on me.

Use contractions: Don’t use contractions. We’ve better ways to write!

Use abbreviations: There are many facts to support this, etc.

Use second person pronouns to address readers: You don’t know what you don’t know until you know that you don’t know. You know?

What to do:

Write in the third person and use longer and more complex sentences:

A recent study by Dr. Johnson at Emory University noted that walking was the most effective way of moving short distances in the least amount of time. She also mentioned that people normally walk with their feet, but some circus performers have become quite good at walking on their hands.

Transitions

Words that Connect Opinions and Reasonsbecause, and, also, therefore, since, for example, for instance, in order to, in addition, consequently, specially

Words and Phrases that Signal Support or Evidencefor example, to illustrate, in this case, specifically, once, for instance, such as, to demonstrate, take the case of

ConclusionsTo summarize, in short, in brief, in summary, to sum up, in conclusion, to conclude, finally

Adapted from Dr. Chris Rauscher

Argument Writing Vocabulary


Neutral Expressions, Words, & Phrases

(Passage B) argues in favor of…. On the other hand, (passage A) argues against…

(Passage B) argues…. On the other hand, (Passage A) argues….

(Passage A) is better supported than (passage B) because…. In contrast, ….

(author/passage) backs up (its/his/her) claim (with/by)….

For example, (An example is …) Another example of (is)….

On the other hand, counterclaim (counterargument)

In addition to…., (In addition,) statistics

However, claims (argues)

rebuttal refutes

In contrast, (In contrast to…) mentions (uses, cites, provides)

To support (demonstrate) this….

Phrases to Discuss Passage Strengths (+) Phrases to Discuss Passage Weaknesses (-)

better supported unsupported personal opinion

reliable evidence weak evidence

sound reasons contradictory evidence

valid invalid

logical weak logic (illogical)

reliable (knowledgeable, unbiased, credible, etc.) source(s)

(This passage) lacks sound reasons…. (or any other phrases from the strengths column)

significant evidence uncited sources (source is not identified)

recent sources evidence is out-of-date (or no source is included)

relevant reasons / evidence biased sources

substantiated evidence unsubstantiated evidence

expert testimony personal attacks (name-calling)

sufficient reasons / evidence insufficient reasons / evidence

reputable source (strong reputation) fallacy/fallacies

well-supported argument oversimplification

supports (demonstrates) false conclusionSource: C. Gibson, WCCS Writing Center, Selma Al

Reliable Evidence? Think CARBS


As students look at the evidence presented in source documents, they should consider how reliable it is. Some things used to measure reliability are:

Currency Is the evidence up to date? Studies done more recently are usually better than ones conducted years ago, especially in science and technology.

AuthorityWho created the source? Are they really an expert in this field? Just because someone is well known (actors, singers, sports stars) does not make them an expert.

Relevance Does the evidence specifically relate to the topic being discussed? Let’s look at the following evidence for the following topic: There are great health benefits to running.

1. Running burns many calories2. Running works out the entire body3. Running can help someone lose weight4. Running workout clothes are really fashionable5. Running is great cardiovascular exercise

While number 4 talks about running, it is not relevant since it has nothing to do with running’s health benefits. Instead, it focuses on the fashionable styles of some runners.

Bias Is the evidence from an unbiased source? Sources such as government agencies and educational institutions are usually unbiased. Look at who funds a study. For example, if a drug company is funding a study about one of its new drugs, we would be surprised if the findings showed that the drug did not work. We would expect the findings to be biased in favor of the company since it paid to have the study done and wants to show that its product works.

Specific Is the evidence specific? For example, the phrase “two decades of research shows that breathing has positive health benefits” is not specific. We do not know over which two decades the research was done. Also, “several studies have shown that walking is a great way to move from one place to another” is not specific either. We know nothing about the studies so we cannot know if they are current, authoritative, relevant, or biased.

Activities to Prepare for Argument Writing

Quick Writes | Using Research in Writing, Steve Schmidt ([email protected])

See page 9

I Wanna Iguana

In this exercise, we use a children’s book to help students understand how to locate arguments and to realize they have been preparing for argument writing their whole life! Google: I wanna iguana youtube

Strike or Stroll?

Use prediction and inference to help students develop arguments. The pictures are available from the Using Research in Writing PowerPoint on the ABSPD website under teaching resources.

Oral Argument

I agree with _______________ because _______________

I disagree with ________________ because ______________

Was Barney Fife right to give Gomer a ticket? Google: Barney Fife citizens’ arrest

Interviews

Have students play the authors of each paper in the prompt. Students can ask the actors questions about the evidence in their paper.

$5 or a Lottery Ticket

See page 10

Building a Unit of Study

Students will write far more effective RLA argument if they understand more about the subject’s background. We will study fracking and then use this information to write a pro or con argument based response. See page 13.

Reliable Evidence Game

Working in pairs, students are given two sets of evidence to consider and must decide which is more reliable and why. See the ABSPD website for the masters for this activity.

Writing about Reading: Quick Writes


A Quick Write helps students think about a topic before, during, and after reading. Students are asked to respond to a question or prompt based on a text and should write down whatever comes to their mind without worrying about grammar or organization.

The writing topics are related to a text and may be:

Summaries of learning An explanation of a concept or vocabulary A prediction, inference, or hypothesis

Give students a time limit (2 to 10 minutes) and ask that they write until time is up. (Model this as the instructor and write too!) Quick Writes can be used as part of instruction, assessment, or discussion. They help bring out the writer in students, build their writing confidence, and help their reading skills too!

Quick Write Practice: Thirteen Days in October

John F. Kennedy, President of the United States, peered at the photographs taken by a U-2 spy plane flying high over Cuba. Nikita Khrushchev, premier of the Soviet Union, was installing offensive nuclear weapons just 90 miles off the Florida coast. It was October 15, 1962.

Kennedy called his advisers together. Some favored an immediate air strike and an invasion of Cuba; some thought the United States should put up a naval blockade around Cuba to turn away Soviet ships carrying weapons. Finally Kennedy decided. The navy would put up a blockade.

Khrushchev issued two orders. The Soviets would speed up work on the nuclear missile bases, and Soviet ship captains would ignore the blockade. Then the first unexpected event took place. Soviet ships approaching the blockade stopped dead in the water. The Soviet special envoy to Cuba had overruled Khrushchev and ordered Soviet ships to stop. Then on October 26, Kennedy received a letter from Khrushchev proposing that the Soviets would remove the missiles in exchange for a U.S. pledge never to invade Cuba. Before Kennedy could reply, a second Khrushchev letter arrived proposing a different solution. Khrushchev wanted U.S. missiles in Turkey removed in exchange for the removal of the Cuban missiles.

From the U.S. point of view, this was unacceptable, but Kennedy had one more strategy in mind. The terms of Khrushchev’s first letter were acceptable, but not the terms of the second. So Kennedy ignored the second letter. He answered the first letter instead. He replied on October 27th, and the next day a message came from Khrushchev. Yes, the Soviet Union would accept the terms as stated in the President’s letter. Somehow during those 13 days in October 1962, a war was avoided.

Source: Six Way Paragraphs in the Content Areas, Middle Level

Prompt

Describe how war was avoided between the United States and the Soviet Union during the Cuban Missile Crisis.

Making a Formal Argument – $5 or a Lottery Ticket | Using Research in Writing, Steve Schmidt ([email protected])

Directions: Answer the question below using a formal argument. In a formal argument, you must

1) State your position.

2) Provide point(s) that support your position.

3) Support each point with specific reasons/examples.

Question: Which is better: five dollars or a lottery ticket? Example Answer: A lottery ticket is better than five dollars. You cannot buy much with five dollars. For example, you can buy a hamburger for five dollars. A hamburger may be nice for now, but you will be hungry again later. On the other hand, a lottery ticket may be worth millions of dollars; enough to feed you for the rest of your life. Rough Draft:

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

Final Draft:

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________Source: English for Everyone

Teach Writing Using Think Alouds | Using Research in Writing, Steve Schmidt ([email protected])

When we teach writing using think alouds, we show students what is going on in our heads as we write. This provides students with a model they can follow as they write and shows them good writing is not magic but a process they can learn.

The video used to demonstrate this technique is found here:

Teach Writing as a Process

Teach students to tackle writing assignments using a process. A process is a standard method for doing something. For example, use URPWE as a process for writing extended responses and short answers.

U = Unpack the prompt – What are you being asked to do?

R = Read the source material

P = Plan the response

W = Write the response

E = Edit the response

Ideas for Controversial Subjects to Argue AboutShould schools have dress codes?How old should someone be before having a cell phone?


http://www.youtube.com/watch?v=gsYFqnk_AFM&feature=youtu.be

http://www.youtube.com/watch?v=gsYFqnk_AFM&feature=youtu.be

How old should a woman be before having a baby?Is it a good idea to listen to music while studying?Should the drinking age be lowered to 18?Should the United States reform its immigration policy?Should marijuana be legal across the United States?At what age should someone be considered an adult?Should people who receive government benefits (TANF) be drug tested?Should all children be vaccinated?Should recycling be mandatory?Is it better to get a job or go to college after finishing high school?Should the United State have tougher gun control laws?Should states require citizens to have a photo ID for voting?Is it better to shop at local stores instead of national chain (like Wal Mart) stores?Is it better to buy American or foreign made products?Should health care be reformed in the United States?Are lotteries good for states?Should the United States raise its minimum wage?Should violent video games be outlawed?Are concealed carry laws a good idea?Should fracking be allowed in the United States?Should e-cigarettes be more closely regulated?Are e-textbooks better than paper textbooks?

Other Ideas:

For more ideas about controversial subjects, visit procon.org or the New York Times 200 prompts for argument writing RLA Case Study: FrackingSummarize what you have learned after watching each video:


Video # 1Google: Fracking Explained: Opportunity or Danger?

Video # 2Google: Animation of Hydraulic Fracturing (fracking)

Talk, then Write

Which one do you find to be more accurate? Why? Which video was sponsored by an oil company? How would this sponsorship affect the way fracking is shown?

Fracking: America’s Energy Solution

Live at Five transcript, Lucia Hernandez, February 20, 2014


First, let me explain what fracking – or hydraulic fracturing – means. Fracking is a process that increases output from an oil or natural gas well. Fracking uses water pressure to break rock around a well. Oil and natural gas then pass through the openings in the rock and are pumped out of the well.

Fracking is vital to America’s future. It improves our countries’ energy security. Today, the United States imports the majority of its oil from other countries around the world like unstable Venezuala and Iraq. Problems in these countries could disrupt our oil supply leading to higher energy prices. Increasing domestic energy production means that the United States does not have to rely on uncertain supplies from other countries and can count on its own production.

In addition, there are tremendous economic benefits to fracking. The oil and natural gas industries in the U.S. support over 9 million jobs across the country, equal to just over seven percent of the entire U.S. economy! The energy industry provides $86 million dollars a day in tax revenue to local, state, and the U.S. Federal government. By 2020, it is projected that the energy industry will add 1.3 million new jobs for America’s workforce.

Speaking of economic benefits, how about fracking’s effect in the manufacturing industry? Cheaper natural gas prices caused by fracking has sparked a manufacturing revolution in America. According to the U.S. Under Secretary of State for Economic Growth, “The increasing availability of U.S. energy at low prices has made many companies rethink their strategies of locating abroad, and others to return to this country.” Because of lower energy costs, it is estimated that more than 1 million additional manufacturing jobs will be created by 2025.

While some people are concerned about the environmental impact of fracking, there has never been a recorded case of groundwater contamination from fracking. Engineers design cement and steel casings in each well to protect local ground water supplies. About 99.5 percent of the materials used in fracking consist of water and sand with the remainder being chemicals that act as lubricants. Companies carefully monitor these chemicals and either recycle them or dispose of them according to Clean Water Act regulations. FracFocus, a website set up by energy companies, details which chemicals are used in fracking and how local groundwater is being protected.

Dangerous Fracking Practices Hurt the Environment

Letter to the Editor, Salmon City Post, February 22, 2014


Listening to Ms. Hernandez on Live at Five last night make me so angry! While supporters of fracking talk about the cheap energy it provides, they don’t mention its real cost. Fracking is dangerous to the environment and should be stopped. It reduces our water supply while polluting our water and air.

Each fracking job requires anywhere from one to eight million gallons of water. With one half million active wells in the U.S, that’s 72 trillion gallons of water used per year! This water has to come from somewhere. It likely comes from nearby wells, lakes, or municipal water systems, leaving local residents with smaller water supplies or potential water shortages.

Beyond water waste, fracking creates chemical pollution. Up to 40,000 gallons of chemicals are used in each fracking containing a toxic bath of 600 chemicals like mercury and uranium. When the shale rocks surrounding wells are fractured, methane gas and toxic chemicals flow into nearby groundwater. Studies show that methane concentrations are 17 times higher in drinking water wells near fracturing sites. There have been more than 1000 documented cases of water contamination next to drilling sites which have caused sensory, respiratory, and neurological damage to nearby residents.

There are other pollutants to consider beside chemical. Each fracked well requires 400 tanker trucks to carry water and other supplies to and from the site creating air pollution. Also, fracking produces waste fluid which is left in open pits to evaporate. This releases volatile organic compounds into the air which contaminate the air, make acid rain, and release ground level ozone.

Fracking supporters like Ms. Hernandez need to get their facts straight. As I see it, no amount of cheap energy is worth risking our health.

Used by permission from New Reader’s Press, Writing for the GED Test 4

Prompt

The article presents arguments from both supporters and critics of fracking who disagree about the practice’s impact on the economy and the environment.

In your response, analyze both positions presented in the article to determine which one is best supported. Use relevant and specific evidence from the article to support your response.

Reasoning through Language Arts Graphic Organizer


Intro Summarize the two arguments (Include passage titles and authors.) “Argument 1 says . . . . On the other hand, Argument 2 says . . .”

Write the thesis: “Argument 1 is better supported than Argument 2 because _____ “

Body 1 Explain reasons Argument 1 is better than Argument 2

Evidence and/or counterclaims

Body 2 Explain reasons why Argument 2 is weaker than Argument 1

Evidence and/or counterclaims

Conclusion Summarize your main points

Argument 1 is the stronger argument

Writing Frames – Reasoning through Language Arts

__________________makes the claim that ______________________________________________________


__________________________________________________________________________________________

__________________makes the claim that ______________________________________________________

__________________________________________________________________________________________

The best argument is ________________________________________________________________________

__________________________________________________________________________________________

because ___________________________________________________________________________________

The first reason ___________________________________________________ is better is because _________

__________________________________________________________________________________________

__________________________________________________________________________________________

Evidence supporting this reason is _____________________________________________________________

__________________________________________________________________________________________

There is also _______________________________________________________________________________

__________________________________________________________________________________________

Also, the second reason ____________________________________________is better is because __________

__________________________________________________________________________________________

__________________________________________________________________________________________

Evidence supporting this reason is _____________________________________________________________

__________________________________________________________________________________________

Another piece of evidence is __________________________________________________________________

__________________________________________________________________________________________

In conclusion, ______________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Editing Checklist: Reasoning through Language Arts

Read your response again to make sure you: | Using Research in Writing, Steve Schmidt ([email protected])

□ determined which position was better supported by evidence from the passage

□ explained why the position you chose is the better-supported one

□ defended your thesis with multiple pieces of evidence from the passage

□ built each main point thoroughly

□ put your main points in logical order

□ tied details to your main points

□ organized the response to consider your audience, message, and purpose

□ used transitional words and phrases to connect sentences, paragraphs, and ideas

□ chose words carefully to express your ideas clearly

□ varied your sentence structure to enhance the flow and clarity of your response

□ corrected errors in grammar, usage, or punctuation


Reasoning through Language Arts Extended Response Prompt:Analyzing Speed Limits

1 The United States is a nation on the move. To make sure we do not move too fast, highway speed limits

have been a fact of life for many years. Speed limits in America go back to 1757 in Boston when it was

illegal for horses to move faster than a walking pace on Sundays. Interstate highways, first built in the

1950s, were designed to handle speeds of at least 70 miles per hour. When the energy crisis came in

1973, the National Maximum Speed Law established a 55 mile per hour limit for the entire country. By

the late 1980s, lower oil prices meant states could choose to have higher speed limits which they did.

Let’s Not Race by Speed Limits, Keepit Slow, Washington Post Editorial

2 I am concerned about a trend I see sweeping across our country. It seems that speed limits are moving

ever higher. On Interstate highways in most of the central and western parts of the United States, speed

limits range from 70 to 85 miles per hour. These higher speeds waste precious fuel and endanger the

lives of motorists across our land. We need to keep speed limits below 60 miles per hour.

3 Even though our country is now on pace to be the world’s leading energy producer by 2015, we still need

to be concerned about saving fuel. The US Department of Commerce did a study that showed the

difference between driving under and over 60 miles per hour. They found that driving under 60 would

save Americans 2 billion dollars a year in fuel costs.

4 In another important study done in 2007, the state of Florida examined consumer spending on gas during

the 1990s. They found that consumers paid $220 million more dollars on gas as speed limits were

increased on Florida roads during 1990 to 1999. This sharp increase was directly related to driving faster

which lowers fuel economy.

5 Much more important than saving fuel is saving lives. From 1973 to 1987 the National Maximum Speed

Law lowered the speed limit to 55 for the entire country. The National Highway Traffic Safety

Administration (NHTSA) did a study on how this change impacted highway deaths. What the NHTSA

found was fewer people died in traffic related accidents because of the lower speed limits.

6 Also, other important evidence shows that lower speed limits save lives. In 2006, the Pew Trust did a

study on speed limits and traffic deaths. They found that deaths increased by 1200 people each year for

every mile per hour the speed limit was raised. I call on our government to once again set a national

speed limit of 55 miles per hour.

Speed Demon’s Blog Post


7 Hey, I just got back from the most awesome ride I have ever had! Of course I was out in my mean

machine. You know the car I’m talking about, my 2014 Chevy Camaro. Dude, I just love to boogity,

boogity, boogity. For those of you living in a cave, boogity is NASCAR slang for going fast! When I want

to go full throttle, I can’t go as fast as I want. I always have to put up with these stupid speed limits. I

think speed limits are dumb, and we should not have them.

8 I just read some stupid article from somebody about why speed limits are a good thing. It’s so lame,

man! It says that speed limits save lives and gas. Cars back in the day were not built like they are today.

I remember my first Camaro, a 1976. It could fly but it was a piece of junk. Everybody knows that cars

today are so much better made. Those robots do a much better job making cars than those drunks on

the assembly line did back in the 1970s. If you get hit or hit somebody, your better made car and air bags

will save you!

9 People talk about gas prices, but I don’t see that as an issue. Yeah, I remember when gas was above four

bucks in 2008. That was five years ago. That’s ancient history. Gas prices are coming down, man. Just

last week I paid just over three bucks a gallon. Gas hasn’t been that cheap in so long.

10 So in my amazing opinion (the only one that matters) speed limits are just some big government attempt

to keep us from having fun. My next post will be coming at you soon. Keep it real, dudes and dudettes!

Prompt

The article presents arguments from both supporters and critics of speed limits who disagree about the practice’s impact on gas consumption and safety.

In your response, analyze both positions presented in the article to determine which one is best supported. Use relevant and specific evidence from the article to support your response. r


Teaching Using Models (Speed Limit Prompt, pgs. 19 to 20)

In her newspaper editorial, Keepit Slow argues that speed limits below 60 miles per hour save gas and lives. In his blog, Speed Demon says that speed limits are not necessary because he likes to drive fast, cars today are safer, and gas prices are coming down. Keepit Slow’s editorial is the better of the two because she supports her claims with recent evidence from reliable sources while Mr. Demon’s uses only his personal experience to back up his arguments.

In the editorial, Keepit Slow’s first reason why speed limits should be below 60 miles per hour is that it saves gas. She first uses data from the United States Department of Commerce to back her claim that driving under 60 miles per hour would save Americans 2 billion dollars a year in gas. She also points to a recent 2007 study by the state of Florida that showed consumers paid $220 million dollars more per year for gas when speed limits were raised in the 1990s. Ms. Slow uses data from two strong sources, a United States Government agency and a study that took place over nine years from a large state, to back her argument.

Also, Ms. Slow shows that driving slower save lives. She uses data from the National Highway Traffic Safety Administration to show that fewer people died when speed limits were lowered in the 1970s. Keepit Slow also talked about a 2006 study by the Pew Trust that showed that deaths increased as the speed limit went up. Once again, Ms. Slow used strong evidence from two reliable sources to make her argument more convincing.

In contrast to Keepit Slow, Speed Demon’s arguments are not based on strong evidence but on his personal opinion. His biggest argument was that there should be no speed limits because he just likes to drive fast. He could provide no evidence for his claim that cars today were made better than in the past beyond his weak argument that everybody knows that. He offers no proof that everybody knows that. He based his argument that gas prices were going down on the price he paid when he filled up his car last week, not on national studies. Mr. Demon’s arguments are weak because unlike Ms. Slow, he can offer no support for his arguments like facts, data, or study evidence.

In conclusion, Keepit Slow’s editorial supports her opinions by using current evidence from reliable government sources. Speed Demon’s blog is just his personal opinion, and he has not done any research to prove his points. Therefore Ms. Slow’s argument is much better and convinces me that she is right.

The first paragraph introduces the topic

The thesis (argument) is in bold

The criteria for evaluating evidence are underlined

Specific evidence from the text is in italics

Organization is shown through paragraph structure where first Keepit Slow’s evidence is discussed and then Speed Demon’s evidence is contrasted

Transition words like also and in contrast connect paragraphs together

Evidence from the passages are paraphrased (not quoted)

The essay has five paragraphs and 440 words

Awareness of audience and purpose is shown by a conclusion which summarizes the argument


Better Google Searches. Better resultsHow Search Works - Google: youtube how search works

Here are some nifty modifiers to type in your Google search box to refine your searches and get the best results.

“d” Exact Phrase What it does: searches for an exact phraseWhat to type: “one small step for man”What you’ll get: results that include the exact phrase “one small step for man”

– Excluded WordsWhat it does: excludes search results with a particular word or phraseWhat to type: bass –fishingWhat you’ll get: results about bass that are not related to fishing

~ Similar WordsWhat it does: searches for a word and all its synonymsWhat to type: ~mobile phoneWhat you’ll get: results with the word “phone,” as well as “cell,” “cellular,” wireless,” etc.

OR Multiple WordsWhat it does: searches for webpages that include either wordWhat to type: vacation London OR Paris What you’ll get: results with the word “vacation” and either “London” or “Paris”

… Numerical RangesWhat it does: searches for a range of numbersWhat to type: Willie Mays 1950…1960What you’ll get: results about Willie Mays during this time period

define: Find MeaningsWhat it does: defines a word or phraseWhat to type: define:plethoraWhat you’ll get: links to definitions of the word “plethora”

site: Site SpecificWhat it does: searches only particular websitesWhat to type: global warming site:eduWhat you’ll get: references to global warming found on .edu websites

link: Linked PagesWhat it does: searches for webpages that link to a particular website What to type: link:www.umich.eduWhat you’ll get: websites that link to the University of Michigan website

1+1 Math AnswersWhat it does: basic calculator functionsWhat to type: 4+7, 30% of 55, 20^2, sqrt(4)What you’ll get: the answer

cm in foot ConversionsWhat it does: converts units of measureWhat to type: cm in foot, 28C in F, $ in pound, days in fortnight, miles in league, mph in speed of light, etc.What you’ll get: the converted answer

Source: google.


Practice with Advanced SearchesTo find advanced search:

Internet Explorer, Mozilla Firefox: Choose settings (lower right corner), advanced search

Google Chrome: Do a search, then find the gear in the upper right corner, choose settings, advanced search

How do your search results change as you do each of these features?

1. In the ‘all these words’ box, type information technology. Click on advanced search.

2. In the ‘all these words’ box, type information technology. In the ‘this exact word or phrase’ box, type web 2.0. Click on advanced search.

3. In the ‘all these words box’, type information technology. In the ‘this exact word or phrase’ box, type web 2.0. In the ‘any of these words’ box, type social media Click on advanced search.

Last UpdateSearch for President Obama and then another search for President Obama with results updated in the past 24 hours. How are the results different?

Search within a SiteDo a search for global warming and then global warming site:edu. How are the results different? Generally, .edu and .gov have the most reliable information on the web.

Reading LevelSearch for sycamore tree with a basic reading level and then with an advanced reading level. How are the results different?

Reading Levels Defined Basic: Under GLE 6; Intermediate: GLE 6 to 12; Advanced: College level and above


Website ReliabilityUse the Rubric to Determine the Credibility of a Website to look at these sites:

Google: pacific northwest tree octopus

Google: purdue owl

Google: dhmo.org

Google: cnn.com

Google: aluminum foil deflector beanie

Google: feline reactions to bearded men

Resources English for Everyone

This site contains a wealth of worksheets that assist students in writing. To find argument writing prompts, go to www.englishforeveryone.org , choose writing practice, and scroll down to find the argumentative writing worksheets.

I Wanna Iguana Video

This children’s book can help students begin how to recognize and evaluate arguments. To find it, Google: I Wanna Iguana Youtube

Newsela

Newsela has articles on health, kids, money, law, and other subjects in the news. The reading levels of the texts can be changed depending on the needs of your students. It is found at www.newsela.com

ProCon.org

This website lists the pro and con arguments of 50 controversial subjects including medical marijuana, video games and violence, and the death penalty. It is found at www.procon.org

200 Prompts for Argumentative Writing

This website from The Learning Network at the New York Times has 200 prompts for argument writing covering ten major groups of issues including education, technology and social media, sports and athletics, and parenting and childhood. To find it, Google: 200 prompts for argument writing.


http://www.procon.org/

http://www.newsela.com/

http://www.englishforeveryone.org/

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