Presentation by Dea Conrad-Curry Your Partner in Education M ENTAL M ODELS & W RITING F ORMATS...

Presentation by Dea Conrad-Curry

Your Partner in Education

MENTAL MODELS &

WRITING FORMATS

Email: [email protected]: www.partnerinedu.com

SESSIONDESCRIPTOR

Visualizing the sequential nature of standardized prompt responses can be a powerful thinking and organizing tool for students. Learn how to “hard-wire” ACT “on-demand writing” formats using commonly available technology to develop unique mental models. The presenter will also share tips for boosting individual writing scores.

© 2009 PARTNER IN EDUCATION

WHAT IS A WRITING FORMAT

Text Structures Narrative Expository

Compare & Contrast Definition Cause & Effect or Effect & Cause Classification

Argument Position Persuasion © 2009 PARTNER IN

EDUCATION

ORG

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WHAT IS A MENTAL MODEL?

Graphic Organizer Mental Model Visual

Explicit

Prepared

Taught

Generically structured

Depicts user’s assumptions

May be an image

May be a script

Combinations

Vocabulary relatedMental models are unique, however they do embed the conventions of learned organizational styles and processes

VS.


WHY CREATE MENTAL MODELS?


Experts' knowledge organized around important ideas/concepts Suggestion: curricula should also be organized in ways that lead to conceptual

understanding. Transfer is affected by how deeply people learn rather than merely

memorizing facts or procedures ask learners to solve a specific case and then provide them with an additional,

similar case let students learn in a specific context and then help them engage in "what-if"

problem solving designed to increase the flexibility of their understanding. generalize the case so that learners are asked to create a solution that applies

not simply to a single problem, but to a whole class of related problems

From: How People Learn. (2000). Commission on Behavioral and Social Sciences and Education. Chapters 2 & 3.

DESCRIPTIONMENTAL MODEL OR GRAPHIC ORGANIZER


Thing Described

Quality Quality

Quality

Detail 1:Detail 2:Detail 3: Detail 1:

Detail 2:Detail 3:

Detail 1:Detail 2:Detail 3:

COMPARISONMENTAL MODEL OR GRAPHIC ORGANIZER

Aspect 1

Aspect 2

Aspect 3

Thing1

Thing 2

Alike Different

Alike Different

Alike Different

2-Things Compared


Point by Point or Side by Side

Block Arrangement

STORYBOARDING

…is picture writing and as such, is the origin of all written language.


Visual images abound in our media-centered world. An image quickly backgrounds stories and document events without the use of words and as such appeals to the understanding of people regardless of their language.

Examine this image closely, and then write a three to five episode narrative. This image can be within any episode of the narrative.

© 2009 Partner in Education

From Essley, Roger. (2008). Visual Tools for Differentiating Reading and Writing Instruction. USA: Scholastic. Pg. 41.


DEFINITION ESSAY

What it is like What it is not like

TERM Definition essay

CLASS

Formal Writing

UNIQUE

Alike or different from other formal writing


CAUSE & EFFECTMelting ice caps

Larger bodies of polar waters

Change in photosynthesis and respiration

cycles

Change in Earth’s

hydrologic cycle


STORYBOARDS

DO NOT NEED

CONSISTENTLY

SIZED SQUARES

Global warming

Change in the nature’s food

chain

Decreasing # of Polar Bears

Increasing availability of

phytoplankton

POSITION PAPERUniforms: Yes No more worry

about what to wear in the

morning

No more clothing

competitionGirls & Gangs

Opponents:Rights to

individuality

But I say: in a Federally

supported institution,

rights can be limited

Making us look more alike on

the outside may increase

understanding of similarities on

the inside.


Your school is

considering a

policy that will

require all

students to

wear uniforms.

What is your

position on this

issue of

debate?

PRACTICALLY SPEAKING…

How do I make storyboards using Microsoft? Insert a table Adjust size of squares

With one click, squares are equally sized

With discrete adjustments, squares can be uniquely sized

What if I can’t draw In storyboarding, bad drawing is good

Good drawing is an anomaly!

In storyboarding, the image is more important than words


How ACT Reports ScoresMake and Articulate Judgments

20. Your essay responded to the prompt by taking a position on the issue.

21. Your essay responded to the prompt by taking a clear position on the issue.

22. Your essay acknowledged counterarguments on the issue but did not discuss them.

23. Your essay showed recognition of the complexity of the issue by addressing counterarguments.

24. Your essay showed recognition of the complexity of the issue by partially evaluating its implications.

25. Your essay addressed the complexity of the issue by fully responding to counterarguments.

26. Your essay addressed the complexity of the issue by evaluating its implications.

Develop Ideas

30. Your essay provided very little writing about your ideas. Try to write more about the topic.

31. The ideas in your essay needed to be more fully explained and supported with more details.

32. Your essay used some specific details, reasons, and examples, but it needed more of them.

33. Your essay adequately supported general statements with specific reasons, examples, and details.

34. General statements in your essay were well supported with specific reasons, examples, and details.

35. Your essay effectively supported general statements with specific reasons, examples, and details.

All ACT Materials used with the express written permission of ACT

http://www.act.org/aap/writing/sample/comments.html

Sustain Focus

40. Your writing did not maintain a focus on the issue. Try to plan your essay before you write.

41. Your essay focused on the general topic rather than on the specific issue in the prompt.

42. Your essay maintained focus on the specific issue in the prompt.

Organize and Present Ideas

50. Your essay lacked organization. Try to plan and arrange your ideas logically.

51. Your essay was not clearly organized. Try to plan and arrange your ideas logically.

52. Your essay showed basic organizational structure, but the ideas needed to be more clearly connected.

53. The organization of your essay was adequate, but the rigid structure seemed to limit discussion.

54. Your essay was well organized, making it easy to understand logical relationships among ideas.

55. The logical sequence of ideas in your essay fit its persuasive purpose well.

Communicate Clearly

60. Grammar, spelling, and punctuation errors made your essay difficult to understand.

61. Grammar, spelling, and punctuation errors were distracting. Proofread your writing.

62. Using correct grammar and more varied sentence structures would improve your essay.

63. Using more varied sentence structures would make your essay clearer and more engaging.

64. Using more sentence variety and precise word choice would make your essay clearer and more engaging.

65. Some varied sentence structures and precise word choice added clarity and interest to your writing.

66. Your essay showed a good command of language by using varied sentences and precise word choice.


© 2009 Partner in Education1919

Vocabulary of

Argument

IssueA topic or matter on which

reasonable people can and do take different and sometimes opposing

positions.

PositionA stance or opinion

one is willing to support against the opinions of others

ArgumentThe general reasons

people give to support their position are called

arguments. Reason Specific support for argument

PerspectiveThe position others hold which must be

different from the writer’s position or

the matter would not be an issue.

PerspectiveSometimes perspective are directly opposed—

sometimes just different

CounterargumentArguments the opposition would

use against your position.

Always anticipate disagreement with your own position or

arguments. Countering other’s arguments strengthens your

position while simultaneously weakening opposing views.

ACT PROMPTS

SAMPLE PROMPThttp://www.act.org/essayview/sample/index.html


Many high school libraries use some of their limited funding to subscribe to popular magazines with articles that are interesting to students. Despite limited funding, some educators support this practice because they think having these magazines available encourages students to read. Other educators think school libraries should not use limited funds to subscribe to these magazines because they may not be related to academic subjects.

In your opinion, should high school libraries subscribe to popular magazines even though the magazines may not be related to academic subjects?

In your essay, take a position on this question. You may write about either one of the two points of view given, or you may present a different point of view on this question. Use specific reasons and examples to support your position.

http://www.act.org/essayview/sample/index.html

PROMPT FORMAT


States an issue Provides two points-of-view Asks students to respond Offers opportunity for students to consider a

third position Clearly determined not to be biased in

assessment


THE POSITION PAPER BASIC TERMS

Issue

Complexity & Context

PositionOpposing Viewpoint

Counter Argument

Argument

ReasoningEvidence

Argument

Evidence

Organization of Persuasion

MENTAL MODELS

The Position Paper:Basic Terms

Issue

Context

Perspective

Author’s

Position

Opposing Viewpoint

Refute

Data/Anecdote

Argument

Reasons: Facts/Data

Expanation

Argument

Consider Opposition

Refute w/facts/data

Complexity

Com

plexity

Complexity

Cool website http://www.readwritethink.org/materials/persuasion_map

/© 2009 Partner in Education

http://www.readwritethink.org/materials/persuasion_map

http://www.readwritethink.org/materials/persuasion_map

Deconstructing Essays


When studying Maslow, Deming, and Taylor, one thing is clear: needslead to motivation. If there is a need and a desire to learn, then the subject will be motivated enough to do so. Although educators debate whether to add a fifth year to the high school education, it is clear to see that school should not be extended another year; longevity is not the incorrect variable in the equation, motivation is. Studies indicate that more and more American students are entering college with minimal requirements or are not attending college at all. Trends in test scores show students don’t know what they should know. Meanwhile thatmalignant fad continues to rock our nation: the high school dropout. Yet who is to say that thirteen instead oftwelve years of education will make a difference? How many times as a student have you blamed a bad grade on an unfair test? Or as a parent how many times have you heard complaints from your teenager about theinsufficient qualifications, and underdeveloped teaching techniques of his or her teacher as an explanation for a bad grade? Students have armed themselves with excuses

Issue

Context: When studying Maslow, Deming, and Taylor….

Position: school should not be

extended another year

Complexity

Studies indicate…

Trends in test scores show…


for their academic performances that place the blame far from their own poor efforts. If students had motivation and a desire to learn instead of excuses, the duration of schooling could actually be cut down a couple of years instead of extended as some educators propose. The problem in our school system is the way students approach their own education. I can atest that often students do work just for the grade and not to retain knowledge. Is that any way to learn? Perhaps that is why the United States is one of the nations with the highest illiteracy rates. Although at times schools may be responsible for decisions not in the students’ best interest (for example, the football coach teaching Geometry because the school could not afford to look for a better qualified employee), it’s important to note that more often my fellow students and I may not care enough to put any effort into our own education, thus depriving ourselves of knowledge and a future.

Development

Support: The problem…is the way students approach education…I can attest…

Reasoning: General statement to specifics—Studies indicate…Trends in test scores show…

Perhaps that is the reason…

Focus

Numerous specific details and examples to

support authors’s stance without losing sight of the position.

Organization

Movement from students to school

system as suggested by the introduction.


While educators debate adding a yearto high school, the real issue liesuntouched and students’ apathy remains unchallenged. Whether they spend twelve, thirteen, or thirty years in the educational system, nothing is more important than motivation in order for students to achieve all that is expected of them.

Revisiting the IntroductionWhen studying Maslow, Deming, and Taylor, one thing is clear: needs lead to motivation. If there is a need and a desire to learn, then the subject will be motivated enough to do so. Althougheducators debate whether to add a fifth year to the high school education, it is clear to see that school should not be extended another year; longevity is not the incorrect variable in the equation, motivation is.

Clear Communication

Precise Diction

Longevity, insufficient qualifications, underdeveloped teaching techniques,

duration of schooling

Organization:

Link between

introduction & conclusion

Varied Sentence Structures

Questions,

Statements

Compound

Complex

Simple

Organizing an Argument


Name ___________________________ Date__________ Prompt ____________

PREWRITING: 5 – 8 MINUTES

Read the prompt more than once Make a decision and stick to it Plan how to support a single response

to a specific stance Arrange supporting ideas beginning with

opposition Remember, quality is better than

quantity Do not lose sight of your opinion


WRITING A CONCLUSION

Connect intro and conclusion Begin who anecdote--connect back Begin with quotation-- Reflect back Use inductive approach--state position Look to future benefits Call to action Extend thinking


BE AWARE: DON’T WASTE TIME!!

You need no title

don’t waste time

Remember these are first drafts

don’t waste time

Plan before you write but don’t ponder deeply don’t waste time

Practice + practice = automatic process don’t waste time


You only have 30 minutes at the end of

the ACT exam!

WRITING CHECKLIST15 – 20 MINUTES

√ Short hook to introduce Anecdote Shocking idea Quotation Ask a question Redefine a generally well-accepted idea or word

√ Develop ideas with multiple supports Never leave an ideas without an elaborating sentence

Explanation, example, description, elaboration

√ Use a variety of sentences Declarative, interrogative, exclamatory Short and long Begin sentences with a word that is not the subject

√ Link each sentence to the next using transitions, pronouns, connecting ideas

√ Use precise language: descriptive, exact, concrete

√ Short but memorable conclusion© 2009 PARTNER IN EDUCATION

EDITING: 5 – 8 MINUTES

Reread and hear how your words sound with a fresh ear Replace overused words Correct dangling modifiers, often the product of quick

writing After laboring in the hot sun, the pop was ice cold.

Check for parallel structure Lists grammatical in form Either/or, neither/ nor, whether/or, both/and, not only/but also

Active verbs to replace state of being Omit wordiness and repetition

What I mean is…. True fact… In regard to…


37

BibliographyCrisis at the Core. (2007). Preparing all students for college and work. Iowa City: ACT,

Inc. http://www.act.org/path/policy/pdf/crisis_report.pdf.ACT Sample Test Site. http://www.actstudent.org/sampletest/test1/engl/englishtest.html.Educator’s Guide to the ACT Writing Test. (2006). Des Moines, Iowa: ACT, Inc. Erickson, H.L. (2007). Concept-based curriculum and instruction for the thinking

classroom. Corwin Press. Essley, Roger. (2008). Visual Tools for Differenting Reading & Writing Instruction. New

York: Scholastic.Gere, Anne. Ruggles, Christenbury, Leila & Sassi, Kelly. (2005). Writing on Demand.

Portsmouth, NH: Heinemann. Harvey, Gordon. (1999). Adapted from The Academic Essay: A Brief Anatomy.

Cambridge, MA: Harvard UP. http://www.fas.harvard.edu/~wricntr/documents/Counterarg.html.

How People Learn. (2000). Commission on Behavioral and Social Sciences and Education. Chapters 2 & 3. http://www.nap.edu/openbook.php?record_id=6160&page=17

Jenkins, Joseph E., Johnson, Evelyn & Hileman, Jennifer. (2004). When is reading also writing: Sources of individual difference on the new reading performance assessments. Scientific Studies of Reading 8(2), 125-151.

Magliaro, Susan and Neal Shambaugh. (2006).“Student Models of Instructional Design.”Nokes, Jeffrey, Dole, Janice A. & Hacker, Douglas J. (2007). Teaching high school

students to use heuristics while reading historical texts. Journal of Educational Psychology 99 (3), 492-504.


http://www.act.org/path/policy/pdf/crisis_report.pdf

http://www.actstudent.org/sampletest/test1/engl/englishtest.html

http://www.fas.harvard.edu/~wricntr/documents/Counterarg.html

http://www.nap.edu/openbook.php?record_id=6160&page=17

Presentation by Dea Conrad-Curry Your Partner in Education M ENTAL M ODELS & W RITING F ORMATS...

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