writing from sources part 1
DESCRIPTION
Learn about the processes behind writing from sources and synthesizing with this short presentation.TRANSCRIPT
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Writing from Sources: Part 1
Emily KissnerJune 2014
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Agenda
1. Why write from sources?2. Steps for synthesis3. Unpacking the process (see Part 2)4. Classroom activities (see Part 2)
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Common Core Shift Video
As you view the video, consider:
• What do these speakers consider “writing from sources” to be?
• Do you agree with their claims that this hasn’t been emphasized in classrooms?
• How do you feel about this video?
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Your Turn!
Remember a time that you had to write from sources.
-Create three verbs that show what actions you took to create your piece of writing.-Write an adjective that shows how you felt:
-at the beginning of the project
-during the project-when you finished the
project
We’ll create a Wordle to capture our feelings about writing from sources.
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Why write from sources?
Research the standards: Which standards from your state and grade level explicitly refer to writing from sources? Which standards may imply a need to write from sources?
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Observing student synthesis
There is a strong line of research investigating what students actually do when posed with a synthesis task. As we go forward, we need to consider the thinking processes necessary for successful synthesis—and the thinking processes that students actually use.
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Observing student synthesis
The idea is that we can teach many of the underlying skills for synthesis before students have to write the formal research paper.
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Selecting: Students must select information relevant to the writing task
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Connecting: Students must make connections among ideas.
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Organizing: Students must organize ideas into a new piece of writing.
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Think about it
Consider the three main processes for synthesis: selection, connection, organization. What have you done in your classroom that supports these processes? What do you wish you had done?
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A linear process?
Selecting: Students must select information relevant to the writing task
Connecting: Students must make connections among ideas.
Organizing: Students must organize ideas into a new piece of writing.
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A linear process?
Selecting: Students must select information relevant to the writing task
Connecting: Students must make connections among ideas.
Organizing: Students must organize ideas into a new piece of writing.
In fact, a linear process seems to be associated with less successful synthesis results.
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A recursive process
Selecting: Students must select information relevant to the writing task
Connecting: Students must make connections among ideas.
Organizing: Students must organize ideas into a new piece of writing.
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Less successful strategies
In the least successful synthesis products, students merely summarized or copied sentences from various texts.
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Less successful strategies
The resulting synthesis papers do not show integration of ideas. Have you seen this in your students’ writings?
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“Just get it done!”
A focus on task completion may be damaging to strong synthesis. Why might being focused on a product interfere with a strong recursive process?
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Thinking about the classroom
The idea of a recursive process and a less intense focus on task completion is at odds with the work of most classrooms. What do you think?
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The good news
The process of integrating ideas and figuring out how to say them helps students to become stronger readers and writers.
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In the next part…
Low stakes classroom activities to help students build the skills of connecting, organizing, and selecting information
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References
Gil, Laura, Ivar Braten, Eduardo Vidal-Abarca, and Helge StromsoI. 2010. “Summary versus Argument Tasks when Working with Multiple Documents: Which Is Better for Whom?” Contemporary Educational Psychology, v35 n3 p157-173.
Mateos, Mar and Isabel Sole. 2009. “Synthesising Information from Various Texts: A Study of Procedures and Products at Different Educational Levels.” European Journal of Psychology of Education, v24 n4 p435-451.
Mateos, Mar, Elena Martin, Ruth Villalon, and Maria Luna. 2008. “Reading and Writing to Learn in Secondary Education: Online Processing Activity and Written Products in Summarizing and Synthesizing Tasks.” Reading and Writing: An Interdisciplinary Journal, v21 n7 p675-697.
Sole, Isabel, Mariana Miras, Nuria Castells, Sandra Espino, and Marta Minguela. 2013. “Integrating Information: An Analysis of the Processes Involved and the Products Generated in a Written Synthesis Task.” Written Communication, v30 n1 p63-90.
Spivey, N.N. 1997. “Transforming texts: Constructive processes in reading and writing.” Written Communication, 7, 256–287.
Zhang, Cui. 2013. “Effect of Instruction on ESL Students' Synthesis Writing.” Journal of Second Language Writing, v22 n1 p51-67.