1. Connecting Evidence to a Claim was developed by Jean Wolph.
11/18/16 QW #1 Write 1 paragraph – ½ page in 5 minutes: Some research we looked at yesterday stated that kids as young 5 or 6 have issues with their body image? Do you believe this? What might be causing or contributing to this? What should be done?
Connecting Evidence to a Claim was developed by Jean Wolph.

2. Learning Target: Students will gather relevant information from multiple print sources, close reading to analyze what the text says about the topic. Success Criteria: Students will be able to create multiple possible claims and locate at least one piece of illustrating evidence and at least one piece of authorizing evidence to support one claim.

3. QW #2 – You have 5 minutes: Create 3 claims about body image
QW #2 – You have 5 minutes: Create 3 claims about body image. These could be new claims (since reading the articles), or claims you already had and we already discussed (prior to reading the articles). Make sure they are all claims that you could prove using the information in the articles we’ve read over the last 2 days.

4. Leeanne Bordelon, NSU Writing Project, 2014
Forwarding Moves
Authorizing – When students quote an expert or use the credibility or status of a source to support their claims.
Leeanne Bordelon, NSU Writing Project, 2014

5. All forms of Countering
Countering Moves
“The aim of countering is to open up new lines of inquiry.”
–Harris in Rewriting: How to Do Things with Texts
All forms of Countering
(Rebutting the other side, Uncovering Values, Dissenting)
Leeanne Bordelon, NSU Writing Project, 2014

6. Leeanne Bordelon, NSU Writing Project, 2014
Countering Moves
When students “push back” against the text in some way. They might disagree with it, challenge something it says, or interpret it differently than the author does.
Leeanne Bordelon, NSU Writing Project, 2014

7. LESSON 1: Connecting Evidence to the Claim
Connecting Evidence to a Claim was developed by Jean Wolph.

8. Now that you’ve identified most of the evidence you’ll use…
it’s time to make the evidence WORK for you.
Lesson 1: Day 4 (or Day 1, if you are using claims and evidence already identified in another mini-unit): Students will need to have evidence at hand. If they are working from a teacher-provided text set, they might highlight the article on an earlier day to identify possible evidence to support their claims.
Connecting Evidence to a Claim was developed by Jean Wolph.

9. Leeanne Bordelon, NSU Writing Project, 2014
Forwarding Moves
Illustrating – When students use specific examples from the text to support what they want to say.
Leeanne Bordelon, NSU Writing Project, 2014

10. Connecting Evidence to a Claim was developed by Jean Wolph.
One problem writers sometimes have is using evidence effectively.
Today we’ll focus on connecting our evidence to the claim.
Connecting Evidence to a Claim was developed by Jean Wolph.

11. Connecting Evidence to a Claim was developed by Jean Wolph.
Let’s try an example:
Sample Claim: As a society, we often think body image is an issue exclusive to females, but men are also affected by negative body image.
The first example is one that you will show in its entirety, to demonstrate the process.
Connecting Evidence to a Claim was developed by Jean Wolph.

12. Connecting Evidence to a Claim was developed by Jean Wolph.
collected
so far:
Statistics and facts about body image and how it impacts self esteem
Joseph Harris calls the use of others’ words and work FORWARDING. In this mini-unit, we’ll first look at ILLUSTRATING, which is one way to forward others’ ideas.
A good resource for teaching the Harris moves is Leeann Bordelean’s PowerPoint on the Harris moves. She uses road sign metaphors to explain the purpose for using quoted or paraphrased evidence in an argument.
The examples that follow are drawn from Buzzle.com, an educational resource for kids. The site has a feature that allows students to click and hear the article being read, which can be handy for students with special needs. See “Recycling Facts for Kids” and “Positive and Negative Effects of Recycling.”
An article that demonstrates how one might counter this claim that we should increase recycling efforts is “Don't Recycle: Throw It Away!” by Roy E. Cordato, who teachers economics at Campbell University (The Mises Institute monthly, December 1995, Volume 13, Number 12. It would be a useful model to read and analyze, as the author selects several commonly-held beliefs about recycling and refutes them. (Retrieved at
Next we CONNECT them to our claim.
Connecting Evidence to a Claim was developed by Jean Wolph.

13. Connecting Evidence to a Claim was developed by Jean Wolph.
Review
In this mini-unit, we’ll practice ways that writers use sources to develop their arguments:
Illustrating | Using specific examples from the text to support the claim Authorizing | Referring to an “expert” to support the claim Countering | “Pushing back” against the text in some way (e.g., disagree with it, challenge something it says, or interpret it differently)
Selected slides in this mini-unit can be revisited as students work on daily argument writing and/or on other mini-units, to remind students what these moves look like in the context of developing an argument.
Connecting Evidence to a Claim was developed by Jean Wolph.

14. Connecting Evidence to a Claim was developed by Jean Wolph.
What will we do when we are…
???
???
Illustrating:
Using specific examples from the text to support the claim
Let’s examine some models of evidence and connections.
Connecting Evidence to a Claim was developed by Jean Wolph.

15. 1 Body Image Pressure Increasingly affects boys
Source:
Body Image Pressure Increasingly affects boys
Evidence from research
(This is the evidence that we will use or forward, to advance our argument.)
Claim: As a society, we often think body image is an issue exclusive to females, but men are also affected by negative body image.
“Boys are as likely to feel pressure to gain weight, as to lose it.”
How could we connect this piece of evidence to our purpose, to convince readers that our society needs to address body image issues with both genders?
Share this first example, reading the evidence and thinking aloud to show how one might connect the evidence to the claim. The next slide will show one way a writer might do this.
Connecting Evidence to a Claim was developed by Jean Wolph.

16. Evidence from research1
Source:
Body Image Pressure Increasingly affects boys
Evidence from research
(This is the evidence that we will use or forward, to advance our argument.)
Connection to Claim:
This is where we’ll explain how the evidence is relevant to our claim and imagine the outcome, if we take this action.
“Boys are as likely to feel pressure to gain weight, as to lose it.”
Currently, we spend time and resources on females in our society and their obsession with body image. However, we also need to address this issue with our male population. These young men have to worry not only about gaining too much weight, but also about losing too much. Can men in our society ever win?
Illustrating

17. 2 Children, Teens, Media, and Body Image
Source:
Children, Teens, Media, and Body Image
Evidence from research
(This is the evidence that we will use or forward, to advance our argument.)
Claim: As a society, we often think body image is an issue exclusive to females, but men are also affected by negative body image.
“Boys own body concerns and risky behaviors can go unnoticed.”
How could we connect this piece of evidence to our purpose, to convince readers that we should change our school menu choices?
Share this second example, reading the evidence and thinking aloud to show how one might connect the evidence to the claim. The next slide will show one way a writer might do this.
Connecting Evidence to a Claim was developed by Jean Wolph.

18. Source:
Children, Teens, Media, and Body Image
Evidence from research
(This is the evidence that we will use or forward, to advance our argument.)
Connection to Claim:
This is where we’ll explain how the evidence is relevant to our claim and imagine the outcome, if we take this action.
“Boys own body concerns and risky behaviors can go unnoticed.”
As a culture, we are spending so much time worrying about our young ladies, that we are completely missing the concerns that exist with young men. There are boys using extreme means to lose weight, and also utilizing risky behavior to gain muscles. Our males need to know that their health is as important as females. 2
Illustrating
Connecting Evidence to a Claim was developed by Jean Wolph.

19. Next Steps: Identify MORE evidence and Use the Argument Planner
List the strongest evidence from the text set (use one planner per source). Quote or paraphrase the information you are citing.
Explain how this evidence is relevant to the claim you have made. How does it apply? How does it serve as an example? How does it provide proof that what you are proposing will work?
After practicing the move of countering, it’s time for students to try it in their own drafts using the fast food text set. They will need to re-scan the articles in order to find evidence that someone with an opposing claim might use, then help us think differently about that evidence so that it loses its power to sway our opinion.
Connect the dots for the reader. If we accept your reasoning, what will be the outcome? What impact will this action have on the problem you’ve identified and are try to solve?
Connecting Evidence to a Claim was developed by Jean Wolph.

20. Connecting Evidence to a Claim: Argument Planner
Source:
Title, author, publication, website URL, date, page numbers, etc.
Evidence
from the article
(fact, statistic, quote, etc.)
Connection:
How could you connect the evidence to your purpose? How can you help readers see the RELEVANCE or importance of this fact to the context or situation? How and why does this evidence support your claim? Give examples.
Possible Outcome or Result:
What might happen if we use this evidence to make a decision about how we’ll think, act, or believe?
The text says… 
Here’s how it applies to my claim:
If we do this…
Students can draw their own charts in their writers’ notebooks. There is also a planner provided with this mini-unit that can be photocopied.
Connecting Evidence to a Claim was developed by Jean Wolph.