RWS San Diego State Argument is at the center of SDSU’s GE program and lower division writing program. Why? Because argumentation is central to academic.

Slides:



Advertisements
Similar presentations
LITERACY IN THE MIDDLE YEARS OF SCHOOLING INITIATIVE
Advertisements

RWS 200: The Rhetoric of Written Argument in Context.
Division of Youth Services Oct 26, 2012 Common Core & the Content Areas.
Critical Thinking Course Introduction and Lesson 1
Think like a professional writer Writers use rhetorical skills to construct meaning. Rhetoric: speech or writing that communicates its point persuasively.
 A central idea in Eugene Linden’s article is that animals have high mental abilities to reason and be skillful thinkers: ◦ State an anecdote in the article.
Clear your desk of everything except:  a writing utensil  a piece of paper.
How to take your reading to the next level….
Intellectual Challenge of Teaching
Looking at Texts from a Reader’s Point of View
HOW TO EXCEL ON ESSAY EXAMS San José State University Writing Center Dr. Jim Lobdell.
PARAPHRASING BORROWING LANGUAGE AND IDEAS. WHAT IS A PARAPHRASE? WHAT IS A PARAPHRASE? DEFINITION: Paraphrasing is when we borrow ideas, language, or.
Essay Writing Elements of the Essay.
BOOK REVIEW. typically evaluates recently-written works offers a brief description of the text’s key points often provides a short appraisal of the strengths.
 A summary is a brief restatement of the essential thought of a longer composition. It reproduces the theme of the original with as few words as possible.
Good Slide vs. Bad Slide - The Bad 1.Title is not changed. 2.The Challenge statement is not "stated as an instructional dilemma or problem." 3.Although.
Course Basics Presented by Elisa P. Paramore Program Counselor.
Cultural Practices of Writing II
Dr. MaLinda Hill Advanced English C1-A Designing Essays, Research Papers, Business Reports and Reflective Statements.
Week 1, Class 2. The rhetorical triangle is a way of thinking about what's involved in any communication scenario. It involves three main parts: a rhetor.
Strategies for Interpreting a Prompt and Succeeding at the In-Class Timed Writing Essay.
1 Final Project ELI 82 (3) Fall 2009 Kyae-Sung Park Dec. 7, 2009.
Cultural Practices of Reading I. Cultural Practices of Reading Understand and analyze how our different cultures value and make meaning from text.
Summary-Response Essay Responding to Reading. Reading Critically Not about finding fault with author Rather engaging author in a discussion by asking.
CLOSE READING & ANNOTATING WHAT IT IS AND HOW TO DO IT.
RWS 100: The Rhetoric of Written Argument RWS 100 is a general education course that teaches students to interpret, analyze, synthesize and produce written.
1 Final Project ELI 82 (3) Fall 2009 Kyae-Sung Park Student’s Name: Dec. 7, 2009.
The most effective way to achieve deep comprehension. This PPT reproduces most of the article by Nancy Boyle, “Closing in on Close Reading”; ASCD; Educational.
English Composition Jonathan Watts. Welcome back to class! I hope you had a wonderful weekend! Today we will talk about Essay Development –Pg
Build a Syllabus for Learning January 20, 2005 Presenter : Tine Reimers, Director, Center for Effective Teaching and Learning
Academic Writing Introduction. Anna M. J. Holloway OU graduate—B.A. Letters with focus in Classical Greek language & lit (1988); B.F.A. with focus in.
August 19, The current situation Fall 2008 – incoming college students needing writing remediation: 36.7% of incoming students in 2 year institutions.
Effective Discussion, Engaging With Readings “Mickey Mouse as a Cultural Icon”
B l o g g i n g i n R W S 1 0 0: Assessment and Reflection A m y A l l e n & M i c a h J e n d i a n Final pICT Presentations – San Diego State University.
RWS 200 AND THE LOWER DIVISION WRITING PROGRAM  We ask students to interpret, analyze, evaluate and produce written arguments because this is central.
Academic Reading ENG 115.
Introduction to the ERWC (Expository Reading and Writing Course)
Dual Enrollment English 101 Valerie Best
1 Unit 8 Seminar Effective Writing II for Arts and Science Majors.
STRATEGIES FOR WRITING IN THE ELEMENTARY CLASSROOM K-5 Writing from Sources and the Common Core State Standards.
Lecture 29 Writing Short Book Reviews. Review of Lecture 28 In lecture 28, we learnt how to – Plan a simple presentation – Research and prepare the content.
AP Language and Composition (APLaC) is a rigorous college preparation course. The course engages students in becoming skilled readers and writers who.
Reflective Portfolio Letter due Tuesday, December 15th.
Writing Exercise Try to write a short humor piece. It can be fictional or non-fictional. Essay by David Sedaris.
Early Literacy Tuesday, September 16, REFLECTION & DISCUSSION QUESTIONS:  1. Literacy is a process that begins in infancy and continues throughout.
+ Drafting Paper Two Monday, October Working with Supplemental Texts/Discussing Connections Pair up and discuss the two texts you chose and the.
SYNTHESIS QUESTION. Four Essential Parts  The Directions  The Introduction  The Assignment  The Sources.
Written Report All projects must include a written report. Approximately 5000 words if your project consists of only a written report, e.g. extended essay,
A Change of Heart About Animals
DAY 8 FEB. 17 Reading 091. SQ5R Study Method A good overview (also see handout):  Survey  Question 
+ PARCC Partnership for Assessment of Readiness for College and Careers.
A Change of Heart about Animals
Academic Writing Fatima AlShaikh. A duty that you are assigned to perform or a task that is assigned or undertaken. For example: Research papers (most.
Week 7 Caleb Humphreys. Free Write (10 minutes)  Create a basic outline for your rhetorical analysis. Include your thesis statement and important points.
PHI 208 Course Extraordinary Success tutorialrank.com
Drafting Paper Two Friday, October 16.
RWS 100: Workshop!.
Critical Reading Charting the Text.
SDSU’s Writing Placement Assessment (WPA)
Literacy Content Specialist, CDE
Critical Thinking with Georgie Ziff
RWS: Day Two.
Vocab quiz, FUTURE HOMEWORK: get a portfolio folder and keep all your homework, papers, writing etc., with my comments,
English 1301 Week 4 – (June 25, 2018) - Monday.
Week 2 Class 2.
They Say, I Say Chapter 1 and 12
Happy ending/evals You may want to review where the course has taken students Restate why we took them on this journey – the value of these skills and.
Lesson 8: Analyze an Argument
Interactive Notebook Pages
Presentation transcript:

RWS San Diego State Argument is at the center of SDSU’s GE program and lower division writing program. Why? Because argumentation is central to academic literacy, critical thinking, and civic life - Lasch: “argument is the essence of education… [and] central to democratic culture”; - Norgaard: “Universities are houses of argument.” - Graff: “Argument literacy” is key to higher education.

RWS100: MAIN ASSIGNMENTS 1.Unit 1: Analysis of a Single Argument: Describe and analyze an author’s project, argument, claims, support and rhetorical strategies. 2.Unit 2: “Sources” Assignment: Construct an account of an author’s argument; research outside texts and analyze how they extend, complicate, challenge, illustrate, or qualify the argument. 3.Unit 3: Strategies Assignment: Construct an account of one or more authors’ arguments and explain rhetorical strategies that these authors—and by extension other writers—use to engage readers in thinking about their arguments. 4.Unit 4: Optional 4 th assignment – “lens assignment,” portfolio, or reflection.

The units build on each other, but all begin with 1.The rhetorical situation 2.“PACES” Project Argument Main Claims Evidence Strategies

Helping students understand new terms and read rhetorically… To help students understand this new way of approaching texts, we often begin with a series of short, simple texts that are “reflexive,” that foreground their own rhetoric, reflect on their rhetorical situation, reveal their persuasive strategies. Then we ask students to compose short texts and perform a similar task – reflect on the rhetorical situation, the moves they make, the claims they advance, and the strategies they use.

Using a YouTube Animation to introduce rhetorical concepts

Situation: The syllabus says that the instructor does not accept late work and that if you miss class you will be penalized. Nevertheless, you miss three classes (out of 15 total) and try to hand in the second major assignment a week late. If the instructor doesn’t accept your work you will fail the class. Assignment: Please write the instructor a brief explaining your situation. You do not want to fail the class.

Unit 1: Common Activities 1. Pre-reading and “pre-discussion” work

Examining Titles Carefully: Chua’s article “A World on the Edge” is part of her book World on Fire: How Exporting Free Market Democracy Breeds Ethnic Hatred and Global Instability Section Headings you can find out a lot by going through the section and chapter headings. Eg Pinker’s “The Moral Instinct” 1.The Moralization Switch 2.Reasoning & Rationalizing 3.A Universal Morality? 4.The Varieties of Moral Experience 5.The Genealogy of Morals 6.Juggling the Spheres 7.Is Nothing Sacred? 8.Is Morality a Figment ? 9.Doing Better by Knowing Ourselves

Unit 1: Common Activities cont. 2. Modeling close reading strategies – annotating, posing questions, reading actively and critically.

Unit 1: Common Activities cont. 3. Charting – what is the text doing (what, how, why moves are made).

Students chart their own and their peers’ writing An important part of Ehrenreich’s argument is that the poor are invisible to affluent people. She suggests that the affluent “are less and less likely to share public spaces and services with the poor,” that political parties are unwilling to “acknowledge that low-wage work doesn’t lift people out of poverty” (217) and that media attention focuses more on “occasional success stories” than on the rising numbers of poor and hungry people (218). The fact that the poor are invisible contributes to the lack of attention that the problem of low wages is getting. Showing that this claim really is in the text, and why E. makes it. Writer telling reader one piece of E.’s argument, one claim. Explaining why the “invisibility claim” is significant

Unit 1: Common Activities cont. 4. PACES (project, argument, claims, evidence, strategies) Identifying claims – a good rule of thumb is to look for the following cues: - question/answer pattern - problem/solution pattern - self-identification (“my point here is that…”) - emphasis/repetition (“it must be stressed that…”) - approval (“Olson makes some important and long overdue amendments to work on …”) - metalanguage that explicitly uses the language of argument (“My argument consists of three main claims. First, that…”)

Identifying and sorting claims

Unit 1: Common Activities cont. 5. Drafting: models, outlines, templates, rhetorical precis; metadiscourse, quotations 6. Drafting: peer review, workshops, review plans, student “read-alouds,” conferencing 7. Assessment and response 8. Reflection and reflective practice (applying concepts to students own writing – e.g. charting, analyzing students’ moves and strategies, etc.)

They Say/I Say Templates – verbs for talking about arguments

Templates: The Graff & B Template One of our templates

We show students how to be apprentices to the kinds of writing they’re reading in the class. SDSU Student Tyler Stevens: In this paper I will assess O’Brien’s story and Kaldor’s speech, and show how war inevitably affects many more people besides the soldiers that are fighting in it. I will also point out each author’s rhetorical strategies, hoping to distinguish which author is more effective in their argument, and what moral uncertainties are dislodged in their writings. (1) RWS Learning Outcome: Use metadiscourse to signal the project of a paper and guide a reader from one idea to the next.

We give students opportunities to reflect on their growth in writing and reading in relation to our learning outcomes. Review and reflect on the four papers you wrote this semester. What are two ways you feel your writing has strengthened? Give specific examples from your papers to illustrate this. How do these strengths add to the overall success of your writing? Discuss how these strengths increased your ability to accomplish one of our chief course outcomes: Construct an account of an argument; translate that argument into your own words. -RWS 100 Final In-Class Writing

“The ability to reflect on what is being written seems to be the essence of the difference between able and not so able writers from their initial writing experience onward’ (Pianko, quoted in Yancey, Reflection in the Writing Classroom, p.4)