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A Presentation by Lorraine Genetti
April 18, 2015Student Success in Writing Conference
Savannah, GA
Entering the Conversation with the Article of the Week
Reading: Comprehend meaning and structure Identify main ideas and supporting details
Writing: Summarize accurately and honestly Respond thoughtfully
Rationale: Students Need Skills!
Thinking: Understand “the conversation” Weigh evidence, formulate opinion
Speaking/Listening: Express ideas clearly Reflect and respond to others
Rationale: More Skills
Read complex texts
Summarize accurately
Respond thoughtfully
Integrate quotations effectively
Build background knowledge
Students Should:
“Argument is the currency of academic discourse, and learning to argue is a necessary skill if students are to succeed in their college careers.”
First-year composition courses teach the skills of argument
Help raise public discourse from the “abysmal” depths to which it has sunk
Duffy, John. “Virtuous Arguments.” Inside Higher Ed.16 March 2012. Web.
John Duffy: “Virtuous Arguments”
Article of the Week
Hook the Students
Model Reading/Annotatin
gProvide Templates Discuss and
Debate
Article of the Week
What do you know
about…?
Take a Stand
Video/Song/Cartoon
Kahoot!
Hook Them Real
Good!
Hook the Students
Model the Reading Process
Mark your Confusion
Annotate Purposefully
FOCUS ON QUALITY, NOT QUANTITY!
Model Reading/Annotating
Set the context Summarize
Respect the views of others
Use quotations effectively
Provide Templates
Students must be able to adequately and honestly summarize the position of their opponent before they undertake to put forth their own views (Fleming 256).
Templates provide guidance and structure to keep students focused on what the article actually says.
Fleming, David. “Rhetoric and Argumentation.” A Guide to Composition Pedagogies. Ed. Gary Tate et al. New York: Oxford UP, 2013. Print.
Locating Themselves in the Conversation
They Say, I Say: The Moves That Matter in Academic Writing
Gerald Graff Cathy Birkenstein
Central Source for Templates:
The general argument made by author X in her/his work,
__________________, is that _______________________________. More
specifically, X argues that __________________________. She/he writes,
“_____________________________________.” In this passage, X suggests
that ____________________________________. In conclusion, X’s belief is
that ____________________________________________.
In my view, X is wrong/right, because ___________________________.
More specifically, I believe that _____________________________.For
example,_______________________________. Although X might object
that ____________________________________________, I maintain that
____________________________________________________. Therefore, I
conclude that _____________________________________________.
*Graff, Gerald and Cathy Birkenstein. They Say/I Say: Moves that Matter in Academic Writing. New York: W.W. Norton & Co., 2007.
Two viewpoints on a topic
Selection of editorial cartoons
Vary the reading levels: NewsELA
Variations on a Theme
Extend the conversation
Promote engagement, thinking
Scaffold: Move toward teaching the skill of academic conversation
Discuss and Debate
TeachingEnglishMatters.weebly.com
Collection of Resources for News Articles, Templates, Ideas
Duffy, John. “Virtuous Arguments.” Inside Higher Ed. March 16, 2012. Web.
Fleming, David. “Rhetoric and Argumentation.” A Guide to Composition Pedagogies. Ed. Gary Tate et al. New York: Oxford UP, 2013. Print.
Gallagher, Kelly, and Richard L. Allington. Readicide: How Schools Are Killing Reading and What You Can Do About It. Portland, Me: Stenhouse Publishers, 2009. Print.
Graff, Gerald and Cathy Birkenstein. They Say/I Say: Moves that Matter in Academic Writing. New York: W.W. Norton & Co., 2007. Print.
Stuart, Dave. "There and Back Again: My Journey with Gallagher's Article of the Week Assignment." Web log post. Teaching the Core. Dave Stuart Consulting LLC, 27 Sept. 2014. Web. 2 Mar. 2015.
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