Scaffolding the Writing of Synthesis through Students’ Home Literacies

Scaffolding the Writing of Synthesis through Students’ Home Literacies Brooke Nicolls Grant High School Sacramento Betsy Gilliland School of Education UC Davis Area 3 Writing Project

Context • The course: pre-freshman composition at San José State University • The students: • Recent immigrants and international students • Generation 1.5 (all education in CA schools) • Monolingual English speakers • The challenges: • Academic reading and writing • Summaries and argumentation

The assignment • Service Learning Project • Introduction to the problem • Professional views: synthesis • Response to the literature: analysis • Personal reflections: experience • Solution to the problem: argumentation

My Question • How can I scaffold students’ writing process so they are able to synthesize readings from multiple sources in support of a thesis question?

Synthesis: The Literature Review • Essential skill for college writing • Rarely taught, but always expected • Represents higher level critical thinking • Advanced feature of language • Needs to be broken down for students • Teacher modeling of process essential

Start with a Thesis Question Read for answers to the question(s), highlighting key information and making notes of relevant details Fill in the graphic organizer (handout p. 4) for each article Reading to Write

Synthesis Reading Organizer

Each line (or group of lines) of the organizer becomes a paragraph Begin with a topic sentence stating the main idea of that paragraph Use reporting verbs to show which author(s) wrote which statements Compare and contrast different ideas Use a variety of sentences to convey information Cite your sources! Useful reporting verbs: Agree (disagree) Argue Believe Claim Describe Explain Feel Imply Propose Question Recommend Warn From Notes to Paragraphs

Introducing Synthesisto Students • Use well-constructed organizers • Select appropriate organizer for texts to be read and written • Provide models of organizers used in context • Talk students through creation and use • Allow collaborative practice “…the value is not in showing my students the Grecian urn [a final polished model]; the value is in showing them the process, step-by-step, that is used to construct the urn.” --Kelly Gallagher, Teaching Adolescent Writers (p. 52)

Classroom Modifications: Fathers • Song synthesis: “Father of Mine” and “Dance with my Father” • Categories to listen for • Highlight key evidence in lyrics • Pair share: fill in grid as you talk • Share with group

Fathers: Student Work 1

Fathers: Student Paragraph 1 In both songs the artists have lost their fathers in different ways. According to the song “Dance with my Father” his dad passed away and is showing grief. As he says in the song, he wishes to get one more chance of being with his father. Unlike “Father of Mine” the artists believes his father just left without any closure. Similar to the previous song, he wishes to see his father again, but only to ask the questions left unanswered. Even though both artists miss their fathers in different ways, they felt secure when they were with them.

Fathers: Student Work 2

Fathers: Student paragraph 2 Emotions can affect many people, some ways good and in some ways bad. Similar to the song “Dance with my Father,” “Father of Mine” misses their father deeply. On the contrary in “Father of Mine” the writer sounds as if he is mad at his father for leaving him, where as in “Dance with my Father” the writer sounds sad and pray’s for his father to come back. According to “Father of Mine” the Father use to beat up his wife, but in “Dance with my Father” the father loved his wife and she loved him.

Success: Survey and Synthesis • Gets kids out on campus, talking with adults • Doesn’t require much reading of complex text

Success Model: Transitions A)There are many different definitions of what it means to be successful. Sean says that it is being able to be an example or role model. Similar to Ms. Nicolls, Sean also believes that it’s important to be responsible and work hard. On the other hand, Ms. Providence and Michael state that to be successful is to live a happy life and to be content.

Success Model: Attribution B) There are many different opinions of what it takes to be successful in today’s world. Sean, a Grant High custodian,says that to be successful it is important to be an example or role model. Similar to Ms. Nicolls, a teacher at Grant High, Sean also believes that it’s important to be responsible and to work hard. On the other hand, Ms. Providence, another Grant High teacher, and Michael, a student at Grant High, state that to be successful is to live a happy life and to be content.

Problem-Solution Synthesis • Students talk with adults, other people on campus to get answers to questions • Groups compare answers, write up paragraphs showing results

Problem on Campus: SW 1

Problem on Campus: SW 1 There are a lot of problems on the campus of Grant High. According to Andre, a campus monitor, he says that one of the problems is cutting class, disobeying rules, and trash. The cause of that is that some students are badly influenced and there’s a lack to campus security. Similar to that, Mr. Jones, an Administrator, says the students not on task and skipping class due to lack of studies and the integrety towards education. Ms Martin, teacher, also states that the problem is cutting class.

Problem on Campus: SW 1 Unlike the campus monitor, administrator, and the teacher. Mr. Shepard believes that it’s the tarties that’s the problem. On the other hand, Mark, Kaysy, and Xue say that it’s drop-outs, fights and the lunchline. The probability cause is are: exit exam, gang affairs, and the entering ID number while lunch is handed out.

Problem on campus: SW 2

Problem on campus: SW 2 A variety of problems come to mind to many different people on school grounds. Whether its students, teachers, campus monitors and even Administrators. Andre agrees with Mr Sanchez that one of the biggest problems on campus is students being late to class. As for Mr. Purcell and Mrs. Huynh they both agree that lack of organization is a big problem for students on Campus. One of the students that attend grant say’s that drugs and Gang’s are the problem, but as for Geraldo and Anthony, two other students that attend grant, they state that students are bad and teachers don’t know how to teach.

Evaluation • Students can help evaluate each other’s work • Groups pass writing to other groups for evaluation • Teacher types up paragraphs for whole-class evaluation and discussion

Extensions and Adaptations • Compare-contrast essays: graphic organizer with just two articles/ideas • Organizing results of surveys • Keeping track of informational research • Reading notes from textbook

Your feedback, please! • What is something new you learned in this session? • What will you commit to trying? • What questions do you still have? When you are finished, please stick your post-its to the chart paper in the back of the room.

Scaffolding the Writing of Synthesis through Students’ Home Literacies