reading & writing argumentation in disciplinary subjects doug bu… · • we are also likely...

[email protected] 1 Doug Buehl (2013)

1

Reading & Writing Argumentation in

Disciplinary Subjects

2

WSRA Convention February 7, 2013

Doug Buehl

Adolescent Literacy Consultant Madison, Wisconsin


CCSS#PD#Guide#for#Developing*Readers*in*the*Academic*Disciplines#©#2012#International#Reading#Association# Page#5#

TABLE.'Matching'CCSS'With'Comprehension'Processes'

Focus'Anchor'Standards'for'Reading�'Key'Ideas'and'Details' Comprehension'Processes'

Explicit/Implicit#Meanings#

1.#Read#closely#to#determine#what#the#text#says#explicitly#and#to#make#logical#inferences#from#it;#cite#specific#textual#evidence#when#writing#or#speaking#to#support#conclusions#drawn#from#the#text.#

!Make#inferences#!Make#connections#to#prior#knowledge#! Determine#importance#

Main#Ideas# 2.#Determine#central#ideas#or#themes#of#a#text#and#analyze#their#development;#summarize#the#key#supporting#details#and#ideas.#

! Generate#questions#! Determine#importance#! Synthesize#

Text#Relationships# 3.#Analyze#how#and#why#individuals,#events,#and#ideas#develop#and#interact#over#the#course#of#a#text.#

!Make#connections#to#prior#knowledge#! Generate#questions#!Make#inferences#! Determine#importance#! Synthesize#

Focus#Anchor'Standards'for'Reading�'Craft'and'Structure' Comprehension'Processes#

Vocabulary# 4.#Interpret#words#and#phrases#as#they#are#used#in#a#text,#including#determining#technical,#connotative,#and#figurative#meanings,#and#analyze#how#specific#word#choices#shape#meaning#or#tone.#

!Make#connections#to#prior#knowledge#!Make#inferences#! Create#mental#images#

Text#Structure# 5.#Analyze#the#structure#of#texts,#including#how#specific#sentences,#paragraphs,#and#larger#portions#of#the#text#(e.g.,#a#section,#chapter,#scene,#or#stanza)#relate#to#each#other#and#the#whole.#


Author#Purpose/#Perspective#

6.#Assess#how#point#of#view#or#purpose#shapes#the#content#and#style#of#a#text.#

! Generate#questions#!Make#inferences#

Focus#Anchor'Standards'for'Reading�'Integration'of'Knowledge'and'Ideas' Comprehension'Processes#

Visual#Literacy/#Technology#

7.#Integrate#and#evaluate#content#presented#in#diverse#formats#and#media,#including#visually#and#quantitatively,#as#well#as#in#words.#

! Generate#questions#! Create#mental#images#! Synthesize#

Argument#&#Support#

8.#Delineate#and#evaluate#the#argument#and#specific#claims#in#a#text,#including#the#validity#of#the#reasoning#as#well#as#the#relevance#and#sufficiency#of#the#evidence.#


Multiple#Texts# 9.#Analyze#how#two#or#more#texts#address#similar#themes#or#topics#in#order#to#build#knowledge#or#to#compare#the#approaches#the#authors#take.#

!Make#connections#to#prior#knowledge#! Generate#questions#! Determine#importance#! Synthesize#

Focus#Anchor'Standards'for'Reading�'Range'of'Reading'and'Level'of'Text'Complexity' Comprehension'Processes#

Text#Complexity# 10.#Read#and#comprehend#complex#literary#and#informational#texts#independently#and#proficiently.#

! All#

Reading Comprehension & the Common Core Standards


Argumentation Across Disciplines

• History—Interpretations, Explanations, Generalizations, Conclusions based on historical evidence; Author Argu-ments representing Perspective/Point of View

• Science—Scientific Claims (Explanations, Generalizations, Conclusions, Theories) supported by evidence derived through scientific methods

• Literature—Interpretations of Literary Texts; Implicit Author Arguments that relate to Themes of Literary Texts

• Mathematics—Explanations of Mathematics Logic; Justi-fications of Problem-Solving Methods

• Technical Texts—Presentations of a Case that Methods will lead to desired results

• Art & Music—Aesthetic Judgments related to criteria

Arguments are used for many purposes—to change the reader’s point of view, to bring about some action on the reader’s part, or to ask the reader to accept the writer’s explanation or evalu-ation of a concept, issue, or prob-lem. An argument is a reasoned, logical way of demonstrating that the writer’s position, belief, or conclusion is valid. CCSS, Appendix A, p.23

Industrialization, urbanization, and immigration brought many benefits to America, but they also produced challenging social problems. In response, a movement called Progressivism emerged in the 1890s. Progressives believed that new ideas and honest, efficient government could bring about social justice. Progressive ideas brought lasting reforms that still affect society today. Origins of Progressivism The people who made up the Progressive Movement came from many walks of life. They came from all political parties, social classes, ethnic groups, and religions. Many Progressive leaders emerged from the growing middle class, whose power and influence was rapidly spreading. Dissatisfied in-dustrial workers also joined the Progressive Movement. So did a few wealthy Americans driven by a desire to act for the good of society. Progressives Share Common Beliefs What the Progressives shared in common was a belief that industrialization and urbanization had created troubling social and political problems. Progressives wanted to bring about reforms that would correct these problems and injustices. They encouraged their state legislators and the fed-eral government to enact laws to address the issues faced by the poor. Progressives wanted to use logic and reason to make society work in a more efficient and orderly way. Many, motivated by re-ligious faith, sought social justice. From United States History Reconstruction to the Present. Pearson Education, Inc. (2008)


“Integrating Inferential Reading, Argumentation, & Critical Literacy Strategies into Disciplinary Instruction”

\

Critical Literacy • Texts are rarely “neutral”—they represent

particular points of view & perspectives • Texts are intended to influence thinking • Alternative points of view are “silenced” • Language shapes Identities • Language reinforces “power relationships” Reading From a Critical Stance

1. Whose viewpoint is being expressed in this passage? How can you tell? What clues are provided by the author?

2. What does the author want readers to think? How can you tell? What clues in the text suggest this?

3. Whose voices are missing? Or silenced? Or discounted? Who are we not hearing from?

4. What might these missing voices say? What are some alternative perspectives that could be represented? Are other ways of thinking about this topic discouraged?

5. How does examining this text from a critical stance contribute to your understanding?

6. What action might you take based on what you learned?

Privileged Viewpoints in Texts

• Who decides which viewpoints should be the ones we read about?

• Where can be go to access different view-points?

• Are some viewpoints more justifiable than others? How can we tell?

• How does looking at a topic from a variety of viewpoints help us more deeply under-stand this topic?

• How does looking at a topic from a variety of viewpoints help us clarify our personal ideas, thoughts, and beliefs?

Adapted McLaughlin & DeVoogd, (2004).Critical Literacy As Comprehension: Expanding Reader Response. Journal of Adoles-cent and Adult Literacy.Vol. 48, No. 1, pages 52-62.

Reader Bias

• Our personal experiences tend to override information to the contrary, no matter how persuasive it may be.

• We have a tendency to make up our minds on insufficient evidence.

• We are more likely to seek out, and notice, information that confirms what we already believe.

• We are also likely to overlook, or down-grade, information that contradicts what we believe.

• We tend to be less critical of information that supports our preexisting beliefs and more critical of information that challeng-es them.

Gilovich, How We Know What Isn’t So: The Fallibility of Human Reason in Everyday Life

Detecting Emotion as a Strategy to Access Implicit Meanings of a Text

Emotion in the Text (People/Characters feel . . .)

Emotion in the Reader

(I feel . . .)

Emotion from the Author (The author feels . . .)


Mythbusters—“Bedbugs”

Truth or Myth? Based on what you may have heard or read, which of the following statements would you rate as “truth” and which would you rate as “myth”?

Truth Myth

1. Whether we have been aware of it or not, bedbugs have always been living with us.

2. A major concern with bedbug infestation is the spread of disease.

3. It can be a relatively easy process to rid a building of bedbugs.

4. The banning of many pesticides has caused an increase in the bedbug pop-ulation.

5. Bedbugs are coming to North America from other parts of the world. 6. Most people do not really have to worry about coming into contact with

bedbugs

Stradivarius . . . Guarneri . . . two names that stand out as classic violins made centuries ago. Rank order the following statements according to your understandings of the quality of classic violins compared with violins made in recent years. Rank the statements from “1” to “6” with “1” being the statement you would argue is most likely to be true to “6” be-ing the least likely to be true. Be prepared to share why you ranked the statements as you did.

Rank

a. Classic violins have better workmanship than modern violins.

b. There is really no difference in quality of sound between a classic violin and a well-made modern violin.

c. People believe classic violins are superior because they expect that to be true.

d. There is something special about the materials and techniques used to con-struct classic violins.

e. Classic violins sound better because world-class musicians are the individuals who play them.

f. It depends on the individual instrument as to whether a classic violin is supe-rior in sound to a modern violin (excluding of course damaged instruments).


History Prediction Guide: Revolutionary War

What do HISTORIANS think about the Revolutionary War? Following are 6 statements about America and the Revolutionary War. Talk over each of them with your partner and predict how likely historians would say each is true. Be prepared to explain WHY you made each prediction.

HL—Is Highly Likely to be True SL—Is Somewhat Likely to be True SU—Is Somewhat Unlikely to be True HU—Is Highly Unlikely to be True

1. _____ Europeans thought that Americans had no chance of winning the war.

2. _____ British soldiers did not know how to fight against soldiers using guerilla tactics.

3. _____ The British lost the war because of their red coats.

4. _____ America could not win the war without help from France.

5. _____ America was not prepared for war with Great Britain.

6. _____ Americans were ready to die for the patriotic cause.

Jim Beyer, Northland Pines Middle School

The Curious Case of the Invasive Species

What does the evidence say? Make some predictions about what scientists currently know about “invasive spe-cies.” Place a check in the “YES” column if you predict that the statement can be supported by the evidence. Place a check in the “NO” column if you predict that the statement is not supported by the evidence. YES NO

Invasive species are only plants.

Invasive species are destructive to an ecosystem.

Invasive species are introduced unintentionally into an ecosystem.

We really can’t stop invasive species from spreading.

Invasive species are usually introduced by humans.

Trees in Wisconsin have been killed by invasive species.

Invasive species are always successful in host ecosystems.

Invasive species can kill humans.

Adapted from Neil Rumney, Rhinelander High School


Thumbs Up! Thumbs Down!

Ideas/Arguments/Evidence FOR Ideas/Arguments/Evidence AGAINST

AUTHOR’S Ideas/Arguments/Evidence AUTHOR’S Ideas/Arguments/Evidence

Topic:

Buehl (2011) Developing Readers in the Academic Discipines, IRA.

[email protected] 8 Doug Buehl (2013) 201

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[email protected] 9 Doug Buehl (2013) 208

Classroom Strategies for Interactive Learning (3rd ed.) by Doug Buehl © 2009. Newark, DE: International Reading Association. May be copied for classroom use.

Proposition/Support Outline

Source: Buehl, D. (1992). Outline helps students analyze credibility of author’s premise. WEAC News & Views, 28(1), 8.

Proposition:

Support: 1. Facts

2. Statistics

3. Examples

4. Expert authority

5. Logic and reasoning


Scientific Claim: What is the scientific explanation?



Scientific Support: What is the evidence from the research?

Claim/Support Chart


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reading & writing argumentation in disciplinary subjects doug bu… · • we are also likely...

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