CCR Standards Conference Handouts, Part II Mary Ann Corley ... Handouts_P… · year 1776....

CCR Standards Conference Handouts, Part II Mary Ann Corley Devens, Massachusetts November 19-20, 2015

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Connecting the Dots: Aligning Standards and Instructional Activities: Part II. Writing the Constructed Response CCR Standards Conference, Devens, MA

November 2015

Mary Ann Corley, Ph.D.

PPT #2. Objectives

By the end of this session, participants will be able describe the process for teaching students to write a constructed response (with emphasis on argument writing). This includes the following sub-objectives…

A. Distinguishing between text-dependent and non-text-dependent essay prompts; B. Making a strong thesis statement, or claim; C. Discussing use of evidence to support claims (shift #2, CCRS).

PPT #3. Warm-Up Activity: Turn and Talk!

What have been your greatest challenge(s) so far in preparing students to write a constructed response?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

What, if anything, has surprised you about students’ abilities and/or their difficulties in trying to write a constructed response?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

What do you hope to get out of this session?

PPT #4. Reading and Writing—Grounded in Evidence from Text: Why?

The ability to cite evidence differentiates strong from weak student performance on

NAEP.

Most college and workplace writing requires supporting claims with evidence.

The GED, TASC, Hi-Set, and other high school tests

Use text-dependent questions

Require constructed responses—both short (Science), and extended (Reasoning

through Language Arts, and Social Studies)

Ask students to use source texts to make claims and support them with evidence


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PPT #5. What Students Will Need to Do: Reading

Read texts closely that are More complex Greater in length

Determine what is explicitly stated Make logical inferences based on

Evidence in the text, and on Assumptions made by the author

Draw specific comparisons between two texts Distinguish between

Valid arguments and faulty reasoning Supported and unsupported claims

PPT #6. What Students Will Need to Do: Writing

Draw relevant and sufficient evidence from the text(s) Produce a response that

Includes specific evidence Uses an effective organizational structure Uses appropriate vocabulary Applies standard conventions of English

PPT #7. Sub-Objective A. Distinguish between Text-Dependent and Non-Text-Dependent Essay Prompts

PPT 8. Text-Dependent or Not?

Not Text-Dependent Text-Dependent

In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something.

What makes Casey’s experiences at bat humorous?

In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair.

What can you infer from Dr. King’s letter about the letter that he received?

In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?

“The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech?

PPT #9. Abraham Lincoln’s Gettysburg Address (275 words)

Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.


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But, in a larger sense, we cannot dedicate--we cannot consecrate--we cannot hallow—this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us--that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion--that we here highly resolve that these dead shall not have died in vain --that this nation, under God, shall have a new birth of freedom--and that government of the people, by the people, for the people, shall not perish from the earth.

PPT #10. Identify the Following Questions as Either Text-Dependent (T) or Non-Text-Dependent (N)

1 Why did the North fight the Civil War?

2 What is the point of including the phrase “any nation so conceived and so dedicated”?

3 What are the assembled people doing at Gettysburg?

4 Have you ever been to a funeral or gravesite?

5 Lincoln says that the nation is dedicated to the proposition that “all men are created equal.” Why is equality an important value to promote?

6 Did Lincoln think that the North was going to “pass the test” that the Civil War posed?

7 What is the effect when Lincoln says, “But, in a larger sense, we cannot dedicate—we cannot consecrate—we cannot hallow—this ground”?

8 Look carefully at Lincoln’s speech. Which verb does he use the most (sometimes he uses it in the past tense). What does it mean the first two times Lincoln uses it, and what other verb is closely linked to it those first two times it appears? How is it used the next two times? What is unique about the way Lincoln uses it the final two times?

PPT #11. Text-Dependent V. Non-Text-Dependent Writing Prompts

Sample of Former Essay Prompt Sample of Current Extended Response

What is one important goal you would like

to achieve in the next few years?

In your essay, identify that one goal and explain how to plan to achieve it. Use your personal observations, experience, and knowledge to support your essay.

While Dr. Silverton’s speech outlines the benefits of cloud seeding, the editorial identifies drawbacks of this process. In your response, analyze both the speech and the editorial to determine which position is best supported. Use relevant and specific evidence from both sources to support your response.


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PPT #12. Selected v. Constructed Response Items

Selected Response A multiple-choice or matching item that asks the student to select a response from

among the choices offered

Checks literal comprehension, recall, general understanding

Constructed Response Asks the student to create or “construct” the answer in his or her own words

Allows deeper processing and higher-order thinking

The “prompt” is the question, and the “constructed response” is the answer

to the question.

PPT #13. Features of Constructed Response Items

Open-ended questions Ask students to use their own thinking and background knowledge to answer questions

related to real-world tasks Require several sentences/brief paragraph to adequately answer Require higher-level thinking (rather than simple recall) and the application of students’

knowledge to Make Comparisons Identify Patterns Evaluate Points of View Make Generalizations Synthesize Information

Scored using a rubric that provides varying degrees of credit

PPT #14. Extended Responses on the High School Completion Tests

Will require test-takers to… Develop an argument and support ideas with text-based evidence Integrate reading and writing skills

And this will require skills in… Reading Comprehension Analysis and Critical Thinking Logic and Organization

PPT #15. Why Use Constructed Response Items?

“The notion that learning comes about by accretion of little bits is outmoded learning theory. Current models of learning … contend that learners gain understanding when they construct their own knowledge and develop … interconnections among facts and concepts …”

- Shepard (1989)


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PPTs #16-17. Three Big Buckets of Writing and Their Purposes

Three big buckets of writing (Genre-Specific Text Types) 1. Narrative (Story)—Not on H.S. completion tests, only 20% usage at the High School level

Purpose: Develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

2. Informational/Explanatory Purpose: Examine and convey complex ideas and information clearly and accurately

through the effective selection, organization, and analysis of content. – Description – Cause and Effect – Problem/Solution – Compare/Contrast – Sequence

3. Argument/Opinion—Make a claim and support it with evidence Purpose: Support claims in an analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence.

***The starring role of argument*** To prepare students for college and career, the CCRS places particular emphasis on students’ ability to write sound arguments on important topics and issues.

Be sure that your students … Are familiar with these three text types and the purposes of each. Get lots of practice with each of these text types, with emphasis on informational/

explanatory and argument writing (less emphasis on narrative). Practice authentic writing for real purposes and audiences

PPTs #18-19. Text-Structures for Informational Writing: Organizational Patterns and Signal Words for Each Text Structure


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PPT #20. Help Students to Understand a Constructed Response Prompt

Read the question slowly and carefully. Reread the question slowly and carefully. Underline key words and phrases. Look for signal words such as

analyze describe discuss compare contrast explain elaborate evaluate llustrate justify persuade

Restate the prompt in your own words to ensure that you understand it.

PPT #21. Activity: Writing Prompts

In small groups of 3 to 4 people, write some essay prompts for the assigned text structure: 1. Sequence 2. Problem/solution 3. Cause/Effect 4. Compare/Contract 5. Description

Try to use some of the signal words listed in PPT #20 in your prompts. Try to make your prompt reflect likely questions related to science or Social Studies. After about 6 minutes, be prepared to share your prompts with the whole group. _____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

PPT #22. Elements of Opinion v. Argument


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PPT #23. Implication for Practice: Discussion and Processing

“We don’t learn from our experience; we learn from processing our experience.” - John Dewey

Processing through talking and writing…. Talking precedes writing.

PPTs #24-25. Discussion Web: Getting Ideas for Writing

PPT #26. Teach Students to Have a Discussion Using These Frames

I agree, but look at page ___ when________________________________________. I agree/disagree with what you are saying because ___________________________. That’s an interesting point of view, but I thought ______________________________. I see your point, but I disagree that ________________________________________. I’ve been thinking in a different way about that. I think _________________________. I had a different understanding. It seems that ________________________________. I see why you might say that, but did you consider ___________________________? I also think ___________________________________________________________. That makes sense to me, but ____________________________________________. That seems possible because ____________________________________________. It seems that way, but the writer says on page ______that ______________________. Or it could be _________________________________________________________. Now I’m thinking _______________________________________________________. On the other hand _____________________________________________________.

PPT #27. Pre-Writing Organizer for Argument


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PPT #28. Sub-Objective B. Make a Strong Claim, or Thesis Statement

PPT #29. What is the Thesis Statement (or Claim)?

The one sentence in an essay that o Clearly identifies the central idea of the essay. o Makes a claim/takes a stance about the topic. o Answers the question, “What am I trying to prove?” o Creates a roadmap for the writing o Usually located in the introduction

Often considered the most critical element for framing an argument response. The rest of the paper gathers and organizes evidence that will persuade readers of the

logic of the interpretation

PPT #30. Use Sentence Frames to Help Students Develop a Thesis Statement

Sentence frames (skeleton outlines)… help to scaffold learners’ writing Allow learners to focus on their own ideas while incorporating sophisticated

academic vocabulary Provide support for struggling writers Can be differentiated to stretch more competent writers

PPT #31. Sample Thesis Frames

1. Looking at the arguments regarding ________________, it is clear that _____________ ______________________________________________________________________.

2. When comparing the two positions in this article, ______________ provides the clearest evidence that ___________________________________________________________.

3. Although ________(believes, demonstrates, argues) that_________________________, ________________supports/provides the clearest evidence that __________________.

PPTs #32—33. Poor-Good-Better Thesis Statements—Why?

Poor Thesis Statement The North and South fought the Civil War for many reasons, some of which were the same and some different.

Good Thesis Statement While both sides fought the Civil War over the issue of slavery, the North fought for moral reasons, while the South fought to preserve its own institutions.

Even Better Thesis Statement Although both Northerners and Southerners believed they fought against tyranny and oppression, Northerners focused on the oppression of slaves while Southerners defended their own right to self-government.

__________________________________________________


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Poor Thesis Statement Mark Twain's Huckleberry Finn is a great American novel. Good Thesis Statement

In Huckleberry Finn, Mark Twain develops a contrast between life on the river and life on the shore.

Even Better Thesis Statement Through its contrasting river and shore scenes, Twain's Huckleberry Finn suggests that to find the true expression of American democratic ideals, one must leave "civilized" society and go back to nature.

(From http://writingcenter.unc.edu/resources/handouts-demos/writing-the-paper/thesis-statements)

PPT #34. Examples of Weak v. Strong Thesis Statements

Weak (Unspecific thesis): "Eleanor Roosevelt was a strong leader as First Lady." [Lacks an argument. How was Eleanor Roosevelt a strong leader?]

Stronger (Specific thesis): "Eleanor Roosevelt recreated the role of the First Lady by her active political leadership in the Democratic Party, by lobbying for national legislation, and by fostering women’s leadership in the Democratic Party." [Contains specific examples that can be viewed as controversial by some people]

___________________________________________________________________________

Weak: "At the end of the nineteenth century, French women lawyers experienced difficulty when they attempted to enter the legal profession." [No one can argue with this general statement.]

Stronger: "At the end of the nineteenth century, French women lawyers experienced misogynist attacks when they attempted to enter the legal profession because male lawyers wanted to keep women out of judgeships." [Provides specifics—that male lawyers feared women as judges, but this can be viewed as controversial]

PPT #35. Your Turn! Try It! (6 minutes)

Working in a small group (3 or 4 people), select one of the following weak thesis statements, identify why it is a weak statement, and describe how you can make a stronger thesis statement

1. The cost of a college education is rising sharply. 2. In this essay I will try to prove that drugs such as Prozac and Paxil are unnecessary and

probably dangerous. 3. The lifestyle of a teenager in the Middle Ages was very different from the lifestyle of most

modern American teenagers. _____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

http://writingcenter.unc.edu/resources/handouts-demos/writing-the-paper/thesis-statements

http://writingcenter.unc.edu/resources/handouts-demos/writing-the-paper/thesis-statements


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PPT #36. Questions for Students to Ask When Reviewing their Thesis/Claim

Did I answer the question/prompt?

Have I taken a position that others might challenge or oppose? (If not, it's possible that I have simply provided a summary and not made an argument.)

Is my thesis statement specific enough to make a strong argument? Is it convincing?

Does my thesis pass the "So what?" test?

Does my essay support my thesis specifically and without wandering? (If the thesis and the body of my essay do not seem to go together, one of them has to change.)

PPT #37. A Word from Calvin and Hobbes

PPT #38. And From Peanuts: Use Sufficient Detail and Evidence to Support Claim

PPT #39. Sub-Objective C. Discuss Use of Evidence to Support Claims (Shift #2, CCRS)

It’s ALL about evidence!


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PPT #40. Implications for Teaching

Students often write poor thesis statements because they haven’t gathered sufficient evidence. Therefore…

We need to teach students what counts as evidence for specific tasks. We must also teach students how to organize and use evidence. For example, illustrating a

point isn't quite the same thing as arguing it. An argument doesn't simply illustrate; it develops.

PPT #41. Evidence Includes

Quotes from experts or famous people

Facts, numbers, and statistics

Research findings

Examples and anecdotes

BUT evidence and/or examples alone are not enough.

A claim or thesis statement represents a judgment that can be challenged.

Therefore, evidence needs to be

- Credible or believable AND plausible or reasonable

So, how do we measure credibility?

PPT #42. Determining Credibility of Evidence

Turn and Talk (5 minutes)

Assume that your students are writing responses to a newspaper article on corruption

in sports:

Identify as many ways (criteria) as you can in which you might assess the credibility of a

piece of evidence used in these responses.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

PPT #43. Selectivity and Representativeness

When identifying and using evidence to support your claim, ask...

Is ‘evidence’ taken only from a selected sample of the population?

OR

Does the evidence represent the true views of the population?

Being selective reduces the credibility of evidence.


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PPT #44. Explaining the Evidence

PPTs #45-46. How Would You Teach Students the Difference Between…

Quote------------------------------Paraphrase ----------------------------------Summarize?

Ideas or suggestions to share?

PPT #47. Sample Frames for Incorporating Evidence

In the article “____________________,” ____________ maintains that -____________.

__________________’s point is that ________________________________________.

__________’s claim rests upon the questionable assumption that _________________.

One reason I maintain this position is that ________ emphasized that -_____________.


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PPT #48. Teach Students to Ask Questions when Reviewing their Evidence

Have I offered my readers evidence to substantiate each assertion I make? Do I thoroughly explain why/how my evidence backs up my ideas? Do I avoid generalizing by specifically explaining how my evidence is representative? Do I cite my sources thoroughly and correctly?

PPT #49. Components of Argument

PPT #50. Pre-Writing or Planning Template for Argument

1. Introduction What is your argument or main idea? This is your thesis.

2. Body What are three main points that support your argument? These are your reasons with supporting evidence.

A. __________ B. ___________ C. ___________ What are the opposing views or arguments? Who might disagree with you, and why? Consider their point of view.

A. __________ B. __________ C. ___________ How will you respond to the ideas or views of those who disagree with you? What counter evidence can you offer to persuade them to agree with you?

A. ___________ B. __________ C. __________

3. Conclusion How will you end your essay? What will your closing be?


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PPT #51. Sentence Frames for Composing Argument

In discussions of_____________________________________, one controversial issue has been _____________________. People who believe _______________________________ claim that ______________________________________________. On the other hand, those who believe _______________________________ assert that ______________________________. My own view is ______________________________________________________________________.

PPT #52. Linking Words to Signal Transition

First Second Third

To begin In addition Also

My initial… Next Finally

Moreover Not only

Furthermore Another

PPT #53. Teach the Vocabulary (Signal Words)

Words that connect opinions & reasons

because, and, also, therefore, since, for example, for instance, in order to, in addition, consequently

Words/phrases that signal support

for example, to illustrate, specifically, once, for instance, such as, to demonstrate, take the case of

Words/phrases that signal evidence

for example, to illustrate, in this case, specifically, once, for instance, such as, to demonstrate

Words/phrases that signal counterclaims

others would say, it might seem that, but, however, in contrast, on the other hand, while, instead, yet, despite, still, nevertheless, even though

Words/phrases that signal rebuttal

but, however, in contrast, on the other hand, on the contrary, yet, nevertheless, balanced against, differing from, still, unlike, conversely, otherwise

Words/phrases that signal conclusion

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

PPT #54. A Strong Conclusion References the Thesis Statement

The conclusion returns to the thesis and reconsiders it in the light of the evidence presented in the essay.

Should never simply re-state the thesis. If the introduction and conclusion can be switched without losing any comprehensibility, it is a bad conclusion.

Can use quotes, answer “So what does this mean?”, summarize the main points of the essay

Other?

PPT #55. A Conclusion Should…

Stress the importance of the stated opinion Give the opinion support, a sense of completeness Leave a final impression on the reader


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PPT #56. Strategies for Writing a Conclusion

Include the strongest reasons and support, the strongest evidence Synthesize, not summarize Redirect the reader Pose questions Create a new meaning Challenge the reader Mention/return to ideas in the introduction/ Echo the introduction/Come full circle

PPT #57. Signal Words for Concluding Statements

All in all Overall In conclusion To sum up To summarize As a result

As one can see On the whole

For these reasons

PPT #58. Summary of the Steps for Argument Writing

1. Read the question slowly and carefully. Then reread it.

2. Restate the question to yourself in your own words to ensure that you understand what is

being asked.

3. [First Paragraph]: Use the question to form the topic (first) sentence, restating the question

according to your opinion or claim. List reasons for your position.

4. [Body of Essay]: Support each reason with concrete, specific details, citing the text (or

sources that you have identified). Make each reason & supporting information a separate

para.

5. [Conclusion]: Write an ending sentence, beginning with words such as: In conclusion,

Consequently, As a result, Therefore

6. Read your answer and fix all mechanical errors.

7. Read your answer for meaning. (Does it make sense? Does it say what you intended?

Does it answer the question?)

PPT #59. Before We Close… Typical Problems Students Have with Argument Writing

1. Confusing argument with one’s opinion

2. Confusing argument with debate and trying to support both sides

3. Fearing that the writer will “choose the wrong side”


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PPT #60. 1. Confusing Argument with One’s Opinion

Sample Response: Gun Control I think your gun control views are the views of someone that does not hunt, probably has never hunted, and maybe has never target practiced with a gun. I am 19 and have had a great fascination my whole life with firearms. I really enjoy hunting and target practice. In the great rush to prohibit firearms from "bad" people (felons), MY rights will be trampled on if any more gun control is passed on a federal or state level.

I do not want to give up my right to own an ak-47 because some dumb-ass gang member strung out on drugs shoots his neighbor.

You need to see through the pure bull-shit of ANY gun control measure, because the biggest proponents of gun control will openly admit that the main purpose of any gun control is the eventual total prohibition of firearms out of the civilian population of the united states.

Source: "Gun Control." 123HelpMe.com. 12 Jul 2011 <http://www.123HelpMe.com/view.asp?id=68299>.

PPT #61. Sample Prompts—Argument or Opinion?

Do you agree with the death penalty?

Do you believe that the government should censor the Internet?

Do you think that advertising encourages people to buy things they do not need?

Do you believe in a woman’s right to have an abortion?

Do you believe that evolution and/or creationism should be taught in schools?

Do you think that there should be prayer in schools?

Do you support the Don’t Ask, Don’t Tell policy in the U.S. military? Tell why or why not.

Consider – – Does the prompt have an argument (i.e., assertion, proposition, premise) or does it ask

for your opinion?

– How might you turn an opinion prompt into an argument prompt?

PPT #62. 2. Confusing Argument with Debate and Supporting Both Sides

Students often confuse argument with debate, taking a strong position on a topic and then trying to "win" points by also supporting the other position. An argument = a thesis that is supported with reasons and evidence A debate = a formal discussion on a particular topic, in which opposing arguments

are put forward

PPT #63. Example

Okay so the question is if it should be allowed to download music for free on the internet. In my opinion I would have to say that it would be okay to download music for free. Then again, I would have to argue that because if they allowed music to be downloaded on the internet for free artists wouldn’t be making much profit off of this. This is just my own opinion but I do and don’t think music should be downloaded for free on the internet.


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PPT #64. 3. Fearing That the Writer Will “Choose the Wrong Side”

Students may feel intimidated that writing to one side of an issue may have unforeseen consequences. Examples

Should evolution and/or creationism should be taught in schools? Do you support a woman’s right to have an abortion? Given the separation of church and state, should prayer be allowed in public schools? Do you support the Don’t Ask, Don’t Tell policy in the U.S. military? Tell why or why

not.

PPT #65. On the Bright Side…

PPTs #66-67. Revisiting Objective from Part I

Set one goal to enhance your own professional growth. Plan one change in your teaching.

1. What strategy do you want to try? _______________________________________________________________ ______________________________________________________________.

2. How will you do it? How often will you use it? _____________________________________________________________________________________________________________________________.

3. How will you monitor your progress and your students’ progress—i.e., how will you know whether your new strategy is having an effect on student learning? _____________________________________________________________________________________________________________________________.

PPT #68. Remember…

There is a vast difference between causing writing and teaching writing. We must explicitly teach writing.

PPTs #69-70. Questions? Comments?

Thank you kindly for your interest and support. Best wishes using these writing strategies with your students.

CCR Standards Conference Handouts, Part II Mary Ann Corley ... Handouts_P… · year 1776....

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