Academic Argument in the CCSS · Academic Argument in the CCSS 1 With a partner, brieﬂy review...

CM Academic Writing Support – Day 5 March 2015

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Academic Argument in the CCSS

1

With a partner, briefly review the meaning of the following words and phrases by explaining how ideas are related to each other.

mortarbrick

backward designgradu

al rele

ase of re

sponsi

bility

functional language

rigor

explicit lan

guage instru

ction

PBA

CCSS

argument

Why argue?


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Argument is not wrangling, but a “serious and focused conversation among people who are intensely interested in getting to the bottom of things cooperatively.” - CCSS, Appendix A

Since controversy, after all, is central to the intellectual and social life of democracy, students need to be trained in the ways ofargumentation if they are to be fully participating citizens. - Gerald Graff

The value of��Academic Argument

What are the hallmarks of academic argument?

Ask yourself: How do I know when I am observing the teaching and learning of academic argument?

Then, share your thoughts with a tablemate.

CCSS Appendix A��The Special Place of Argument

The Standards place special emphasis on writing logical arguments as a particularly important form of college- and career-ready writing.

Tab 6.43, pink pages


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How the CCSS define the difference between��Persuasion and Argument

Argument builds on:   logic   claims   proof

to advance understanding.

Persuasion appeals to:   credibility   character   emotion

as a means to convince.

Many people volunteer their time to help others, either through non-profit organizations, churches or other charitable venues. Write an essay convincing readers to find a charity and volunteer their time.

Sample Prompt��A Persuasive Essay or an Argument?

Share your thoughts with a tablemate.

The relationship between��Critical Thinking and Argument

How are critical thinking skills related to the crafting of an argument?

Share your thoughts with a tablemate.


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Argument as Critical Thinking  Critical thinking is…

•  the ability to reason, questioning whether or not the information presented is the whole picture…

•  and the willingness to discover it’s not.   In writing, critical thinking…

•  takes the form of a structured, reasoned argument, in which ideas are developed and organized to convincingly present a point of view.

Arguespeak is not just the language of academia and academic research, but of opinion journalism, of op ed pages and the TV talking heads on CNN, MSNBC, and Fox News, of the policy analysts and opinion shapers, of the advertising and corporate elite. It is essentially the Power Discourse of our culture that educational writers like Lisa Delpit and others have argued, rightly in my view, our students badly need to learn, and the more “at risk” or “disadvantaged” the students are the more they need to learn it.

- Gerald Graff

��

Parlez-vous Arguespeak?

How can we make this rubric moreexplicit for language expectations?

Smarter Balanced Argumentative Writing Rubric (Grades 6–11)

Smarter Balanced Argumentative Writing Rubric (Grades 6–11) 1

Sample Generic 4-point Argumentative Writing Rubric (Grades 6-11)

Statement of Purpose/Focus and Organization Development: Language and Elaboration of Evidence Score

Statement of Purpose/Focus Organization Elaboration of Evidence Language and Vocabulary

Conventions

4

The response is fully sustained and consistently and purposefully focused: x claim is clearly stated,

focused and strongly maintained

x alternate or opposing claims are clearly addressed*

x claim is introduced and communicated clearly within the context

The response has a clear and effective organizational structure creating unity and completeness: x effective, consistent

use of a variety of transitional strategies

x logical progression of ideas from beginning to end

x effective introduction and conclusion for audience and purpose

x strong connections among ideas, with some syntactic variety

The response provides thorough and convincing support/evidence for the writer’s claim that includes the effective use of sources, facts, and details. The response achieves substantial depth that is specific and relevant: x use of evidence from

sources is smoothly integrated, comprehensive, relevant, and concrete

x effective use of a variety of elaborative techniques

The response clearly and effectively expresses ideas, using precise language: x use of academic and

domain-specific vocabulary is clearly appropriate for the audience and purpose

The response demonstrates a strong command of conventions: x few, if any, errors are

present in usage and sentence formation

x effective and consistent use of punctuation, capitalization, and spelling

Tab 6.45


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How can we make this rubric more explicit for language expectations?

Smarter Balanced Argumentative Writing Rubric (Grades 6–11)

Smarter Balanced Argumentative Writing Rubric (Grades 6–11) 1

�

Sample Generic 4-point Argumentative Writing Rubric (Grades 6-11)

Statement of Purpose/Focus and Organization Development: Language and Elaboration of Evidence Score

Statement of Purpose/Focus Organization Elaboration of Evidence Language and Vocabulary

Conventions

4

The response is fully sustained and consistently and purposefully focused: x claim is clearly stated,

focused and strongly maintained

x alternate or opposing claims are clearly addressed*

x claim is introduced and communicated clearly within the context

The response has a clear and effective organizational structure creating unity and completeness: x effective, consistent

use of a variety of transitional strategies

x logical progression of ideas from beginning to end

x effective introduction and conclusion for audience and purpose

x strong connections among ideas, with some syntactic variety

The response provides thorough and convincing support/evidence for the writer’s claim that includes the effective use of sources, facts, and details. The response achieves substantial depth that is specific and relevant: x use of evidence from

sources is smoothly integrated, comprehensive, relevant, and concrete

x effective use of a variety of elaborative techniques

The response clearly and effectively expresses ideas, using precise language: x use of academic and

domain-specific vocabulary is clearly appropriate for the audience and purpose

The response demonstrates a strong command of conventions: x few, if any, errors are

present in usage and sentence formation

x effective and consistent use of punctuation, capitalization, and spelling

�

�

Base

The claim is presented objectively, not as personal opinion. Possible phrases could include: assert the position, propose that, hold the view.

The logical progression of thinking is expressed using words and phrases, such as: initially, furthermore, in addition, subsequently.

1.

2.

3.

4.

A template for the��Humanities

Pursuing the American Dream – Argument Drafting Template

Develop an introduction – define the American Dream The American Dream

was once

began as

started with

With time, / Eventually, the dream

evolved

changed

grew into

For some, it meant

promised

offered For others, it

According to ________________, " the American Dream ____________________________________________________."

Present your position – state your thesis

I believe /think that _____________________________________________________________________.

In my opinion, _________________________________________________________________________.

Build your position – develop your ideas

_______________

sought

believed

hoped

________ held the view that _____________ was

essential

necessary

criticial

to achieve / attain

Despite / although _____, I am convinced / confident

am not convinced / doubt

A template for the��Sciences

Hanson & Levy, 2014

Lab Report Template Crafting an Argument through Experimental Design

I. Introduction The introduction is also often referred to as the ‘purpose’ or plan section. It should include the following: Purpose or objective of the experiment

expressed clearly in one or two sentences, including the method used to accomplish the purpose.

Background and theory pertaining to the experiment. This can include:

o Information from previous research

o Explanations of theories o Methods or equations

A hypothesis what is expected to happen based on background information.

Safety Information if applicable (MSDS sheets).

Possible Sentence Starters The purpose of the experiment was to_____________ by _____________________________.

To gain a greater perspective on _________________________, ______________________ was ____________________________.

________________ is related to __________________________.

________’s (year) work in this area demonstrates _______.

_______’s work has___________.

This experiment builds upon __________________________.

Work in this area includes _______.

Other scientists have ___________.

The question under consideration is ___________.

I intend to show________________.

This experiment determines ______.

Safety considerations for __________________________ include __________________________

II. Materials and Procedure A simple listing of the equipment used in the form of a bulleted list and the process of the experiment exactly as it was done in the laboratory. Bulleted list of materials, complete and accurate (include units) Step-by-step numbered list, include enough information so that others who read the report would be able to duplicate the

experiment at a later date.

III. Results This section contains all the results of the experiment, including: Raw data (weights, temperature, etc.) organized into labeled and titled graphs, figures or tables.

Calculations one sample of each calculation is needed then mention if it was repeated.

Important outcomes including both those expected and unexpected.

The process revealed / showed____________________________.

As expected / Surprisingly, we observed__________________________

The process led to / resulted in________________________.

Most of us learned to imitate Arguespeak by osmosis through our reading, but many students don’t read in that imitative way, in which one identifies with the voice of persuasive authorities…For such students, not to provide explicit help in using Arguespeak amounts to concealing secrets… and punishing them when they fail.

Gerald Graff, Why Johnny Can’t Argue


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Academic Writing Support

16

Refining Our Practice Implementing the teaching skills of Secondary CM

REV March 2013

Creating Effective Systems for English Learners

1. Backward Design Goal: Design instruct ion that addresses the cognit ive and l inguist ic demands required to meet stated student learn ing goal .

Competencies Develop student learning goal, with both

content and language objectives Determine cognitive and linguistic

demands of student outcome Identify required “brick and mortar” Divide learning sequence into discrete,

measurable tasks or skills; checks for understanding

Resources Tab 1, CM analysis tools Tab 2, CM lesson planner and Chunking Protocol Tab 5, Sample lessons

2. Language as Part of Content Teaching

Goal: Create opportunit ies to learn both content “br ick” and funct ional “mortar” throughout instruct ion.

Competencies Offer language frames at multiple

proficiency levels Ensure frames support flexible use of

language Model frames throughout learning

sequence Provide corrective feedback

Resources Tab 1, Thumbnail sketch Tab 2, Function tools Tab 5, Sample lessons Ways We Express Our Thinking hand-out

4. Interactive Reading and Note-making

Goal: Use comprehension strateg ies and note-tak ing tools to fac i l i tate the navigat ion of complex text and increase student independence.

Competencies Determine and draw attention to critically

important elements or sections of text Develop and support note-taking to

improve analytical reading Model “thinking aloud” to reinforce

metacognitive skills Pair note-taking with oral language practice

Resources Tab 3, Dialectical journal Tab 5, Content-specific note-taking tools Tab 5, Think Aloud protocol CM Instructional Units

3. Oral Language Practice Goal: Structure peer interact ion for students to use – in speech - the target language of the learn ing goal .

Competencies Group students purposefully Align oral language practice to student

outcome Model and practice routines Monitor student engagement and

production of target language Hold students accountable

Resources Tab 3, Oral language routines Tab 3, Grouping rating scale Tab 5, Sample lessons Discussion Cards CM Instructional Units

5. Academic Writing Support

Goal: Provide tools and fac i l i tate processes that support students in producing complex academic writ ing .

Competencies Use tools that address genre-specific

structure and language Deconstruct models and samples for

target language and thinking Provide rubrics to clarify expectations Prepare students to use language

independently

Resources Tab 2, CM summary template Tab 3, Genre drafting templates Tab 5, Content-specific writing tools CM Student Flipbook CM Instructional Units

6. Continuous Improvement Goal: Engage in indiv idual and group ref lect ion regarding ways to improve student achievement and ref ine expl ic i t language instruct ion.

Competencies Maintain lesson plans and document

instructional practice Collect and reflect on student

achievement data Participate in and contribute to

conversations about student outcomes Share artifacts, work samples, and

successful classroom strategies

Resources Tab 2, CM lesson planner E.L. Achieve Implementation Guide CM Planning Process hand-out Refining our Practice rubrics

17

Explicit Language Instruction��Informal and Formal Writing

Informal Writing  Writing to learn   Everyday writing   Less structured   Deepens content understanding

Formal Writing   Learning to Write   Final product   Structure matters   Correct counts   Demonstrates content understanding

© E.L. Achieve/2013

A Function Approach to Formal Writing

Writing well is not an option; it is a necessity.

page 3.14

18


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What is a Genre?

 Genres are goal-oriented; they are meant to serve a purpose.  Genres have an expected overall structure; they rely on well-established patterns.   In ELA, the common genres are narrative, argument/persuasive, expository, and response to literature.   In science, a lab report is an example of a genre.

page 3.14

© E.L. Achieve/2013 19

. The relationship between ��Functions and Formal Writing

 To successfully write a formal paper in a common academic genre or format, a skilled writer must have command of the dominant functions to: o organize and structure his/her thinking o use language specific to the writing task

page 3.18


Academic “moves”

What makes writers masters of their trade is not only their ability to express interesting thoughts, but their mastery of an inventory of basic moves…less experienced writers are often unfamiliar with these basic moves.

- Graff & Berkenstein, They Say, I Say



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Support for ��Making Skillful Choices

Sentence frames and starters make explicit the “moves” of genre-driven language.

page 3.22

22

23

The thinking behind the��

Templates & Writing Tools

 Identifies the key components of the genre  Lists possible techniques or “moves” the writer uses  Offers language to use when making a particular “move”

page 3.19


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S.O.A.P.S��Subject, Occasion, Audience, Purpose, Speaker

S.O.A.P.S offers students a framework for organizing their thinking in preparation for writing. Frequently used in A.P. courses, the S.O.A.P.S strategy makes explicit the complex elements of literary analysis and response.

English 5.11

an example from Day 4


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Demystifying the process…��How to build your own drafting templates

To begin, complete your task analysis including the sample student response.

Problem Analys is for Language Instruct ion Grade 6 Performance Task: Field Trip Question #4

Constructing Meaning for Mathematics

Assessing Performance - sample student response

What will students need to say, write or do to explain their thinking?

Dear Mr. Townsend,

Thank you for offering to take our class on a field trip and for asking for our input on where we should visit. After analyzing the students’ preferences, the costs, and distances, I recommend that the class visit the science museum. While it’s true that a lot of students wanted to go to the zoo (12), it was also the last choice for even more students (13). However, both the science museum and the aquarium had a higher number of first and second choice votes (21 and 22 respectively). I could have chosen either of those options based on students’ preferences, but the science museum was significantly less expensive than the aquarium. The science museum would only cost each student $7.33 whereas the aquarium would cost $11.33 per student. The increased cost of the aquarium trip is due to the fact that it is farther away from school than the science museum and therefore had higher transportation costs. Also, the shorter bus trip would mean less time in route and more time in the museum. Finally, my personal preference has been the science museum all along. I haven’t visited a science museum for a long time and I would like to try all of the new interactive exhibits. For all of these reasons, I recommend that we take a class trip to the science museum.

Thank you for considering my input.

Most sincerely, Scott

Language Production - functions Which language function(s) will students be expected to produce?

Making Sense of the Task ! Description/Elaboration

! Question / Conjecture

Communication Reason X Sequencing

! Cause and Effect

Reflecting and Evaluation X Compare and Contrast

X Proposition / Support

Language Production - bricks

What content-specific language will students be expected to know and use?

student preferences, choice, distance, cost, cost per student, expensive, science museum, aquarium, zoo, field trip

Language Production - mortar

What functional words and phrases will students be expected to produce?

Prop/Support: recommend, it’s true that, based on, personal preference, for all of these reasons

Compare/Contrast: while, however, whereas, more, less, higher/farther/shorter/etc.

Student Learning Goal

Students will understand how to deconstruct and solve an algebraic story problem and be able to write a note to the teacher explaining a specific proposal for field trip location using mathematical considerations of cost and students’ preferences. (Performance Task Question #4)

Math example: final question on a 6th grade SBAC performance task


Next, deconstruct the ‘moves’ in your sample student response. Use these ‘moves’ as the architecture or plan for the template you will create.

Math%Problem%Solving%Sample%Student%Response%

Field%Trip%Performance%Task%–%Grade%6%

Math%Sample%–%DRAFT%10/14%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%©%2014%E.L.%Achieve%

%

%

Dear%Mr.%Townsend,%%Thank%you%for%offering%to%take%our%class%on%a%field%trip%and%for%asking%for%our%input%on%where%we%should%visit.%(Introduction/Setting/Purpose)%%After%analyzing%the%students’%preferences,%the%costs,%and%distances,%I%recommend%that%the%class%visit%the%science%museum.%%(Proposal/Recommendation/Thesis)%%While%it’s%true%that%a%lot%of%students%wanted%to%go%to%the%zoo%(12),%it%was%also%the%last%choice%for%even%more%students%(13).%(Acknowledge/opposing/points/and/include/a/rebuttal)%%However,%both%the%science%museum%and%the%aquarium%had%a%higher%number%of%first%and%second%choice%votes%(21%and%22%respectively).%(First/supporting/detail)%%%I%could%have%chosen%either%of%those%options%based%on%students’%preferences,%but%the%science%museum%was%significantly%less%expensive%than%the%aquarium./(elaborate/and/transition/to/second/supporting/detail)/%The%science%museum%would%only%cost%each%student%$7.33%whereas%the%aquarium%would%cost%$11.33%per%student.%(elaborate/on/second/supporting/detail)%%The%increased%cost%of%the%aquarium%trip%is%due%to%the%fact%that%it%is%farther%away%from%school%than%the%science%museum%and%therefore%had%higher%transportation%costs.//(further/elaboration)/%Also,%the%shorter%bus%trip%would%mean%less%time%in%route%and%more%time%in%the%museum./(third/supporting/detail/–/if/needed)/%Finally,%my%personal%preference%has%been%the%science%museum%all%along./(fourth/supporting/detail/–/if/needed)/%I%haven’t%visited%a%science%museum%for%a%long%time%and%I%would%like%to%try%all%of%the%new%interactive%exhibits.%(elaboration)%%For%all%of%these%reasons,%I%recommend%that%we%take%a%class%trip%to%the%science%museum.%(conclusion)%%Thank%you%for%considering%my%input.%%Most%sincerely,%%Scott%%


Finally, create a drafting template that models the organization of the thinking and contains language resources for each ‘move’ required in the assignment.

Townsend Constructing Meaning: Explicit Language for Content Instruction © 2014/E.L.Achieve www.elachieve.org

Writing a Letter to Make a Recommendation

drafting template

INTRODUCTION

Set the purpose and respond to the prompt. Open with a positive tone. Remember, your goal is to persuade.

! Thank you for ______________________.

! I/We are looking forward to ___________.

! The possibility of __ is (exciting/etc.) .

! __________________________________.

.

PROPOSAL

What is your recommendation?

! I/We/The class recommends __because___.

! After analyzing _____I propose________.

! An analysis of __ led me to suggest _____.

! __________________________________.

.

OBJECTION/REBUTTAL

Is there an alternative proposal? Why is your proposal better?

! While it is true that ____ it is also ______.

! Although others recommend _________, I

disagree due to _____________________.

! _____ argue that ______, however, _____.

! __________________________________.

.

REASONS

Explain your thinking by giving evidence to support your proposal.

(repeat as needed depending on the number of reasons in your argument)

! The recommendation is supported by the

fact that __________________________.

! ___is/would___ whereas___ is/would ___.

! However, both ___ and ___ is/have _____.

! __________________________________.

.

ELABORATION

Make further connections between your reasons and the proposal.

(repeat as needed)

! This is evidenced by _________________.

! Consequently, ______________________.

! Also, ______ would mean ____________.

! __________________________________.

.

CONCLUSION

Return to your proposal and restate your recommendation.

! For all of these reasons, I recommend ___.

! Ultimately, we should ________________.

! I sincerely hope we can move forward with

this proposal to _____________________.

! __________________________________.

.


E.L. Achieve 10

Levy & Newsome Constructing Meaning: Explicit Language for Content Instruction 2010/E.L.Achieve www.elachieve.org

Language Frames for Character Analysis

Frames of Introduction

Opening

• In the literary work _______ by _______, the reader is introduced to __________________. • In the short story __________, ___________(author) shows us how _________. • _______, a short story by _________, describes/explains_________. • _________, by ___________ is a story about _______________.

Thesis

• The main character _______ learns that ________. • In the beginning of the story, the main character _______ was _______; however _______________. • ______ learns an important lesson and gradually changes from ______ to _____ • By examining _________, the reader learns the importance of ______________.

Frames for Body Development

Sequencing Explanation Cause and Effect

o At first, ________.

o Early in the story, _____.

o As the narrative progresses, ______.

o At one point, _____________.

o Initially / eventually, __________.

o The climax occurs when _______.

o As the strory closes, ___________.

o This is important because _____.

o In this section, we learn _______.

o The character’s behavior show us that_________.

o Her appearance reveals _______.

o ______ could be described as ___.

o By ____, we can assume _______.

o _____ led to _______.

o Because of ______, _______.

o ____ was caused by ______.

o As a result, ___________.

o Due to ______________.

o ______ had an impact on _____.

Compare and Contrast Proposition and Support Citing Text

o The character starts off as ___, but later becomes ______.

o Before (the event) _______ is _____; however, afterward _ ______ is ____.

o The distinction between ____ and ____ is ________.

o The complex character of _______ is both _________ and _________.

o It is apparent that _________.

o Without a doubt, the character is _______.

o Clearly, ________________.

o The textual evidence suggests____.

o ______ could be described as ___.

o By ____, we can assume _______.

o The author states “ ________.”

o As mentioned on page ____, “_________.”

o On page ____, the author points out “_________.”

o In the author’s own words, “___ _________________.

Frames of Conclusion

Return to thesis

• In the literary work _______ by _______, the reader learns of __________________. • In the short story __________, ___________(author) reminds us of how _______________. • _______, a short story by _________, explores/examines ___________________. • _________, by ___________ is a powerful/moving story about ______________________.

Reflect on thesis

• The main character _______ teaches us that ______________________. • The main character’s transformation is an example of _______________. • Understanding what happen to _________________ makes me realize ________________. • This story raises the question, “__________________________________?”

Drafting templates can be structured to allow more flexibility while still supporting the academic language students will need.

Student tips for using …��drafting templates as a language resource

Pursuing the American Dream – Argument Drafting Template !

!Develop an introduction – define the American Dream

!

!The American Dream

! was once

! began as

! started with

!

!

With time, / Eventually, the dream

! evolved

! changed !

! grew into

!For some, it

!! meant

! promised

! offered !For others, it

!

According to , " the American Dream ." !

Present your position – state your thesis !

! I believe /think that . !

! In my opinion, . !!

Build your position – develop your ideas

! !

! sought !

! believed !

! hoped

!

! held the view that was

! essential

! necessary to achieve / attain

! critical

!

!Despite / Although , I

!! am convinced / confident

!

! am not convinced / doubt

!

Model for students by deconstructing an essay and co-writing an alternative essay using the same drafting template.

Student tips for using …��drafting templates as a language resource

The$American$Dream$was$once$a$dream$of$religious$freedom,$attainable$to$those$who$pursued$it$and$fought$for$it.$Eventually,$the$dream$evolved$toward$the$attainment$of$equal$rights.$For$African$Americans,$it$meant$fighting$for$equality$regardless$of$the$obstacles$they$faced.$For$many$people$today,$it$promises$that$each$person$can$pursue$their$own$personal$goals$and$dreams.$$$ $According$to$some,$“the$American$Dream$of$the$past$no$longer$exists.”$However,$I$believe$that$although$the$American$Dream$may$be$difficult$to$obtain,$it$is$still$attainable$to$those$who$truly$want$it.$The$American$Dream$is$not$dead;$it$has$evolved.$In$response$to$this$evolution,$working$hard$toward$a$dream$may$no$longer$be$enough.$We$must$also$demonstrate$the$right$characteristics$and$prepare$ourselves$with$the$right$skills.$$The$Ceja$family$sought$their$fulfillment$of$the$American$Dream$through$the$hard$struggles$of$field$work.$The$Cejas$held$the$view$that$hard$work$in$the$fields$and$in$the$classroom$was$necessary$to$achieve$their$goals.$Despite$their$obstacles,$I$am$convinced$that$studying$hard$and$making$the$right$choices$made$it$possible$for$them$to$attain$the$American$Dream.$$The$American$Dream$is$still$attainable,$but$today$it$takes$more$than$just$working$hard$and$being$dedicated.$$In$the$article,$“Pickers$to$Vintners,”$the$Ceja$family$exhibits$the$qualities$needed$to$make$their$dreams$a$reality.$Neither$the$father$nor$mother$knew$a$word$of$English,$nor$their$children,$“but$that$wasn’t$an$obstacle.”$Although$they$lived$in$labor$camps,$the$Ceja$family$had$ambitions$to$own$their$own$winery.$Mr.$Ceja$spent$hours$studying$English$and$learned$valuable$skills$by$specializing$in$grafting.$Eventually,$in$order$to$achieve$their$goal,$the$Ceja$family$sacrificed$their$home$by$selling$it$to$invest$in$a$winery.$The$author$states,$“now$the$Ceja$family$owns$its$own$vineyards$and$produces$critically$praised$wines,$a$global$emblem$of$the$good$life.”$$Some$readers$may$challenge$the$view$that$the$American$dream$still$exists$today.$In$the$article$“Making$It$in$America,”$by$Adam$Davidson,$the$author$takes$issue$with$the$idea$that$the$average$American$can$still$achieve$the$classic$dream$of$enjoying$a$comfortable$middle$class$standard$of$living.$Twenty$years$ago$it$did$not$matter$if$you$had$an$advanced$education.$Today,$however,$if$a$person$is$unskilled$he$could$lose$his$job$to$a$machine$that$can$often$do$the$work$more$precisely$than$a$human.$Of$course,$this$perspective$fails$to$acknowledge$the$critical$role$of$free,$public$education$to$prepare$all$students$with$the$knowledge$and$skills$needed$to$choose$postQsecondary$training$or$studies.$Today$and$in$the$future,$advanced$education$is$more$important$than$ever$as$a$gateQkeeper$to$the$American$Dream.$However,$that$door$still$exists$and$we,$as$a$society,$need$to$take$steps$to$ensure$that$all$students$who$choose$further$training$can$have$access$to$it.$$My$aunt$Alicia$is$someone$who$believed$she$could$improve$her$standard$of$living$for$herself$and$her$baby.$Because$she$didn’t$speak$English,$she$was$unable$to$get$a$high$paying$job$when$she$emigrated$to$the$United$States.$Much$like$the$Ceja$family,$she$committed$to$hard$work$and$education$so$that$she$could$realize$her$dreams.$She$worked$as$a$maid$and$at$night$she$studied$and$went$to$a$public$school.$By$working$hard$and$getting$an$education,$she$accomplished$her$dream$of$owning$a$home$and$demonstrating$to$her$child$the$value$of$committing$to$a$goal.$$I$remain$convinced$that$the$American$Dream$is$still$attainable.$I$believe$this$because$education$is$not$that$hard$if$we$practice,$put$in$effort,$and$approach$learning$with$enthusiasm,$like$we$do$with$video$games$or$Facebook.$Although$others$may$argue$that$today’s$opportunities$are$limited$to$a$select$few,$the$American$Dream$continues$to$offer$chances$to$those$who$are$willing$to$work$hard$and$invest$in$their$own$education.$In$the$words$of$former$LA$Unified$School$District$superintendent$Roy$Romer,$“The$need$for$a$college$education$is$even$more$important$now$than$it$was$before,$but$I$think$that$the$increased$costs$are$a$very$severe$obstacle$to$access.$It$is$an$American$dream,$and$I$think$that$one$of$our$challenges$is$to$find$a$way$to$make$that$available.”$

= words directly from the template

= words from the template that were modified

= words to fill in the language frames to express understanding of the content

Other words added for elaboration.


E.L. Achieve 11

Skill Five Academic Writing Support Refining Our Practice Rubric

5. Academic Writing Support

2013

Competencies 1 2 3 4

A. Use draft ing tools that address genre-speci f ic structure and language

Drafting tool provides generic academic language not necessarily related to the purpose/genre of the writing task; tool may provide some organizational structure

Drafting tool provides some functional mortar that matches the purpose/genre of the writing task and offers some organizational guidance; however, all students must fill-in the topic-specific brick concepts the same way

Drafting tool provides a menu of functional mortar that matches the purpose/genre of the writing task and has a clear organizational structure; it is supportive but flexible so that there is no one right answer

In addition to level 3 criterion, the drafting tool suggests common ‘moves’ good writers use to express their thinking. This list helps students to think like a writer and understand their options

B. Deconstruct models and student samples for target language and thinking

Teacher asks students to write without first deconstructing sample academic writing

Teacher uses ‘thinking aloud’ with the whole class to deconstruct a student sample, explaining why the writer made certain language and organizational choices

Teacher supports students as they practice deconstructing a student sample, requiring them to explain why the writer made certain language and organizational choices

In addition to level 3 criteria, after students write, they deconstruct their own writing, detailing the reasons for their language and organizational choices

C. Provide rubric to clar i fy expectat ions

No rubric provided Partial rubric provided; accompanied by little to no explanation of rubric

Complete rubric provided; accompanied by limited explanation of rubric

Complete rubric provided; accompanied by thorough explanation of rubric

D. Prepare students to use language independently

Teacher does not provide on-demand writing opportunities; therefore, students have no venue to demonstrate independent use of target language

Teacher may provide on-demand writing opportunities without requiring students to use target language

Regularly facilitates on-demand writing opportunities requiring students to demonstrate use of target language without support

Frequently structures on-demand writing opportunities requiring students to demonstrate use of target language; holds students accountable for rewriting when warranted

Goal: Provide tools and faci l i tate processes that support students in producing complex academic writ ing

Use the rubric to check your current level of implementation.

Tab 6.53

Academic Argument in the CCSS · Academic Argument in the CCSS 1 With a partner, brieﬂy review...

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Transcript of Academic Argument in the CCSS · Academic Argument in the CCSS 1 With a partner, brieﬂy review...