Focu s on Evidence

1. [insert appropriate graphic or photo] Focus on Evidence Based on work by Sabrina Back Co-Director, Mountain Writing Project, Hazard, KY (Adapted by Jean Wolph from Sabrina Back’s LDC module)

2. [topic] [insert inquiry question—as an argument of policy, it will have a should/shouldn’t angle.] This short unit will [what students will gain].

3. Mini-Unit Overview

4. Mini-Unit Sequence

5. Writing Standards Emphasized in the Mini-Unit • Write arguments to support claims with clear reasons and relevant evidence, using valid reasoning.Support claim(s) with clear reasons and relevant evidence…demonstrating an understanding of the topic or text. • Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. • Gather relevant information from multiple print and digital sources…and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. • Draw evidence from …informational texts to support analysis, reflection, and research. • Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

6. In this mini-unit, we’ll practice ways that writers use sources to develop their arguments: Illustrating | Using specific examples from the text to support the claimAuthorizing | Referingto an “expert” to support the claimCountering | “Pushing back” against the text in some way (e.g., disagree with it, challenge something it says, or interpret it differently) Jean Wolph, Louisville Writing Project, for NWP CRWP funded by the Department of Education

7. Preparing for the Task: Building Schema

8. Optional Text to Build Background [insert link to news interview video] [insert length] Published on [date] [insert synopsis] [insert source]

9. Watching with a Quote in Hand • [expert 1] • [expert 2] • [expert 3] • Etc. ------------------------- • Quickly read or skim through your passage. • Watch the [source] clip. • What is the point or claim your expert is making? Highlight it. Share with your group.

10. Why [topic]? [explain the context for this issue] [insert inquiry question]? What do you think?

11. Predicting • What might be the potential good or potential harm from [topic]?

12. Preparing for the Task: Building Schema

13. Writing Task: [topic] Should [inquiry question]? • After reading selected informational texts, draft an argument that addresses the question. • Support your position with evidence from the texts. Be sure to acknowledge competing views.

14. Preparing for the Task: Building Schema

15. Reading #1: [insert focus on topic] You and a partner will be reading a text about the [angle on the topic]. Text for today’s reading: [Insert options, selected to provide a range of difficulty levels to meet students’ needs. Provide title, author, url] Or Or Or

16. Focusing our efforts • Today’s article is about [angle on the issue]. Look carefully to see how this term is defined and how it relates to [topic]. • Look for important points and key quotations–sentences a writer would want to use as evidence, pro or con. THESE ARE WHAT YOU WILL RECORD IN YOUR NOTES: • Sentences or phrases that will help you illustrate an idea about privacy or protection. Look for specific examples of [topic, angle]. Look for facts, data, anecdotes, images, or scenarios. • Quotes that will help you use the words of an expert to support an idea about [topic]. Note the reason(s) this person might be considered an expert. What information do you find COMPELLING?

17. Paired Reading: Directions for Reading #1 [insert focus on topic] 1. Determine who is Partner A and who is Partner B. 2. Preview the text, noting that it has been divided it into four sections. 3. Partner A will read the first section aloud while Partner B listens and takes brief notes. 4. Stop and discuss what you each feel is important to note from the reading; Partner B adds to Partner Notes as needed. If a quote is referenced, be sure to paraphrase and interpret it (put it in your own words and tell why it is significant). • Switch roles until the reading is finished. • Prepare to share 1-2 key ideas from your reading during a whole-class debriefing.

18. Partner Notes (for Reading #1)

19. Debriefing: • What kind of work were you doing as a reader and writer during this activity? Why did we do it?

20. Reading #2: [insert focus on topic] Texts for today’s reading: [Insert options, selected to provide a range of difficulty levels to meet students’ needs. Provide title, author, url] Or Or

21. Focusing our efforts • Today’s article(s) are about [angle on topic]. • Look for compelling points and key quotations–sentences a writer would want to use as evidence, pro or con. THESE ARE WHAT YOU WILL UNDERLINE OR HIGHLIGHT. • Sentences that will help you illustrate an idea about privacy or protection. Look for specific examples of [topic, angle]. Look for facts, data, anecdotes, images, or scenarios. • Quotes that will help you use the words of an expert to support an idea about [topic]. Note the reason(s) this person might be considered an expert.

22. Save the Last Word for Me: Directions for Reading #2 Count off 1, 2, 3 in your group. Round 1: • #1s: Share 1 line or short passage you underlined from the [title or author] excerpt. • #2s and #3s: Try to name the idea that this excerpt seems to illustrate about [topic, angle]. What value do you see in this information or idea? What problems might there be? What questions can you raise? • #1s: Acknowledge the responses of others, respond to comments, or ask for clarification—getting the “last word” on the evidence. • #2s and #3s may want to mark this line on their own texts if they also now find it compelling.

23. Save the Last Word for Me: Directions, continued Round 2: • The procedure is repeated with #2 students sharing something from the [title or author] excerpt. #1s and #3s respond. #2s conclude the discussion with a “last word.” #1s and #3s may again borrow this lineor ideas. Round 3: • #3 students share something from the [title or author] excerpt. #1s and #2s respond. #3s conclude the discussion with a “last word.” #1s and #2s may borrow ideas/lines. Round 4+: The process begins again with number one students, and continues during allotted time or until discussion is exhausted.

24. Debriefing: What kind of work were you doing as a reader and writer during this activity? Why did we do it?

25. Making a Claim Should the government protect its citizens in their use of technology? In other words, should the government do more to protect our privacy or not? Which position will you take?

26. Agree, Disagree, Undecided [Insert inquiry question.] • The Agree and Disagree groups will work separately tomake a list of evidence for their side of the argument, returning to the articles we have read and the notes we have made. • Group Undecided will list 5 questions they will ask the other two groups. • Group A presents first. • Group D presents next. • Group U asks questions. • Group A & D respond to questions. • At the end of the activity, students chose their actual stance to prepare for the writing task.

27. Drafting Complete this Focus Statement after “Agree, Disagree, Undecided” “As a _______________, I am writing an argument to convince ___________ that ________________.” Examples: As a seventh-grade student, I am writing an argument to convince readers that _____________________. As a ___________ user, I am writing an argument to convince our government to _______________________. As a [authentic role], I am writing an argument to convince my legislator that _______________.

28. Supporting a Claim Today, we are going to read a few passages to pay particular attention to how authors support and develop claims. We’ll look especially at how writers comment on evidence or quoted statements, and how they indicate their sources of information is credible. We’ll also note how they show the difference between ideas from a source and their own ideas. Then we will examine ways that we can describe competing views. The examples we will analyze use structures that we can mimic/copy to develop our drafts. Finally, we’ll return to our notes and practice how we will use our best evidence to support our claim.

29. Forwarding: Practice Time in Using Source Material 1. Using the notes and highlighted text from the articles and excerpts you read, try at least 3 of the writing moves described below: • Illustrating | Use specific examples from the text to support the claim • Authorizing | Refer to an “expert” to support the claim • Countering | “Push back” against the text in some way (e.g., disagree with it, challenge something it says, or interpret it differently) 2. Comment about the example or quote that you forward. Consider the credibility of the source of this example or quote. Explain how this evidence supports your claim. 3. Prepare to share with a partner for feedback.

30. Drafting Use a model of an argument that you’ve studied to inspire how you organize your initial draft. Have your annotations and highlighted articles at hand. Draw from (1) the work you have done with a claim and (2) the forwarding practice to help you get started on your draft. You will work individually to write your drafts. After you think you have a full draft, go back to your opening and conclusion to make sure they work together to make your draft feel cohesive. Use the Peer Review Form to check your draft; add elements that you have not addressed.

31. Self-Evaluation Our focus in all of our argument writing is on using source material effectively. Consider the following in reviewing your own draft. 1. Do you distinguish between your own ideas and the source material, including the use of clearly indicated paraphrasing, quotation marks, or signal phrases?  • Yes • No 3. Do you comment on the source material?  • Yes • No 4. Do you characterize the credibility of the source material or author?  • Yes • No

32. 5. Do you connect the source material to your overall claim or purpose of the paper?  • Yes • No 6. Do you use source material for any of the following purposes? Check all that apply:  • Illustrating | Use specific examples from the text to support the claim • Authorizing | Refer to an “expert” to support the claim • Countering | “Push back” against the text in some way (e.g., disagree with it, challenge something it says, or interpret it differently) • None of the above 7. What do you see as your steps? Go back to your draft to address the areas that you did not include initially. Your goal is to be able to answer “yes” to these questions.

33. Revising • Today you’ll get feedback from your peers. • Afterward, you’ll use that feedback to continue refining your draft.

34. Peer Review • Form groups of 3. • Pass your drafts to each other (counter-clockwise). Silently read the draft and complete the peer review form (next slide). • Pass again. Each draft will be read twice and receive feedback from two peers. • You will use this feedback to revise your 1st draft.

35. Peer Review Form Using Source Material -- Student Response Tool Student Writer’s Name: _____________________________________________ (Write the Name of the Student Who Wrote the Paper Here) Writing Topic: _____________________________     Today’s Date: __________ (What is the writing about?) Using source material is a key move in college and career writing. This response tool is intended to help your peer use sources. Carefully read your peer’s written piece, then circle the response options listed below to help you respond:    1.    Does the writing include information from other sources? (Circle One) No sources           One source       Two Sources    Three or More Sources        Please list specific examples of the sources included in this writing: ______________        ____________________________________________________________________

36. 2.    When using ideas or information from others, does the writer give credit to those sources? (Circle One) No credit is given        Some credit is given    Adequate credit is given 3.    Does the writing use quotation marks to indicate where source material is used? (Circle One) No quotes            One quote            Multiple Quotes 4.    Before the source material is used, does the writer introduce the quote with their own writing? (Circle One) No introduction        Some introduction        Adequate introduction 5.    After the source material is used, does the writer comment on that source material? (Circle One) No commentary        Some commentary        Adequate commentary 6.    When quoting from source material, does the writer explain why the source is credible or is not credible? (Circle One) No explanation        Some explanation        Adequate explanation 7.    Does the writing use source material for any of the following purposes? (Circle All That Apply) Illustrating-- Using specific examples from the text to support the claimAuthorizing-- Referring to an “expert” to support the claim Extending-- Putting your own “spin” on terms & ideas you take from other texts Countering-- “Pushing back” against the text in some way (e.g., disagree with it, challenge something it says, or interpret it differently) None of the above 8.    Based on your reading and your responses here, what do you see as the next steps for this writer?

37. Sample Peer Review of Student Work [insert sample once you have taught the mini-unit]

38. Peer Review Form SAMPLE: Using Source Material -- Student Response Tool Using source material is a key move in college and career writing. This response tool is intended to help your peer use sources. Carefully read your peer’s written piece, then circle the response options listed below to help you respond:    1.    Does the writing include information from other sources? (Circle One) No sources           One source       Two Sources    Three or More Sources        Please list specific examples of the sources included in this writing: ______________ ____________________________________________________________________ 2.    When using ideas or information from others, does the writer give credit to those sources? (Circle One) No credit is given        Some credit is given    Adequate credit is given Does not seem to use ideas from others. 3.    Does the writing use quotation marks to indicate where source material is used? (Circle One) No quotes            One quote            Multiple Quotes

39. 4.    Before the source material is used, does the writer introduce the quote with their own writing? (Circle One) No introduction        Some introduction        Adequate introduction 5.    After the source material is used, does the writer comment on that source material? (Circle One) No commentary        Some commentary        Adequate commentary 6.    When quoting from source material, does the writer explain why the source is credible or is not credible? (Circle One) No explanation        Some explanation        Adequate explanation 7.    Does the writing use source material for any of the following purposes? (Circle All That Apply) Illustrating-- Using specific examples from the text to support the claimAuthorizing-- Referring to an “expert” to support the claim Extending-- Putting your own “spin” on terms & ideas you take from other texts Countering-- “Pushing back” against the text in some way (e.g., disagree with it, challenge something it says, or interpret it differently) None of the above 8.    Based on your reading and your responses here, what do you see as the next steps for this writer? Go back to the sources and find evidence to support your opinion. Use quotes, identify the source, and explain how the evidence supports your claim.

40. Try the Student Response Tool Sample 2 [insert sample]

41. Revising Review your peer feedback. As you revise, address what is missing in your efforts to use sources effectively. Then try at least one additional “move”: • distinguishing between your own ideas and the source material by using quotation marks or signal phrases (e.g., “In [title], the author says”);  • commenting on the source material; • noting the credibility of the source;  • connecting the source material to the overall claim, explaining how and why the evidence helps support the claim; • using specific examples from the text to support the claim; • referring to an “expert” to support the claim; • disagreeing with a text, challenging something it says, or interpreting it differently.