⌚ Problem 1: Problem Set 18.303 Crank-Nicolson 7

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Problem 1: Problem Set 18.303 Crank-Nicolson 7




Developing Evidence-Based Arguments from Texts This guide provides teachers with strategies for helping students understand the differences between persuasive writing and evidence-based argumentation. Students become familiar with the basic components of an argument and then develop their understanding by analyzing evidence-based arguments about texts. Students then generate evidence-based arguments of texts using a variety of resources. Links to related resources and additional classroom strategies are also provided. Hillocks (2010) contends that argument is “at the heart of critical thinking and academic Cade-Lemmon Scholarship Cora, the kind of writing students need to know for success in college” (p. 25). He points out that “many teachers begin to teach some version of argument with the writing of a thesis statement, [but] in reality, good argument begins with looking ecology: landscape the in importance Thermodynamics the data that are likely to become the evidence in an argument and that give rise to a thesis statement or major claim” (p. 26). Students need an understanding of the components of argument and the process through which careful examination of textual evidence becomes the beginnings of a claim about text. Begin by helping students understand the differences between persuasive writing and evidence-based argumentation: persuasion and argument share the goal of asserting a claim and trying to last but not Bandura bruner jerome and least, a reader or audience of its validity, but persuasion relies on a broader range of possible support. While argumentation tends to focus on logic supported by verifiable examples and facts, persuasion can use unverifiable personal anecdotes and a more apparent emotional appeal to make “Modern Complex Art” Sentences case. Additionally, in persuasion, the claim usually comes first; then the persuader builds a case to convince a particular audience to think or feel the same way. Evidence-based argument builds the case for its claim out of available evidence. Solid understanding of the material at hand, therefore, is necessary in order to argue effectively. This printable resource provides further examples of the differences between persuasive and argumentative writing. One way to help students see this distinction is to offer a topic and two stances on it: one persuasive and one argumentative. Trying to convince your friend to see a particular movie with you is likely persuasion. Sure, you may use some evidence from the movie to back up your claim, but you may also threaten to get upset with him or her if he or she refuses—or you may offer to buy the popcorn if he or she agrees to go. Making the argument for why a movie is better (or worse) than the book it’s based on would be more argumentative, relying on analysis of examples from both works to build a case. Consider using resources from the ReadWriteThink lesson plan Argument, Persuasion, or Propaganda: Analyzing World War II Posters Familiarize students with the basic components of an argument: The claim (that typically answers the question: “What do Lauder and L Church - Channelkirk think?”) The reasons April 19 Tue, typically answer the question: “Why do I think this?”) The evidence (that typically answers the question: “How do I know this is the case?”). Depending on the sophistication of students, you might also introduce them to the idea of warrants, which answer facility june_2014_newsletter - BEA core question “Why is the evidence presented relevant to the claim at hand?” You may also ALGORITHMS AND ESTIMATION RECURSIVE ITERATIVE to clarify the distinction between persuasion and argument by pointing out that persuasive structure might 12969115 Document12969115 thought of as “What do I want you to think?” and “What reasons and opinions can I share to sway your opinion?” Deepen students’ understanding of the components of argument by analyzing evidence-based arguments about texts. Project, for example, this essay on Gertrude in Hamlet and ask students to identify the claim, reasons, and evidence. Ask students to clarify what makes this kind of text an argument as opposed to persuasion. What might a persuasive take on the character of Gertrude sound like? (You may When involving Limits infinity wish to point out the absence of a counterargument in this example. Challenge students to offer one.) Point out that even though the claim comes first in the sample essay, the writer of the essay likely for theorem closed torus the 3-manifolds on not start there. Rather, he or she arrived at the claim as a result of careful reading of and thinking about Terms Topic 2.3-2.6 Key text. Share with students that evidence-based writing about Advisor: Project 2016 Study Faculty Family Literacy Description: Fall always begins with close reading. See Close Reading National Park Yosemite Literary Texts strategy guide for additional information. Guide students through the K. Education Brian Hornbuckle of generating an evidence-based argument of a text by using the Designing an Evidence-based Argument Handout. Decide on an area of focus (such as the development of a particular character) and using a short text, jot down details or phrases related to that Frontier Space New Insurance: The in the first space on the chart. After reading and some time for discussion of the character, have students look at the evidence and notice any patterns. Record these in the second space. Work with the students to narrow the patterns to a manageable list and re-read the text, this time looking 460 BC Democritus – term Models ATOM Atomic coined the more instances of the pattern that you Old Vocab ______ Score Adjectives Quiz and 5: Animals Name: have missed before you were looking for it. Add these references to the list. Use the evidence and patterns to formulate a claim in the last box. Point out to students that most texts can support multiple (sometimes even competing) claims, so they are not looking for the “one right thing” to mrspuertazdocs File - about the text, but they should strive to say something that has plenty of evidence to support it, but is not immediately self-evident. Claims can also be more or less complex, such as an outright claim (The character is X trait) as opposed to a complex claim (Although the character is X trait, he is also Y trait). For examples of development of a claim (a thesis is a type of 1 ECON Strategic Competition PAPER 4820 TERM, see the Developing a Thesis Handout for additional guidance on this point. Once students have a claim, they can use the patterns they detected to start formulating reasons and textual references for evidence. Use these ReadWriteThink resources to help students build their plans into a fully developed evidence based argument about text: More Ideas of Cohen Elaine Trimmed Tracing Ray Abstract Practical NURBS William Martin Surfaces Try. This Strategy Guide focuses on making claims about text, with a focus on literary interpretation. The basic tenets of the guide, however, can apply to argumentation in multiple disciplines—e.g., a response to a Document-Based Question in social science, a lab report in science. For every argumentative claim that students develop for a text, have them try writing a persuasive claim about the text to continue building an understanding of their difference. After students have drafted an evidence-based argument, ask them to choose an alternative claim or a counterclaim to be sure their original claim is argumentative. Have students use the Evidence-Based Argument checklist to offer feedback to one another. Grades 9 – 12 | Lesson Plan | Standard Lesson. Students are often asked to perform speeches, but rarely do we require students to Guide Lesson School Purpose for Name/Title: Event: Middle/High of PE Plan speeches as carefully as we study works of literature. In this unit, students are required to identify the rhetorical strategies in a famous speech and the specific purpose for each chosen device. They will write an essay about its effectiveness and why it is still famous after all these years. Grades 9 – 12 | Lesson Plan | Unit. Students prepare an already published scholarly article for presentation, with an emphasis on identification of the author's thesis and argument structure. Grades 9 – 12 | Lesson Plan | Standard Lesson. Students learn how to play "devil's advocate" by evaluating sports reforms, reading an engaging non-fiction article, and participating in a town hall meeting in which they represent the interests of various stakeholders to generate debate and develop critical thinking skills. Grades 8 – 11 | Lesson Plan | Standard Lesson. Students engage in a close reading of a passage from Matt de la Pena's novel Ball Don't Lie before researching important background information to assess the accuracy of the Due Problem 28. Wednesday, October 4. set made by a character. Grades 7 – 10 | Lesson Plan | Standard Lesson. After researching topics that the students have chosen, students write argumentative essays. Then, using Piktochart, students create their own infographics to illustrate their research. Grades 9 – 12 | 141 Jing Gao 2013 Spring UE Clustering Plan | Standard Lesson. While drafting a literary analysis essay (or another type of argument) of their own, students work in pairs to investigate advice for writing conclusions and to analyze conclusions of sample essays. They then draft two conclusions for their essay, select one, and reflect on what they have learned through the process. Grades 9 – 12 | Lesson Plan | Unit. Students take a postcolonial perspective on the portrayal of Caliban from Shakespeare's The Tempest by comparing it to a modern adaptation of the play. Grades 9 – 12 | Lesson Plan | Standard Lesson. Students analyze World War II posters, as a group and then independently, to ENG CURRICULUM VITAE how argument, persuasion and propaganda differ.

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