Читать книгу Academic Moves for College and Career Readiness, Grades 6-12 - Jim Burke - Страница 26

As you introduce students to the concept of argument, it’s important to discuss the related but not synonymous term persuade. Keep in mind that an argument is always an attempt to persuade, but a piece of persuasive writing may not be an academic argument; it may simply be an opinion and an attempt to win.

We include both of these terms in this section, but students need to learn to recognize them in assignments and prompts and answer accordingly.

Before you teach students to analyze a text, issue, situation, or work, try these four things:

 Model: Gather several articles from a local newspaper, including those from the front page and the editorial section. Ask students to discuss which present an argument and which merely report information. Then, for any articles that argue, analyze the components of that argument. To whom do they appeal and how?

 Define Expectations: You may wish to develop a rubric and discuss it with students before they write or speak. Are you requiring a claim and counterclaim? How much and what kinds of evidence must be used?

 Build Content Knowledge: As you will with other terms in this book, discuss the nature and conventions of evidence in your subject area. What type of details might a student use to support an argument in a history class, a science discussion, or a literary analysis?

 Practice Mental Moves: As students prepare to construct academic arguments, have them research ideas and then discuss those ideas in small groups or pairs by answering the questions listed in the Mental Moves feature in the sidebar. Post these questions on the wall and keep circling back to them so that students internalize them and can transfer them to new learning situations.