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DO THIS NOW …

This activity focuses on using warrants and backing to enhance application/reasoning in argumentative writing. Students will work in pairs to co-author a CIA paragraph, compare paragraphs, and discuss their observations. They will also analyze and revise paragraphs to include backing. Typed revision is due next class.

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DO THIS NOW …

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Presentation Transcript

  1. DO THIS NOW… • Sit in assigned pairs • Collect the handout from the back table • Follow the directions • Complete the sentence frame to the best of your ability • This is merely a warm up • You will have 5 minutes • Be prepared to discuss your thoughts with the class

  2. How can we use warrants and backing to improve our application/reasoning in argumentative writing?

  3. A Secretive Challenge to Begin… • Half the class will be provided one set of directions regarding the creation of a CIA paragraph • The other half of the class will be given another set of directions regarding the creation of a CIA paragraph • With your partners, you will be responsible for QUIETLY working together to co-author a CIA paragraph regarding your statistic • EACH partner needs a copy • You have 15 minutes

  4. Comparing Paragraphs… • Now, you will find a partner from the other half of the class • Sit together and then read one another your paragraphs • When you are done, discuss with one another what you noticed about your paragraphs and WHY your observation happened – you CANNOT say it was because the directions told us to • You have 5 minutes

  5. Class Discussion What is the significance of what you noticed when discussing your two paragraphs? What does that tell us about our current understanding of argumentative writing, claims, evidence, and application/reasoning?

  6. The Problem With Evidence and Reasoning… Evidence: 74% of high school students read at a minimum of an 8th grade level. Same evidence, but two different claims! Claim 1: American schools are failing. Application/Reasoning: High schools are designed to prepare their students for college and careers. If these students can only read at an 8th grade level, they are clearly not ready for future challenges. Inevitably, this means that high schools are not even serving their most basic purpose. Claim 2: American schools are producing competent future citizens. Application/Reasoning: The simple fact of the matter is that American life does not require high degrees of reading comprehension. In fact, most texts that Americans encounter in their everyday lives are written at an 8th grade reading level. This inevitably means that high schools are on track to be participatory citizens in American life.

  7. Warrants vs. Backing Warrants Backing Most warrants can be questioned Backings helps show the validity of warrants Usually takes the form of additional data What you need to START ADDING to your reasoning • The inferential leap to connect the evidence to the claim • Usually is an assumption • Can be based on logos, pathos, or ethos • What you NATURALLY do when writing application/reasoning

  8. For Example… Claim: American schools are failing. Evidence: 74% of high school students read at a minimum of an 8th grade level. Warrant: High schools are designed to prepare their students for college and careers. If these students can only read at an 8th grade level, they are clearly not ready for future challenges. Backing: In fact, a 2012 ACT report revealed that 60% of students who took the exam failed to meet benchmarks indicating they were college or career ready (Sheehy 3). From this, it becomes increasingly difficult to argue that high schools are serving even their most basic purpose.

  9. Constructing a Paragraph with Warrants and Backing • You and your partner will be given an envelope with sentence strips in it • The sentence strips can be combined into a single argumentative paragraph that has: • Introductory hook • Claim • Context • Evidence • Warrant • Backing • With your partner, combine the strips to form a paragraph • You have 5 minutes

  10. Reading for Backing • Silently and individually read the article about Reno’s housing crisis • As you read, highlight or underline evidence that you think could be used as backing • When done, work with your partner to decide WHICH of your two secret paragraphs is the better argument based on the available evidence • Then, work together to revise the paragraphs to include backing • You have 15 minutes

  11. Share Out!

  12. You Do/Rest of Class • Use your phones to research additional data regarding illegal immigration at the Southern Border with Mexico • Use your findings to revise your current CIA paragraph to include backing • Typed revision due next class

  13. Reminders Typed CIA revision due next class  Have a great day

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