GMOs: An Argument Writing Mini-Unit Marsha Buerger and Jean Wolph, Louisville Writing Project for NWP CRWP, funded by the Department of Education, based on templates developed by Beth Rimer and Linda Denstaedt and including slides created by Leanne Bordeleon

● Argument of Policy: ○What should be done about GMOs, if anything? Inquiry Questions Jean Wolph and Marsha Buerger, Louisville Writing Project

● Research Skills: Learn how writers use sources effectively to support a claim and make an argument. ● Critical Reading Skills: Explore selected sources to gather and weigh evidence, then make an informed claim. ● Writing Skills: Learn how writers use frameworks to organize an argument. In this mini-unit, we will develop our… Jean Wolph and Marsha Buerger, Louisville Writing Project

Ways to Use Sources Illustrating – When writers use specific examples or facts from a text to support what they want to say. Examples: ● “_____ argues that ______.” ● “_____ claims that ______” ● “_____ acknowledges that ______” ● “_____ emphasizes that ______” ● “_____ tells the story of ______ “ ● “_____ reports that ______” ● “_____ believes that ______” Leeanne Bordelon, NSU Writing Project, 2014 The 18-wheeler carries lots of cargo, representing “material to think about: anecdotes, images, scenarios, data.” (Harris)

Example of Illustrating from “The Early Bird Gets the Bad Grade” by Nancy Kalish: “When high schools in Fayette County in Kentucky delayed their start times to 8:30 a.m., the number of teenagers involved in car crashes dropped, even as they rose in the state.” In what way is this a specific example or fact? What kind of claim might it be used to support? Jean Wolph and Marsha Buerger, Louisville Writing Project

Ways to Use Sources Leeanne Bordelon, NSU Writing Project, 2014 ● Authorizing – When writers quote an expert or use the credibility or status of a source to support their claims. Joseph Bauxbaum, a researcher at the Mount Sinai School of Medicine, found … According to Susan Smith, principal of a school which encourages student cell phone use, … A study conducted by the Gulf Coast Center for Law & Policy Center, a non-profit organization which monitors environmental issues, revealed that … What words make each person seem credible? What claim might each quote help support?

Example of Authorizing from “High schools with late start times help teens but bus schedules and after-school can conflict” [“T]he focus on logistics is frustrating for Heather Macintosh, spokeswoman for a national organization called Start School Later…. “What is the priority?” she said. “It should be education, health and safety.” What words make her seem credible? What claim might this quote help support? Linda Denstaedt, i3 Leadership Team, National Writing Project

Ways to Use Sources Leeanne Bordelon, NSU Writing Project, 2014 ● Countering – Countering--When a writer “pushes back” against the text in some way, by disagreeing with it, challenging something it says, or interpreting it differently than the author does. While parent groups often portray gaming negatively, recent brain research indicates there are positive effects. What are the key elements of a good “counter”?

Leeanne Bordelon, NSU Writing Project, 2014 Acknowledge the opposition, then refute it: While many people think ____, the research actually shows… Or summarize the opposition, then give your case: ____ argues that ____. What the author fails to consider is … ____ says that ____. This is true, but … ____ suggests that ____. The author doesn’t explain why …. ____ argues that ____. Another way to look at this is … ____ found that ____. However, the study doesn’t explore the connections between … Example of Countering

TEXT 1: Study this chart. THINK: What is the author saying about GMOs? What claim could YOU make from this chart? Jean Wolph and Marsha Buerger, Louisville Writing Project

What do you think? ● What do you think about the chart? About GMOs? ● Share your writing. ● Add a “For example....” (from the chart) ● Share Jean Wolph and Marsha Buerger, Louisville Writing Project

For Text 2: Make this chart in your notebook Source: GMO food labeling: Inside the controversy By AMANDA COCHRANCBS NEWSMay 7, 2014, 10:44 AM It SaysI Say Jean Wolph and Marsha Buerger, Louisville Writing Project

TEXT 2: Watch this video. THINK: ● What is the expert saying? ● What claim is the expert making? ● What claim could YOU make from info in this video? GMO food labeling: Inside the controversy By AMANDA COCHRANCBS NEWSMay 7, 2014, 10:44 AM LINK: controversy/ controversy/ Note: There is an optional companion article below the video. Is this a credible source? Why or why not? Jean Wolph and Marsha Buerger, Louisville Writing Project

Video Instructions ● As you watch the video... ○ Under “It Says” Take notes on the claims made. Jot down evidence that seems compelling or convincing OR that you question. Write down words and phrases that stick out to you. Second viewing, Add any additional notes you missed last time AFTER viewing: We’ll discuss what we learned. Jean Wolph and Marsha Buerger, Louisville Writing Project

Comparing Notes: What did you record? Source: GMO food labeling: Inside the controversy By AMANDA COCHRANCBS NEWSMay 7, 2014, 10:44 AM It SaysI Say Jean Wolph and Marsha Buerger, Louisville Writing Project

Complete the “I SAY” column. ● Across from each “It Says” note, Write your reactions, responses, comments, questions, agreements, or disagreements to the video notes Share ! Jean Wolph and Marsha Buerger, Louisville Writing Project

What do you think? ● What do you think about the video? About GMOs? ● Write a paragraph or more from your chart. Use sentence stems that show where your evidence came from. (See next slide.) Jean Wolph and Marsha Buerger, Louisville Writing Project

Use the sentence starters to include information in your writing. Think about ways to add information from a source to your writing. Use a sentence starter to add evidence and then explain your thinking. Agree ○ “The video on GMOs shows …” ○ “According to the CBS video “GMO food labeling: Inside the controversy,” …” ○ “According to CBS News medical consultant Dr. David Agus, research on GMOs shows…” Disagree ○ “Although Dr. Agus says …” ○ “While the CBS report explains …” Jean Wolph and Deborah Gandenberger, Louisville Writing Project

For Text 3: Make this chart in your notebook Source: Americans Are Too Stupid For GMO Labeling, Congressional Panel Says ( It SaysI Say Jean Wolph and Marsha Buerger, Louisville Writing Project

TEXT 3: Watch this video. THINK: ● What is the author saying? ● What claim is the author making? ● What claim could YOU make from info in this video? Americans Are Too Stupid For GMO Labeling, Congressional Panel Says Posted: 07/10/ :00 pm EDT Updated: 07/11/ :59 am EDT LINK: congress_n_ html?utm_hp_ref=food-for-thoughthttp:// congress_n_ html?utm_hp_ref=food-for-thought Note: There is an optional companion article below the video. Is this a credible source? Why or why not? Jean Wolph and Marsha Buerger, Louisville Writing Project

Comparing Notes: What did you record? Source: Americans Are Too Stupid For GMO Labeling, Congressional Panel Says ( It SaysI Say Jean Wolph and Marsha Buerger, Louisville Writing Project

Complete the “I SAY” column. Across from each “It Says” note, Write your reactions, responses, comments, questions, agreements, or disagreements to the video notes Share ! Jean Wolph and Marsha Buerger, Louisville Writing Project

What do you think? ● What do you think about the video? About GMOs? ● Write a paragraph or more from your chart. Use sentence stems that show where your evidence came from. (See next slide.) Jean Wolph and Marsha Buerger, Louisville Writing Project

Use the sentence starters to include information in your writing. Think about ways to add information from a source to your writing. Use a sentence starter to add evidence and then explain your thinking. Agree “The Huffington Post video on GMOs shows …” “According to members of the subcommittee on Horticulture, Research, Biotechnology, and Foreign Agriculture…” “According to David Just, a professor at Cornell University and co-director of the Cornell Center for Behavioral Economics in Child Nutrition Programs.…” Disagree “Although the subcommittee says …” “While Calestous Juma, an international development professor at Harvard's Kennedy School explained …” Jean Wolph and Marsha Buerger, Louisville Writing Project

For Text 4: Make this chart in your notebook Source: In A Grain Of Golden Rice, A World Of Controversy Over GMO Foods BY DAN CHARLES / MARCH 07, :59 AM ET / NPR It SaysI Say Jean Wolph and Marsha Buerger, Louisville Writing Project

Jean Wolph, Louisville Writing Project for NWP CRWP funded by the Department of Education TEXT 4: Watch this Video THINK: Does this source seem credible? Listen for examples of ILLUSTRATING in this video. Jot them on your chart under “It Says.” Info about source: npr/ /overview-and-history 7/ /in-a-grain-of-golden-rice-a- world-of-controversy-over-gmo-foods Note: There is a text version on the website, along with a button that allows you to listen to the story being read. In A Grain Of Golden Rice, A World Of Controversy Over GMO Foods BY DAN CHARLES / MARCH 07, :59 AM ET Link:

Comparing Notes: Grain of Rice / GMOs It SaysI Say Jean Wolph, Louisville Writing Project for NWP CRWP funded by the Department of Education What notes did you capture? Which are examples of illustrating? Catch up your notes with any information you missed that you are interested in.

Complete the “I SAY” column. ● Across from each “It Says” note, Write your reactions, responses, comments, questions, agreements, or disagreements to the video notes Share ! Jean Wolph and Marsha Buerger, Louisville Writing Project

What do you think? ● What do you think about the video? About GMOs? ● Write a paragraph or more from your chart. Use sentence stems that show where your evidence came from. (See next slide.) Jean Wolph and Marsha Buerger, Louisville Writing Project

Refresh Your Memory Reread your writing and notes on GMOs. Jean Wolph and Marsha Buerger, Louisville Writing Project

Adding to Our Thinking with a New Text by Marc Lallanilla, Staff Writer Does this source seem credible? Look for examples of AUTHORIZING, ILLUSTRATING, and COUNTERING in this article. GMO’s: Facts About Genetically Modified Food, 2013, LiveScience, gmo-facts.html Text 5 Jean Wolph and Marsha Buerger, Louisville Writing Project

Highlighting New Information ● Use 2 different colors of highlighters ● Color 1=Important New Info ● Color 2= Things that strike you or challenge your thinking ● Share your thinking with a partner Jean Wolph and Marsha Buerger, Louisville Writing Project

Now I’m Thinking… What do you think about GMOs now? What should we do, if anything, about GMOs? Argument of Policy: Provide evidence using information and examples from the article. Refer to your highlighting. Use sentence stems to attribute information to the source (see next slide). Jean Wolph and Marsha Buerger, Louisville Writing Project

Use the sentence starters to include information in your writing. Think about ways to add information from a source to your writing. Use a sentence starter to add evidence and then explain your thinking. Agree As Dr. Gerard Barry, IRRI's golden rice project leader, says,… The NPR article, “In A Grain Of Golden Rice, A World Of Controversy Over GMO Foods” explains … “Supporting my example, The Rockefeller Foundation decided…” Disagree “Neth Daño, who works in the Philippines for the ETC Group, says …”Neth DañoETC Group “While the NPR article explains …” Jean Wolph and Marsha Buerger, Louisville Writing Project

Optional: Text 6—Highlight New Info and Info that Challenges Your Thinking Does this source seem credible? Look for examples of AUTHORIZING, ILLUSTRATING, and COUNTERING in this article. The New York Times, U.S.D.A. Approves Modified Potato. Next Up: French Fry Fans by Andrew Pollack, 2014 Link: Jean Wolph and Marsha Buerger, Louisville Writing Project

Text 6: Continue Your Thinking ● Begin a new writing using information from the new text. ● Use sentence frames to introduce the information. ● Explain what you think about the evidence. Jean Wolph and Marsha Buerger, Louisville Writing Project

Sentence Starters ○ The article “____________” explains … ○ As _______, the author of the study, says,…. ○ According to __________ [name] of [organization], … ○ Although the article says … ○ While the study showed … Jean Wolph and Marsha Buerger, Louisville Writing Project

Exit Slip—Notecard Claim ● Read over your writing so far and use the note card to write a claim about GMOs. ● How might you qualify (or limit) your claim? SAMPLE Claim Starter: Because research shows __________, we should (or we should not) ________________________. Jean Wolph and Marsha Buerger, Louisville Writing Project

Let’s Review! ● Let’s review our notes & previous writing on the GMOs.  Infographic & writing response  Videos & writing responses  “It Says/I Say” charts  Article(s) & writing response  Note card Claim Jean Wolph and Marsha Buerger, Louisville Writing Project

NOW Let’s WRITE! The 40-Minute Kernel Essay Attention grabber and my claim on the Issue Here's what I’ve learned that supports my claim Even though others say X, this fact really convinces me they are wrong Conclusion : What should the reader do or think? Jean Wolph and Marsha Buerger, Louisville Writing Project

The 40-Minute Kernel Essay Attention grabber and my claim on the Issue 3 minutes Write an introduction that provides an interesting detail about GMOs to grab the reader’s attention. Then state your claim on the issue of GMOs. Jean Wolph and Marsha Buerger, Louisville Writing Project

The 40-Minute Kernel Essay Here's what I’ve learned that supports my claim ● 4 minutes Select 2-3 pieces of evidence that provide information to support your claim. ● 10 minutes State a reason you believe this claim. Insert evidence using sentence starters to write what you’ve learned about GMOs. Connect and explain how the evidence supports your claim. Jean Wolph and Marsha Buerger, Louisville Writing Project

The 40-Minute Kernel Essay Even though opponent s say X, this fact really convince s me they are wrong ● 3 minutes Identify what opponents say that might be a bit troubling. Then identify 1-2 pieces of evidence that seem most convincing—maybe a fact from research or a quote from an authority—to counter their argument. ● 10 minutes Introduce the counterclaim (what opponents say). State the reason their argument seems wrong or irrelevant. Use the fact or quote seems most important. Introduce the evidence with a sentence starter like “According to…” Explain how this evidence supports your claim and refutes theirs. Jean Wolph and Marsha Buerger, Louisville Writing Project

The 40-Minute Kernel Essay Conclusion: What should the reader do or think? 3 minutes Write a final few sentences as a conclusion, perhaps restating your claim. Jean Wolph and Marsha Buerger, Louisville Writing Project

Searching for Ways You Used Sources ● Trade papers with a partner. ● Partners read and code the ways the writer used sources in the margin. ● Search draft for examples of ○ Illustrating= I ○ Authorizing= A ○ Countering = C ● DISCUSS: What have we learned about using sources during this mini-unit? How can we use these ideas in other writing experiences, including on- demand testing? Jean Wolph and Marsha Buerger, Louisville Writing Project