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The Writer's Toolkit: Strategies for Writing Arguments in the New Media

Overt Instruction Updates

Learning Module

  • Creator(s): Rita van Haren
  • Publisher: Literacies Learning Module Projects

Abstract

This Learning Module consists of a comprehensive range of strategies for writing, with a particular focus on writing arguments in the new, digital media. Each ‘overt instruction update’ is presented as a focused mini-lesson that can be delivered as an update through the Community area of Scholar. Every one of these overt instruction updates is also to be found in one of the Learning Modules in the Scholar Literacies Learning Modules in the Bookstore.The purpose of this Writer’s Toolkit is so that teachers can use these instructional updates as and when needed by their students.

Keywords

Argument, Paragraphs, Structure, Reasons, Evidence, Claims,Counter Claims, Opinions.

ARGUMENT and OPINION

Contents

Abstract Terms in Arguments

Analyzing Paragraphs in Arguments

Arguments in Blogs

Context, Audience and Purpose of Opinion Pieces

Different Kinds of Argument Sentences

Facts and Details in Opinions

Paragraphs in Arguments

Paragraphs in Opinions

Persuasive Techniques

Point of View

Reasoning, Evidence and Multiple Perspectives

Sequence and Structure of a Critical Analysis

Structure of Arguments 1

Structure of Arguments 2

Transition Words

Vocabulary and Spelling

What the Author is Saying and Doing

Abstract Terms in Arguments

For the Student

Learning Intention: To understand abstract terms and how they can make your writing more economical.

This activity uses The Hunger Games to explore abstract terms in order to make your writing more interesting. Thjink about all the different ways that people are controlled in society in The Hunger Games. Control is an example of an abstract term or an abstraction. Other abstract terms are betrayal, love, honor, and respect. Abstractions are emotions, ideas or ideals. They have no physical existence like furniture or silverware. You can't see, hear, touch, smell or taste them. They are not concrete. They are useful to describe themes in a text.

Classifying language as abstract or concrete or general or specific can help you in your writing, particularly essays.

Introduction: Abstract words can be used to outline the main ideas that will follow.

Body: Use specific evidence (examples, quotes, details etc).

Conclusion: Abstract words can be used to summarise preceding stretches of text.

Look at the following paragraph as an example:

Control is an important theme in "The Hunger Games". The leaders in the Capitol use the Hunger Games to control each district, ensuring that people will not rise up against them. The gamemaker in the games arena controls what happens by setting up new challenges and obstacles for the tributes. The frequent patrols of the districts, control the people, making them live in fear as they struggle to survive.In this way the leaders in the Capitol use control to maintain their position of power.

Comment: Add as many abstract terms like love, respect, betrayal, as you can think of. Keep adding them until you run out of ideas. Then look up an online dictionary or thesaurus to find more and add them to the class list. 

For the Teacher

Teaching Tips

For more information see article on Abstract, Concrete, General and Specific Terms by John Friedlander. There is a useful example of why using the abstract word "trust" is better than providing five examples of trust and lack of trust. Consider abstract terms such as justice, freedom, betrayal etc.

Encourage students to use abstract nouns in their paragraphs as practice for using them when writing more formal essays.

CCSS Focus

RL.9-10.2: Determine a theme or central idea of a text.

L.9-10.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Claims and Counterclaims through Multiple Perspectives

For the Student

Learning Focus: To understand how you can develop claims and counterclaims by exploring multiple perspectives.

Exploring different perspectives enables you to identify a range of claims and counterclaims. It also enables you to evaluate a problem or a solution through logical reasoning. For example, students' low performance in math tests could be addressed by using a simple app to be used on a mobile device. Apps such as Math Vs Zombies and Math Ref might be considered and evaluated from different perspectives using a PCQ Chart.

Perspective Pros Cons Questions
Student Fun to use Provides practice but does not develop conceptual understanding or address specific problems Does making math a game help me to improve?
Teacher Can engage students and give them feedback; Frees teacher to work with individual students Just another form of worksheets that do not target instruction enough How can I ensure that the app personalizes the learning for each student?
Parent My child is enjoying math more The cost of the mobile device and internet access is costly How can I be sure my child is working hard on their math, rather than playing games?
Principal This is a great step to embed technology in teaching math and engage students in math Providing mobile devices to students whose families can't afford them has to be budgeted by the school What resources to I need to allocate to training teachers, technical support, and purchasing equipment to ensure this really improves math learning?
District Education Administrator More student engagement will lead to improvement in learning More technical support in schools which will cause cuts to other programs Will this initiative lead to improved learning outcomes in math, and how long will it take to make a difference to our district's results?

Think of a problem or a solution. Complete a PCQ Chart (see Attachment 5 below), identifying claims and counterclaims.

The next step would be to find evidence to support or refute the reasoning in the Pros, Cons and Questions. Examples of evidence:

  • Examples (including images) of what students can learn when they play these games
  • Statistics about improvement in learning from similar games or by the developers
  • Statistics from standardized tests about improvement in districts where technology is used regularly
  • Statistics about costs of introducing technology in a class/school/district
  • Quotes by parents, teachers, students, principals, and administrators supporting or expressing their concerns
  • An infographic that summarizes information about the pros or cons of using technology in education
Attachment 5: PCQ Chart

Comment: Share some of the perspectives that you explored. Read and comment on other students' comments, building on their ideas and/or suggesting other perspectives that might be worth exploring.

For the Teacher

In writing argument, some students might access a number of sources and merely summarize the ideas presented in them. The PCQ is designed to prompt thinking and develop logical argument by considering a range of perspectives, and asking questions that take their thinking further. A PCQ can also be the starting point for finding evidence to support claims in an argument.

CCSS Focus

W.9-10.1b: Develop claim(s) and counterclaims fairly, supplying evidence fro each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.

Context, Audience and Purpose Of Opinion Pieces

For the Student

Learning Intention: To identify context, audience and purpose of blogs and online opinion pieces.

In order to analyze an opinion piece, it is good to start by identifying the context, audience and purpose of the opinion piece.

Definitions

Context The time and place (geographical location as well as journal or online newsapaper) in which the writing and reading occur. Context also takes account of any related current events, situations or developments.
Purpose The intent or aim of the author in writing the piece. The main purpose may be to persuade, inform, and/or entertain. There can be many other purposes.
Audience Who the author is directing the writing to. The audience's background is also important.

With a partner, discuss the contexts, purposes and audiences of:

Why Thinking You're Ugly is Bad for You, TED Talk by Meaghan Ramsey, September, 2014.

The Problem With Energy Efficiency by Michael Shellenberger and Ted Nordhaus, New York Times, The Opinion Pages, October 8, 2014.

Comment: Find another opinion piece that is about an issue that you are interested in. It could be a talk, blog or from an online newspaper. Then add a comment in which you post a link to it, and briefly (1-2 sentences) describe its context, purpose, and audience. Then read and comment on other participants' links and comments, building on their ideas or asking questions to extend the discussion.

For the Teacher

In this activity, participants are given information about context, audience, purpose. The Comment provides an opportunity for students to apply this information to an opinion piece that they are interested in. Identifying the context, purpose and audience will ensure that students read the piece closely and comprehend it at both the literal and inferential levels.

CCSS Focus

RI.9-10.10: By the end of grade 9, read and comprehend literacy nonfict ion in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high-end of the range for grade 9, and independently and proficiently for grade 10.

SL 9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

SL 9-10.1d: Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

Analyzing Paragraphs in Arguments

For the Student

Learning Intention: To understand how to structure a paragraph in an argument.

Look at the following paragraph from Random Acts of Kindness Make Kids More Popular (Note that media articles often use one sentence per paragraph but that these can be combined into a larger paragraph).

The acts of kindness were simple. The children gave mom a hug when she was stressed out, shared their lunches, or vacuumed the floor. After four weeks, the researchers tested the kids and compared the results with tests they'd taken before. All the children had more positive emotions, and were slightly happier. But the children who performed acts of kindness were much more likely to be accepting of their peers, naming more classmates as children they'd like to spend time with. "I do think we're on to something," Schonert-Reichl tells Shots. The children were at an age when bullying can be more extreme, she says, and children become more self-conscious. So an increase in peer acceptance could benefit in the classroom and in social life.

Look at the analysis of the structure of this paragraph.

Analysis of the Structure of a Paragraph in an Argument
Feature Example Purpose/Effects
Topic Sentence The acts of kindness were simple. Tells the reader what the paragraph will be mainly about.
Fact/Example The children gave mom a hug when she was stressed out, shared their lunches, or vacuumed the floor. Explains the topic sentence, using factual examples.
Detail After four weeks, the researchers tested the kids and compared the results with tests they'd taken before. Elaborates or explains the topic further by adding more factual information.
Evidence All the children had more positive emotions, and were slightly happier. Provides evidence from the research to suppoprt the author's claim that acts of kindness make children more positive.
Evidence But the children who performed acts of kindness were much more likely to be accepting of their peers, naming more classmates as children they'd like to spend time with. Provides more evidence from the research to suppoprt the author's claim that acts of kindness make children more accepting.
Evidence - Reasons (Direct and Indirect Quote) "I do think we're on to something," Schonert-Reichl tells Shots. The children were at an age when bullying can be more extreme, she says, and children become more self-conscious. Uses a direct quote (actual words of researcher) and indirect quote (her words are restated) to provide reasons for why acts of kindness are importance.
Concluding Sentence So an increase in peer acceptance could benefit in the classroom and in social life. Draws a conclusion about the overall benefits of acts of kindness.

Now look at the following paragraph and analyze it.

Being part of the experiment made kindness intentional. The children had to plan their acts of kindness, and remember to do them. Similar experiments in adults have shown that being actively kind increases happiness, and happier people then become more likely to help others. Parents don't have to have a Ph.D. to encourage these sorts of simple acts of kindness in children – or in themselves."I think of ways to start the New Year, and people making resolutions," says Schonert-Reichl, a former middle school teacher and mother of two boys." Can I do an act of kindness for someone every day?" Harried parents would feel better, she says, and their children would, too. "They start helping, and they start feeling this is nice." Seeing themselves as the kind of person who helps others could be an identity that then stays with them for the rest of their lives.

Paragraph Analysis Chart

Comment: What is one thing you have you learned about writing a paragraph in an argument? Comment on another student's comment, especially if you learned the same or similar things.

For the Teacher

In this activity, students learn about how to structure a paragraph in an argument. It is important to model the task initially so that students can refer to it as they complete their own analysis of another paragraph. Paragraphs from other texts may also be used as a model and students may be asked to analyze other paragraphs to embed their understandings.

Once students have completed this activity, they should use their learning to revise any paragraphs they have written in their arguments in Creator.

For increased accountability, the completed Paragraph Analysis Charts may be submitted through "Your Submissions". Alternatively, students may refer to them when they write their arguments.

This Overt Instruction Update occurs in:

  • It is Better to Give than Receive: An Argument about Giving and Random Acts of KIndness

CCSS Focus

RI.6.5: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of ideas.

RI.7.5: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of ideas.

RI.8.5:Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

6/7/8.1: Write arguments to support claims with clear reasons and relevant evidence.

Arguments in Blogs

For the Student

Learning Intention: To identify the structure of an argument in a blog.

Blogs often present written arguments on controversial topics. Find a blog post on a controversial issue. As you read it, identify its thesis, claims, evidence and any counter-claims.

Examples of blogs that present arguments:

Layton, S. (2012) Homework Debate: Pros, Cons, .....and I Still Don't Like It

Murphy, J. (2012). The Pros and Cons of Being on a Competitive Youth Sports Team

Teens Health. (2012) Why Exercise is Wise

Fox, C. National Geographic Kids. Drinking Water: Bottled or From the Tap

The Guardian. (2013). No More Denial: Time to Act on Climate Change

The Guardian Environment Blog. (2013). Meet the World's Best New Environment Bloggers (includes 10 bloggers)

Encyclopedia Britannica Advocacy for Animals. (2008). The Pros and Cons of Fish Farming

Comment: What is the thesis of the blog you have found? Write it down in one sentence in the comment box and note (thesis) in brackets at the end of the sentence. Do not add your comment yet. What is one claim that the author makes? Next, in the same comment box write down a claim made by the author, and note (claim) in brackets at the end of the sentence. What evidence do they use to support that claim? Finally, in the same comment box, write down a piece of evidence provided by the author in support of their claim, and note (evidence) in brackets at the end of the sentence. Include the link to the blog post you are discussing. Now add your comment to the class discussion. Comment on the comments of other students.

For the Teacher

This activity reinforces students' understanding of the structure of argument texts by exploring online texts such as blogs. These blogs provide real world examples of arguments for students to refer to when they write their own arguments.

This Overt Instruction Update occurs in:

  • Debating Zoos and Circuses: An Argument about How Humans Should Live with Animals

CCSS Focus

W.7.1: Write arguments to support claims with clear reasons and relevant evidence.

W.7.1a: Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

W.7.1b: Support claims with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Different Kinds of Argument Sentences

For the Student

Learning Intention: To understand how to use conjunctions to write compound and complex sentences in order to make your writing more persuasive.

Firstly, read the argument text, Why Circuses Should be Banned. Do you agree or disagree with the arguments presented. With a partner, discuss the parts which were most convincing for you. How are they the same or different from your partner?

Why Circuses Should Be Banned

In an argument text, the types of sentences that you write can make your writing more persuasive. Compound sentences enable you to link ideas in a sentence. Conjunctions are words that join simple sentences to make compound sentences.

Here are three examples of compound sentences from Why Circuses Should be Banned. Note the two ideas that are linked in each sentence.

1. For example, circus animals are penned in small cages so they have limited room to move.

2. An elephant in the wild may travel up to 40 kilometers in a day and (it) lives in a social group.

3. As circus animals have to perform tricks, they undergo extensive training.

Note: Both clauses in a compound sentence make sense on their own. They are called independent clauses because they can stand alone. Some examples of conjunctions to join sentences include: and; so; as; but; or; yet; and so; not only…..but also; neither…..nor; either….or.

Complex sentences also enable you to explain your reasoning and make connections among claims, reasons and evidence. In a complex sentence, there is an independent clause that can stand on its own. There is also a dependent clause that does not make sense on its own.

Here are three examples of complex sentences from Why Circuses Should be Banned:

1. Even though circuses entertain people all over the world, they should certainly be banned.

2. Trainers use whips, tight collars, bull hooks, electric prods and muzzles in order to train the animals and make them perform.

3. However, the jobs are not well paid and the performances of animals are unnatural so that they do not teach people anything about the natural behaviors of animals.

Identify the independent clauses in each example. Then identify the dependent clauses. Which clause is the claim, reason or evidence?

Conjunctions in Complex Sentences

Complex sentences may also use conjunctions to make connections between ideas. They can be in terms of time, to provide a reason or state a purpose (cause and effect), to make a concession or comparison which are useful for counterclaims, and to express a condition.

Time Cause & Effect /Reason Concession/ Comparison Condition
after, before, when, while, since, until/till, as soon as, once because, since, now, that, as, in order to, so that although, though, even though, whereas, while, in case(that), as, just as if, unless,only if, whether or not, even if, in case, provided that

Comment: Now look at Why Circuses should be Banned again. Post a comment in which you rewrite a sentence using some of the conjunctions in the table above. Comment on the comments of other students. You can include suggestions for making the sentences even more complex and persuasive too.

For the Teacher

In this activity students learn about how compound and complex sentences can support them to write persuasive sentences in an argument text through the careful choice of conjunctions to indicate time, cause and effect/reason, concession/comparison and condition.

This activity uses a model text, Why Circuses Should Be Banned. This text may be substituted by another argumentative text.

Emphasize that in arguments, each claim needs to be supported by reasons and evidence (facts, statistics, examples, quotations, graphics (charts, tables) and multimedia. Conjunctions are the tools to support students to link ideas in compound sentences and to include reasons and evidence in complex sentences, and in turn make the text more cohesive. They help students to write sentences that contain more complex ideas and to make them flow logically.

Note: Dependent clauses are also called subordinate clauses. The dependent or subordinate clause elaborates on the main idea in the independent clause.

For extension, students could explore other combinations of sentences: a simple sentence and a complex sentence; a compound sentence and a complex sentence.

This Overt Instruction Update occurs in:


CCSS Focus

W.6.1c: Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

W.7.1c: Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

W.8.1c: Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

Facts and Details in Opinions

For the Student

Learning Intention: To understand how to write an opinion by reading other opinions and identifying facts and details.

Choose one of the student-written opinion texts below. Read through at least one of them to help you learn more about how to write an opinion - you can read them all if you like.

Adopting a Pet from the Pound

Letter to the Editor

Don't Touch that Towel!

As you read them, see if you can identify facts and details in the information that is presented.

A Fact is something that is true or that really happened.

Details are small facts or pieces of information that provide more particulars.

For example, in Adopting a Pet from the Pound:

Fact: Having a pet also means lots of responsibilities.

Details: A child has to feed, clean up after, brush, and exercise the pet.

Comment: Choose one of the above texts. What is one reason and what is the information used to support it? Comment on the comments of another student by adding more information to their comment. You could identify the facts and details. Start with @Name so the student knows you are commenting on their comment.

For the Teacher

This activity develops students' understanding of using reasons and information to support their opinions. The three student-written mentor texts provide other models that students may access to inspire and guide and them as they write.

This Overt Instruction Update occurs in:

  • An Opinion about a Great Pastime

CCSS Focus

W.4/5.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

W.4.1b: Provide reasons that are supported by facts and details.

W.5.1b: Provide logically ordered reasons that are supported by facts and details.

Paragraphs in Arguments

For the Student

Learning Intention: To understand how to write a paragraph in an argument.

Firstly, read the paragraph from an argumentative text, Online or Real World Communication: Which is Better?

Online communication creates more tolerance in the world. Online communication enables people from all over the world to connect electronically. As they communicate they can learn about each other’s country and culture. For example, students in a high school in Michigan communicated with high school students in Turkey through email, Skype and blogs. Even though they had different religious backgrounds, they found they had many common interests such as singers, songs, books, films, and clothes. In particular, one Turkish student commented, “We mustn’t have prejudices; we are all humans living in the same world.” Students learned about each other’s culture and language. In addition, they became more tolerant as they learned to stay open-minded and not to stereotype people. Without online communication students would not have been able to learn this.

Do you agree or disagree with the arguments presented. With a partner, discuss the parts which were most convincing for you. How are they the same or different to your partner?

Paragraphs: A whole text is organized through paragraphs that introduce the topic, present the main points by dividing the written material into logical sections (each of which deals with a particular topic), and conclude the topic. The length of a paragraph ranges from one sentence to many sentences (e.g. 5-10).

  • The first sentence tells the reader what the paragraph is mainly about and prepares the reader to expect a particular point of view. In an argument this is the thesis for the overall argument in the introductory paragraph. In the paragraphs that follow, it is called a claim. (It is also called the topic sentence or point sentence).
  • The next sentences explain the claim in more detail, defining and/or elaborating on the idea by providing logical reasons.
  • Reasons are followed by evidence which includes facts, statistics, examples, quotations, graphics (charts, tables) and multimedia.
  • The concluding sentence follows from the reasoning and evidence. It may connect to the claim of the paragraph and/or the thesis.
  • Words, phrases and clauses clarify the relationships among claims, reasons and evidence. (Even though - opposing idea, In addition – adding information, For example and In particular - clarifying)

With a partner, discuss each sentence in Online or Real World Communication: Which is Better? and identify the claim, reasoning, evidence and concluding sentence. Use the Paragraph Analysis Chart to record your discussion.

Paragraph Analysis Chart

Comment: What is one thing you have learned in this update that will help you to write better paragraphs? Comment on the comments of other students, prompting them to think about some of the things that you think are most important.

For the Teacher

In this activity students analyze a paragraph in an argument text. This paragraph can also serve as a model when writing their own argument texts. Another text may be substituted for this text. Using a single paragraph is useful to focus students’ attention on the links among claims, reasoning and evidence.

The initial activity is reading and responding to the ideas presented in the text. This is important to engage students before the close analysis of the structure of the paragraph. If necessary, students may practice the skill by analyzing other paragraphs.

The text connectives that clarify the relationships among claims, reasons and evidence are identified in this activity. These are explored in more depth in the Overt Instruction Update on Different Kinds of Argument Sentences.

This Overt Instruction Update occurs in:

  • Online or Real World Communication: Which is Better?

CCSS Focus

RI.6.5: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of ideas.

RI.7.5: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of ideas.

RI.8.5:Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

W.6/7/8.1: Write arguments to support claims with clear reasons and relevant evidence.

Paragraphs in Opinions

For the Student

Learning Intention: To understand how to write a paragraph that presents an opinion that is supported by reasons and examples.

Paragraphs: A text is organized into paragraphs. The length of a paragraph ranges from one sentence to many sentences (e.g. 5-10). Read the following paragraph from Teaching is the Best Job in the World.

Teaching is a great job because teachers see their students learn and grow. For example, in all subjects, science, math, English, music or history, teachers help students gain new knowledge and skills in writing, speaking, thinking, reasoning, researching, collaborating, performing and many more. Consequently, teachers see their students grow in confidence, developing their talents as well as their skills and understanding. In fact, teachers see students’ growth and development every day.

With a partner, discuss the following questions:

What is the writer’s opinion?

What is the main reason to support the writer’s opinion?

What are some examples that the writer provides?

  • The first sentence tells the reader what the paragraph is mainly about. It also includes the main reason to support the author’s opinion. This sentence is called the topic or point sentence.
  • The next sentences provide examples or evidence to support the topic sentence. Reasons may followed by other evidence such as facts, statistics and quotations. Graphics (charts, tables) and multimedia also provide evidence.
  • Words such as because, as, and since can be used to combine opinions with reasons in a sentence. Phases such as for example, for instance, in order to, in addition, consequently and specifically also link opinions and reasons.

Comment: Post another opinion about any topic. Include a reason to support the opinion. Comment on at least one other student’s comment.

For the Teacher

In this activity students analyze a paragraph in an opinion text. This paragraph can also serve as a model when writing their own opinion texts. Using a single paragraph is useful to focus students’ attention on the links among opinions, reasoning and evidence. The text may be substituted by another opinion text.

The initial activity is to discuss what the text is about. This is important to engage students before the close analysis of the structure of the paragraph. If necessary, students may practice the skill by analyzing other paragraphs.

The conjunctions that create the relationship between opinion and reasons are identified in this activity.

This Overt Instruction Update occurs in:

  • An Opinion about the Best Job in the World

CCSS Focus

W.4/5.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

W.4.1a: Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

W.5.1a: Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are logically grouped to support the writer’s purpose.

W.4.1b: Provide reasons that are supported by facts and details.

W.5.1b: Provide logically ordered reasons that are supported by facts and details.

W.4.1c: Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

W.5.1c: Link opinion and reasons using words and phrases (e.g., consequently, specifically).

Persuasive Techniques

For the Student

Learning Intention: To explore the use of persuasive techniques in an online opinion piece.

Rhetoric is a term first used by Aristotle, and is the art of communicating effectively, particularly the use of persuasive techniques in writing. This includes persuasive techniques in exposition, description, narration, and argumentation.

While it is necessary to identify persuasive techniques, it is most important to explain the effects of these techniques. Persuasive techniques are also called rhetorical devices. Understanding the effects of authors' choices enables you to make specific choices when you write your own texts.

View the following online opinion piece, Why Thinking You're Ugly is Bad for You, TED Talk by Meaghan Ramsey, September, 2014, and find examples of each of the persuasive techniques. Persuasive techniques will be identified in the talk as well as the written transcript of the talk.

Check the Definitions of Rhetorical Terms and Words for Tone or Tone/Attitude Words as you complete the table. Tone is the author's attitude to the topic. Many persuasive techniques create the tone; for example, providing credible evidence creates an objective tone, while making fun of something with humor can create a humorous or even a mocking tone. Using academic and technical vocabulary can create a more erudite (learned, polished, scholarly) tone.

Persuasive Techniques

Persuasive Technique Why Thinking You're Ugly is Bad for You TED Talk Effect/s
Evidence: Facts and Details Supports the claims/conclusions of the author
Evidence: Examples Supports the claims/conclusions of the author
Evidence: Statistics Supports the claims/conclusions of the author
Question and Answer Structure Helps the reader to follow and comprehend the ideas presented in the text
Tone (Direct - Let's, you; Passionate; Critical) Directly involves the audience and tries to move them to action
Repetition Emphasizes a point
Appeal to Logic and Reason (Logos) Makes the author's arguments sound logical and reasonable, and hence more believable
Appeal to Emotions (Pathos) Engages the reader by appealing to their emotions and values, and makes the author's arguments more persuasive
Appeal to Credibility and Trust (Ethos) Makes the author sound credible and reliable, and hence more believable
Visuals Engages the auidence and emphasizs a point
Gestures, Eye Contact and Voice Intonation Engages the auidence and emphasizs a point
Other

Complete the chart by adding quotes from the text that are examples of the persuasive technique. Post your completed chart to Submissions in Community.

Attachment 1: Persuasive Techniques Chart

Comment: Do you think Meaghan Ramsay's talk was effective. Describe 1 or 2 persuasive techniques that you think have been used effectively. Explain how the technique has been used and its effect. Comment on the examples provided by other participants, identifying other effects if possible, and asking questions to extend the discussion.

For the Teacher

In this Update, participants build on their knowledge of persuasive techniques through analysis of Why Thinking You are Ugly is Bad for You, TED Talk by Meaghan Ramsey, September, 2014. This text may be used as a model for students to refer to as they write their own critical analyses.

The emphasis on the effects of persuasive techniques is to increase participants' understanding of how such techniques are used in a text, but also to enable them to make deliberate choices to use them in texts that they create in a writing project.

What do Students Need to Know about Rhetoric? is a useful resource for instructors.

CCSS Focus

RI: 9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.9-10.10: By the end of grade 9, read and comprehend literacy nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high-end of the range for grade 9, and independently and proficiently for grade 10.

SL 9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

SL 9-10.1d: Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

Point of View

For the Student

Learning Intention: To understand how to write from different points of view.

Personal Pronouns are used in the first person, second person, and third person. Each ‘person’ has a different ‘point of view’ or perspective. Personal pronouns act as the subject of the verb and change when they become the object of the verb. Note that ‘you’ does not change.

Singular(one) Singular(one) Plural(more than one) Plural(more than one)
Subject Object Subject Object
1st person (speaking) I me we us
2nd Person (spoken to) you you you you
3rd Person (spoken of) he/she/it him/her/it they them

First person is used to indicate personal experience, evaluation, and/or opinion. It is used to present the point of view of the author and can create a personal connection between the writer (I) and the reader (you). It is used in personal writing, blogs, narratives, memoirs and opinion pieces.

Second person is used to address or instruct the reader. In second person, the writer includes the reader (you) in the text. Second person is often used in e-mail messages, presentations, technical and procedural (how to) writing.Example of First Person: Baseball is a bat-and-ball sport that I like to play. I play it in a team of nine players. We are not professional players but our supporters love us.

Example of Second Person: Baseball is a bat-and-ball sport. You play it between two teams of nine players. If you score the highest number of runs, you win.

Third person is used to generalize the experience or situation and is more formal than 1st or 2nd person. The reader is not involved in the text. It is used for academic, formal writing and in fiction.

Example of Third Person: Baseball is a bat-and-ball sport. It is played between two teams of nine players. Baseball players become famous when they score high numbers of runs and large amounts of money are paid to them.

Comment: Post your comment about which example of 1st, 2nd or 3rd person, is most appropriate for writing argument or opinion texts). What effect does this achieve? What would happen if you mixed 1st, 2nd and 3rd person in a piece of writing?

For the Teacher

This Writer’s Tool is mainly informational, defining First, Second and Third Person, providing examples, and how they can be used to present a point of view or perspective. The focus is on learning about the choices a writer can make for a particular purpose or effect. Grammar, taught in context, becomes a resource to create particular effects such as adding formality and authority to students’ writing. The Comment is included to prompt students to reflect on the information when writing a particular text type.

This Overt Instruction Update occurs in:

  • Me the Expert: An Informative/Explanatory Text about Something I Know Well

CCSS Focus

W.6.2.e: Establish and maintain a formal style

L.6.1a: Ensure that pronouns are in the proper case (subjective, objective).

Sequence and Structure of a Critical Analysis

For the Student

Learning Intention: To understand how to sequence ideas in a critical analysis and analyze the persuasive techniques.

A critical analysis examines an article or other work to determine how effective the piece makes an argument or point. Writing a critical analysis develops your ability to reason and think objectively and analytically. This Update provides you with a model or mentor text which you can refer to as you write your own critical analysis of an opinion piece iin Update 6.

Refer to Why Thinking You're Ugly is Bad for You, TED Talk by Meaghan Ramsey, September, 2014 again. Read through a critical analysis of her article.The left hand column explains the structure of this critical analysis. Also note the italicised transition words which are used to sequence ideas, link ideas in sentences and paragraphs, and make the text more cohesive. They also help the reader to progress through a text and comprehend it.

Sequence Critical Analysis of Why Thinking You’re Ugly is Bad for You Detail
Paragraph 1: Introduces Title, author, publication information, topic, context, purpose, audience and short statement of main ideas In her TED Talk, Why Thinking You’re Ugly is Bad for You (TED, September, 2014), Meaghan Ramsay, of the Dove Self-Esteem Project, analyzes the impacts of an image-obsessed culture. In the context of a preoccupation with body image in many cultures, Ramsay’s purpose is to inform her TED audience about the effects of this, and to persuade them that there are actions that individuals, communities, businesses and governments can take, to address this issue.
  • Who
  • What
  • When
  • Context
  • Purpose: Persuade/ Inform/ Entertain
  • Audience
Paragraphs 2 & 3: Explain the writer's arguments, reasoning and evidence in more detail Ramsay provides a range of evidence to support her claim that the self-esteem and confidence of young people are being undermined by society’s obsession with body image. Firstly, she presents facts, including statistical facts, appealing to our reason and logic. These include facts to describe how teenagers are under pressure to be continuously on line and available, and about the impact of low body confidence on academic performance, health, and the economy. The statistical facts include the number of people googling “Am I ugly?” every month, the percentage of teenagers withdrawing from classroom debate, and school attendance. To illustrate how low body confidence impacts on health, the author adds more details about physical activity, food, eating disorders, drug and alcohol use, depression, dieting, cosmetic surgery, earlier sex, and self harm. She also uses specific examples of young people to support her points.Further, she uses a question-answer technique, asking a question such as “But what’s the problem with all of this?” Then she goes on to identify the problems, and supports the audience to follow and understand the information she is presenting. In this way, she informs her audience, but also persuades them, providing powerful reasons for why the issue of body image must be addressed, as well as possible ways of addressing the issue
  • Evidence - facts, details, examples
  • Reasoning
  • Rhetorical Appeal - Logos (logic, reason and proof)
  • Logical Structure - Question - Answer
Paragraphs 4 & 5: Analyze the use of persuasive techniques Ramsay uses other persuasive techniques in her talk. To begin with, Ramsay takes a personal approach, discussing her one year old niece, and then moving onto other examples, including personal anecdotes – “And as one mom told me…..”In addition, this appeal to our emotions is developed further in the talk through the use of first person in referring to “our kids”, and in Ramsay’s call to action in “Let’s (let us) show our kids the truth. Let’s show them….”.Finally, Ramsay’s tone is passionate and direct. This is conveyed through phrases such as “We can do this” and repetition of “so” in “…. so connected, so continuously, so instantaneously, so young”, and “your” in “Is it your wife? Your sister? Your daughter? Your niece? Your friend?” These also serve to emphasize the points she is making, and spur her audience to action. Persuasive Techniques:
  • Evidence (personal examples)
  • Rhetorical Appeal - Pathos (emotional appeal)
  • Tone: Passionate and direct
Paragraph 4: Concludes with overall opinion of the text, its effectiveness and significance Overall, Ramsay uses a combination of appeals to the audience’s logic and emotions to inform, and persuade her audience that there is a need to decrease the obsession with body image in western culture. While her audience may been persuaded by her talk, the real challenge is in whether they were moved to take action to address the issue.
  • Summary
  • Effectiveness of opinion piece

You can also refer to a word version of this critical analysis.

Attachment 3: Mentor Text - Critical Analysis of Why Thinking You're Ugly is Bad for You

In Using Rhetorical Straegies for Persuasion (The Purdue Owl Online Writing Lab), you can learn more about the rhetorical appeals/persuasive techniques of Logos (logic, reason and proof), Ethos (credibility and trust) and Pathos (emotions). Also guides to writing critical analyses include:

Comment: What would be one important piece of advice would you give to other participants about how to write an effective critical analysis? Comment on the comments of other participants by building on their suggestions or asking questions.

For the Teacher

This Update provides a mentor text of a critical analysis.

CCSS Focus

RI.9-10.5: Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

RI.9-10.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.9-10.1a: Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

W.9-10.1b: 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.

W.9-10.1c: 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.

W.9-10.1e: Provide a concluding statement or section that follows from and supports the argument presented.

SL.9-10.1d: Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

L.9-10.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Structure of Arguments 1

For the Student

Learning Intention: To identify the structure of an argument and the function of each part.

An argument is a text that presents a point of view. It tries to persuade or convince others who may not yet have an opinion on a particular topic, or people who have an opposing point of view. Arguments are an important part of political debates, controversies about social issues, and scientific discussions - to name just a few of the places where arguments play an important role.

Look at the argument on Why Circuses Should Be Banned or find a blog, for example: Homework Debate: Pros, Cons, ..... and I Still Don't Like It that presents an argument, and complete the Structure of Arguments Chart, identifying the parts of an argument using the definitions. You may find more than one example.

Why Circuses Should Be Banned
Feature Examples Definition
Thesis
A short overarching statement that introduces the argument or main claim, stating the thing you want to convince your reader
Claim
Statements that say that something is true; claims support the thesis.The paragraphs that follow should focus on these claims – perhaps one paragraph per claim
Counter-claim
An opposing statement or argument
Preview
An outline of the main claims that will be covered in the work, without giving all the details
Paragraph Point Sentence
First sentence of each paragraph, stating the claim; it is followed by supporting evidence
Evidence: Facts and Concrete Details
Information that is claimed to be true or something that is real or actually happened
Evidence: Statistics
Number facts that help to describe more than one thing
Evidence: Quotation
Words that someone has said or written, taken from a book, speech, interview, poem, play, the internet, etc
Evidence: Example
One of a number of things, or a part of something, that helps to illustrate an idea or concept
Opinion
A person’s perspective
Conclusion
Summarizes the claims and counter-claims
Concluding Statement
Comments about the importance of the topic, or poses a question, looks to the future, or includes a call to action or a personal or widely-held opinion about the topic
Structure of Arguments Chart

Comment: Now you have read information about a topic and understand the structure of argument texts, what is one claim and one counter-claim that you will include in your argument about the topic you are researching. Comment on at least one other student's comment.

For the Teacher

This activity supports students to explore an argument in a text in order to learn more about the structure of an argument. This text serves as a model of an argument for students to refer to when they write their own arguments. Anther text may be substituted for the online blog or for Why Circuses Should Be Banned.

The structure of an argument helps to achieve its purpose by:

  • Clearly stating an idea/argument through the thesis, and claims and counter-claims
  • Including evidence, examples and elaboration
  • Ensuring the writer does not go off on tangents which are not relevant to the main argument.

Students may refer to their completed charts when they write their own texts. However, for accountability, students may also be required to submit them to the teacher through Submissions in Community.

The Comment links this activity to the topic the students are researching in their current writing project.

This Overt Instruction Update occurs in:

  • Debating Zoos and Circuses: An Argument about How Humans Should Live with Animals

CCSS Focus

W.6/7/8.1: Write arguments to support claims with clear reasons and relevant evidence.

W.6.1a: Introduce claim (s) and organize the reasons and evidence clearly.

W.7.1a: Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

W.8.1a: Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

W.6.1b: Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

W.7/8.1b: Support claims with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

W.6/7.1e: Provide a concluding statement or section that follows from the argument presented.

W.8.1e: Provide a concluding statement or section that follows from and supports the argument presented.

Structure of Arguments 2

For the Student

Learning Intention: To identify the text structure of a persuasive/argumentative text.

A newspaper article may be an example of a persuasive/argumentative text. The primary purpose of a persuasive/argumentative text is to put forward a point of view and persuade the reader, viewer or listener to agree with this point of view.

Text structure refers to the ordering of ideas in a text. A persuasive/argumentative text generally follows the structure of:

  • an introduction that includes a thesis statement, which sums up the author's central idea, and outlines the organization of the text
  • a series of claims supporting the thesis, and counterclaims opposing the thesis, supplying reasoning and evidence for both; evidence includes facts, details, examples, diagrams, images, weblinks and video/audioclips
  • a conclusion that follows from and supports the arguments presented, articulating the implications and/or the significance of the topic.

Annotate the persuasive/argumentative text 'Vampire Overkill?' by identifying the introduction, thesis statement, the claims and counterclaims, reasoning and evidence, and the conclusion. Include the annotations in the margins of attachment 9.

Attachment 9: Vampire Overkill

Comment: What are the advantages and disadvantages of following a conventional text structure? Respond thoughtfully to other students' viewpoints, summarizing points of agreement and disagreement, and, when warranted, qualify or justify your own views and understanding, and make new connections in light of the evidence and reasoning presented.

For the Teacher

The purpose of this activity is to explore a model of a persuasive/argumentative text to identify its structure. The comment develops metacognition by probing the importance of following a conventional text structure. This will also support students when they write their own persuasive/argumentative texts. Encourage face-to-face and online discussion and collaboration through the comments in Community.

CCSS Focus

RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.9-10.5: Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

RI.9-10.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.9-10.1a: Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

W.9-10.1b: 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.

W.9-10.1c: 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.

W.9-10.1e: Provide a concluding statement or section that follows from and supports the argument presented.

SL.9-10.1d: Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

Transition Words

For the Student

Learning Intention: To understand how to use transition words to make your writing more cohesive.

Firstly, read a model text, e.g. Why circuses should be banned.

With a partner, identify all the transition words you can find.

Why Circuses Should be Banned

Transition words are words that help you to make your writing more cohesive. Transition words are also called signal words as they provide a signal to the reader about how the text is developing and they link ideas within a paragraph. They also help you to make a transition from one paragraph to another and show a logical progression in the thesis or argument you are presenting.

Transition Words and their Different Purposes:

Sequencing ideas or showing time Adding information Clarifying ideas Showing cause and effect Showing condition/ alternatives
Firstly, First/First of all, To start with, To begin with, Second, Third, Then/Next, In short, All in all, Briefly, To sum up/ summarize, Finally, To conclude, In conclusion, Consequently, Afterwards, At the same time, In the end, Meanwhile, Later/Earlier, Until then In addition, Apart from that, Again, Too/Also, Furthermore, On top of that, And besides, Above all, Along with, What’s more, As well as, Likewise, Another, Moreover, Similarly, The most important, For example, For instance, Equally, In the same way In other words, I mean, To put it another way, For example, For instance, To be more precise, Or, rather, In particular, In fact, As a matter of fact, That is, Namely, To illustrate Therefore, Then, Consequently, As a consequence, As a result, For that reason, Accordingly, Because of this, In that case In that case, Otherwise, If not, However, Nevertheless, On the contrary, Despite this, Besides, On the other hand, Anyhow, Anyway, Instead, Still, Even so, All the same, In any case, At least, Though, Despite this, Unlike, In contrast

Transition words are different to conjunctions which join clauses in compound and complex sentences.

Comment: Now look at Why Circuses should be Banned again. Post a comment in which you replace some of the transition words with others from the above table or write a new sentence with other transition words. Also comment on why transition words are important, contributing ideas to the class discussion and linking to the comments of other students.

For the Teacher

In this activity students learn about how transition words (also called signal words) can support them to write cohesively.

While one text has been provided, another text that is an appropriate model/mentor text ay be substituted.

This Overt Instruction Update occurs in:

  • Debating Zoos and Circuses: An Argument about How Humans Should Live with Animals

CCSS Focus

W.6/7/8.1c: Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims (grade 8), reasons, and evidence (grades 7 & 8).

W.6/7.2: Use appropriate and varied (grade 8) transitions to create cohesion and clarify the relationships among ideas and concepts.

Vocabulary and Spelling

For the Student

Learning Intention: To develop your vocabulary and use spelling strategies.

Scan the text you have been allocated to read. Scanning involves moving your eyes quickly down a page searching for key words, facts or phrases. In this activity you are scanning for words that you find interesting, you don’t know the meaning of and/or would find difficult to spell. Add these words to an ‘Interesting Words’ file. Add more words as you complete this module, identifying strategies to help you work out the meaning and/or spelling of words. Remember to use some of these words in your writing.

Word My Explanation from Context Meaning from another source Spelling strategy Effect of Word Choice
metamorphosis p.77 Morph is to change so something to do with change A marked change in appearance, character, condition, or function Chunk: Meta (prefix) + morph + osis (suffix meaning action) Scientific word – shows technical knowledge
Graphic p.102 Like a graphic or a drawing Giving a clear and effective picture; vivid: Generalization: Words from ancient Greek use ‘ph’ to spell the ‘f’ sound – photo, sphere graph, phone etc Much stronger then ‘clear’

Comment: Share a definition and a spelling strategy for a word from your ‘Interesting Words’ file. Look at the words that other students have commented on. Comment on any that you found interesting or had alternative definitions from either context or another source. Sometimes you can have more than one spelling strategy for a word. Add an alternative spelling strategy for some of the words posted by other students.

For the Teacher

This activity supports students to explore vocabulary and spelling in context, and practice their scanning reading strategy.

Ask students to set up an ‘Interesting Words’ file. This can be a digital file or a vocabulary/spelling journal that is a record of frequently used words, personally significant words, topic or domain specific words. To use this file effectively, students need modelling and overt instruction through ‘think alouds’ in which the teacher pretends to be a student as he she/he tries to work out the meaning of a word from context, looks up sources to define words, and uses spelling strategies. This overt instruction can be with a whole class or small groups, and should be limited to five to 10 minute sessions. Students may work collaboratively with their peers to discuss definitions and spelling strategies, and do partner testing of spelling words. This will enable the teacher to offer further individualized support and focused mini lessons for students who require it.

Model how to use contextual clues such as looking at words, phrases and sentences that immediately follow the word, which might provide a definition through a restatement, example, contrast, comparison, cause/effect relationship or condition. A word's position or function in a sentence can be a clue. Transition words such as similarly, on the other hand, and if can also be clues.

Model and display spelling strategies such as using spelling patterns, generalizations, sounding out, chunking, visual memory, and analogy. Use ‘think alouds’ to identify and highlight the difficult part or special feature that will help students to remember how to spell a particular word. Teach students to use a Look, Say, Cover, Visualize, Write, Check strategy in partner testing of spelling words.

Use word study to explore word origins and discover generalizations about English spelling. Word study also increases specific knowledge of words – the spelling and meaning of individual words. Focus on word origins, base words, prefixes, suffixes, morphemes and uncommon plurals.

This Overt Instruction Update occurs in:

  • A Journey: A Narrative about Real or Imagined Experiences of Events

CCSS Focus

L.6/7/8.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4/5/6/7/8 reading and content, choosing flexibly from a range of strategies.

L.4.4a: Use context (e.g., definitions, examples or restatements in text) as a clue to the meaning of a word or phrase.

L.5.4a: Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

L.6/7/8.4a: Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

L.4/5/6/7/8.4b: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g.,telegraph, photograph, autograph (grade 4); photograph, photosynthesis (grade 5); audience, auditory, audible (grade 6); belligerent, bellicose, rebel (grade 7); and precede, recede, secede (grade 8)).

L.4/5.4c: Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of keys words and phrases.

L.6.4c: Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

L.7/8.4c: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

L.6/7/8.4d: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

L.4.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

L.5.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

L.6/7/8.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

RL.4.4: Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

RL.5.4: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

RL.6/7/8.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative and technical meanings (grades 6-8); analyze the impact of a specific word choice on meaning and tone (grades 7 & 8), including analogies or allusions to other texts (grade 8).

What the Author is Saying and Doing

For the Student

Learning Intention: To summarize the main ideas in a text and identify what the author is doing.

Using Why Thinking You're Ugly is Bad for You, TED Talk by Meaghan Ramsey, September, 2014, follow the steps in the table below. No 1 is in the center column. Work with a partner to discuss where you would chunk the texts to identify the "power verbs".

Tips for Summarizing and Identifying What the Author is Saying and Doing

What is the Author Saying? The Text What is the Author Doing?
2. Chunk the text by drawing a horizontal line between each paragraph, or group 2 or 3 short paragraphs into one chunk. Then identify the key idea/s for each chunk, and summarize it in 10 words or less. 1. In the centre of the page is the text. Scan or look over the text first, looking for information that can be deduced from the title, headings, introduction, topic sentences and conclusion. Then underline or circle key words and claims. 3. In the right margin, list "reporting" words or "power verbs". These are words that describe what the author is doing: Identifying, Introducing, Describing, Detailing, Summarizing, Arguing, Illustrating, Comparing, Contrasting, Analyzing, Concluding etc.

Comment: Share some of your ideas about what Meaghan Ramsay is saying and doing. Comment on the comments of other students, explaining why you agree or disagree with them, and asking questions or further clarification.

For the Teacher

In this activity, students create a table with three columns and cut and paste the text of the TED talk into the center column. Chunking the text can be difficult so encourage students to work with other to complete this. Encourage them to find synonmyms for the power verbs if necessary too.

RI: 9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.9-10.10: By the end of grade 9, read and comprehend literacy nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high-end of the range for grade 9, and independently and proficiently for grade 10.

SL 9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

SL 9-10.1d: Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.