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Developing Critical Reading, Writing, and Thinking Skills Through Stasis Interrogation

Developing Critical Reading, Writing, and Thinking Skills Through Stasis Interrogation. Lorraine Wallace Utah Valley University UCTE Fall Conference November 9, 2018. What is Stasis Interrogation?. Literally means “slowing down.” (Greek) “Struggle,” “stopping point” (Cicero)

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Developing Critical Reading, Writing, and Thinking Skills Through Stasis Interrogation

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  1. Developing Critical Reading, Writing, and Thinking Skills Through Stasis Interrogation Lorraine Wallace Utah Valley University UCTE Fall Conference November 9, 2018

  2. What is Stasis Interrogation? • Literally means “slowing down.” (Greek) • “Struggle,” “stopping point” (Cicero) • Originally used to point to an issue that is controversial and needs a decision before an argument can move forward. • Helps readers, writers, and thinkers understand the complexity of an issue by dividing a complex issue into its component parts. • Provides a set of analytical questions that help collect precise information.

  3. What is the goal of Stasis Interrogation? • To identify the central issue in a dispute in order to find arguments by which to address those issues effectively. • To discover the various points at which a conversation can be entered and where disagreements are likely to arise. • To help guide the research of a question, providing a “starting point.” • To help identify gaps in the knowledge. • To provide a foundation for teamwork, helping find common ground.

  4. 4 Basic Stasis Interrogation Questions • 1. What are the FACTS of the issue? • Did X actually kill Y? • 2. What DEFINITIONS are necessary to understand the issue? • Was the admitted killing murder or manslaughter or an accident? • 3. What are the VALUES related to the issue? • Is killing always wrong? Was the killing in some way justified by the circumstance? • 4. What POLICIES are or should be in place related to the issue? • What are the laws related to this killing?

  5. Stasis Interrogation at Jellystone Park 1. Facts (details related the topic): Was Yogi Bear indeed responsible for the disappearance of the picnic basket? When and where did this happen? Did anyone see him do it? Does he have an alibi? 2. Definition (meaning or nature of the issue): Is this a crime? Did he really steal it? Did he find it by the roadside? Was it abandoned? 3. Value (seriousness of the issue): Does a bear know the difference between right and wrong? Can a bear be accused of theft? How hungry was he? Did he take it to feed his children? Does this matter? Who cares? 4. Policy (plan of action): Does Jellystone Park prohibit the theft of a picnic basket? Are there laws in Jellystone saying that bears should be punished for an act like this? Whose jurisdiction is it? (human court? bear’s court? capital punishment?)

  6. Basically… • 1. What are the FACTS? What happened? What are the details? Do I trust the sources of these facts? • 2. What terms are we using to DEFINE this issue? Could any of these terms be interpreted in different ways? (Consider denotation, connotation, context, multiple perspectives, etc.) • 3. What VALUES should we consider? Why does this matter? To whom does or should it matter? Are there any underlying assumptions the parties agree on? • 4. Are any POLICIES in place that affect our understanding of this issue? Should there be? Who can or should make those policies?

  7. FACT - What are the facts? • What happened to make this a discussable issue? • Do others have a differing opinion about what exactly happened? • What brought this issue to your attention? • In your opinion, do these “facts” stack up or could some of them be questioned by others? Which ones and why? • How credible are the sources of these facts?

  8. DEFINITION - How can the issue be defined? • What kind of problem or issue is this? (social, economic, political, personal, etc.) • What terms, conditions, or criteria are used to define the issue? • Do any of these terms need need more explicit definition? • Could any of these terms, parts, or categories be disputed? • Would you define the issue or parts of the issue differently from others? • How do other perspectives define these terms or parts? • How do different parts of the issue relate to each other? • Do these multiple definitions help or hurt your understanding of the issue?

  9. VALUE – Does it really matter? • How much and why does the issue matter? • How serious is it? • Who is most affected by this issue? • Are there any moral or ethical ramifications related to this issue? • Do people use the words “good” or “bad” to discuss this issue? Are there various perspectives here? • How serious are the consequences of action or inaction related to this issue?

  10. POLICY – Should action be taken? • What is currently being done to address the issue? Is this policy working or not working? • Who should be involved in the problem-solving process? Who can do something about the issue? • What different or additional actions should be taken? • How might others disagree with these proposed actions? • What are the potential consequences of each action? • What are the consequences of no action? • What happens if the problem is not successfully resolved? • What happens if the problem issuccessfully resolved?

  11. Climate change example: • Controlling question (Always start any investigation with a question.) • Facts • Definition • Values • Policies

  12. Climate change example: • Controlling question: Is climate change solely caused by human mistreatment of the planet? • Facts: • Is climate change a real issue? • What are the facts that show evidence of climate change? • Who provides these facts? Are these sources credible? • What do these sources say about the causes? • Definition • Is there a difference between climate change and global warming? • Have we seen climate fluctuations throughout recorded history? • Is this a problem caused by humans or could other factors contribute? • Is the word solely problematic here?

  13. More on Climate Change • Values • Is climate change really harmful to the environment? • Should people be held responsible for issues that may be attributed to natural phenomena? • What if we do nothing? • Are the costs (time and money) worth the consequences? • Should we try to find a way to stop climate change? (moral implications) • Policies • Can we find a way to stop climate change? (practical implications) • What is currently being done? (government regulations? human activities? anything else?) • What else should be done about it? • Should there by some type of enforcement?

  14. Information to answer these questions should come from a variety of sources: • A SPECIFIC TEXT • Informational article(s), visual text, perhaps even literary text • FORMAL RESEARCH • Database, literature reviews, documentaries, etc. • INFORMAL RESEARCH • Interviews, polls, brochures, web sites, etc. • PERSONAL OBSERVATIONS AND EXPERIENCES • But reasoned judgment, not just opinion

  15. How to use Stasis Interrogation to WRITE informative or argument text • 1. Choose a topic. • 2. Write a central question that the paper should answer. • 3. Create a T-chart for each of the 4 stasis questions. BASIS KNOW WANT TO KNOW • 4. Determine the audience and purpose for the essay. • 5. Go through the 4 stasis questions again with this particular audience in mind. Add to the T-chart. • 6. Research answers for questions in the “want to know” column. • 7. Determine the main points to address in your essay. • 8. Draft, revise, publish.

  16. How to use Stasis Interrogation to READ informative or argument text • Read the text. • Determine the author’s thesis. Consider what question prompted this thesis. • How carefully has the author used FACTS to support the thesis? (Explain your answers.) • What kinds of factual evidence has the author used? • Are the author’s sources credible?How do you know? • In your opinion, do these “facts” stack up or could some be disputed or questioned? Which ones and why? • Might others have a differing opinions about what exactly happened? Can their “facts” be disputed? • What words or parts of the issue need further DEFINITION? (Explain your answers.) • How does the author define the issue? • Are these definitions clearly spelled out? • Do these definitions help or hurt your understanding of the issue? • Would you define the issue or parts of the issue differently? • If so, what terms, conditions, or criteria would you use to redefine this issue?

  17. What VALUES are being addressed or implied in the text? (Explain your answers.) • According to the author, how serious is the issue? How urgent? • Who is the author’s intended audience? Does the author present this issue as a matter of importance to this particular audience? • What does the author want the audience to do, think, or believe as a result of reading this text? (purpose) • Are moral or ethical consequences addressed explicitely, implicitely, or not at all? • Do you agree with the author’s sense of importance, seriousness, or urgency of this issue? • Do you feel there are any additional or missing moral or ethical implications? • What POLICIES has the author addressed? (Explain your answers.) • What is currently being done to address the issue? • What does the author think is working or not working about this current action? • What does the author feel we or others should do? • How might others disagree with these proposed actions? • How do you feel about those proposed policies? • If you agree with the author, would you change any aspect of how or what needs to be done? • If you don’t agree, what alternative actions would you recommend?

  18. How to use Stasis Interrogation to analyze VISUAL TEXT

  19. Other uses for Stasis Interrogation?

  20. Lorraine Wallace Associate Professor Department of English & Literature Secondary Education Specialist Utah Valley University wallaclo@uvu.edu

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