1. Lesson 2: Studying Room for Debate Op-Eds
Thursday, 4/21
Lesson 2: Studying Room for Debate Op-Eds
This lesson serves three purposes: 1] immersion into decisions of writers of one argument genre—OpEd; 2] immersion into formatting and author choices used in a digital text; and 3] name and discuss the purpose for decisions OpEd writers make to prepare students to use some of these decisions in their OpEd writing.

2. Line of Reasoning was developed by Linda Denstaedt.
Group Jigsaw Work. The Jigsaw Research and Jigsaw Note-Catcher was taught in the Ranking Evidence mini-unit by Rachel Bear. This note-catcher is altered slightly to put more emphasis on countering which is an essential move in NYT “Room for Debate” OpEds.
The note-catcher is intended to be used to take notes during the sharing of individual research. Groups can be 3 or 4. However, students do not need to put their notes into the note-catcher. Some students like to flip the note-catcher over and create a note-catcher to focus the information they wish to share.
Synthesis
Line of Reasoning was developed by Linda Denstaedt.

3. Put your papers in this order: 1. Chart (on top) 2
Put your papers in this order: 1. Chart (on top) 2. Article #1 – “How Driverless Cars Could Make Traffic Dramatically Worse” 3. Article #2 – “Senate Asks: if no one’s behind the wheel, who’s driving?” 4. Article #3 – “Google offers a career less traveled: Driving a driverless car” (on bottom)

4. Line of Reasoning was developed by Linda Denstaedt.
Goals
Tour “Room for Debate” website and digital Op-Eds
Identify elements of genre on this website: length, OpEd format, hyperlinked evidence, headline, author information, vocabulary, & textboxes
Notice the differences between evidence that is hyperlinked in a digital text and evidence paraphrased and quoted in a print text
Line of Reasoning was developed by Linda Denstaedt.

5. Line of Reasoning was developed by Linda Denstaedt.
Immersion Focus
Who is the writer? Who seems to be the audience?
What moves do both OpEd writers make to develop their arguments in a digital text?
How do those decisions impact the argument? The reader?
Line of Reasoning was developed by Linda Denstaedt.

6. Line of Reasoning was developed by Linda Denstaedt.
Notice examples of and/or details about author’s decisions
Name the decision
How does this decision impact or help a reader?
3-6 paragraphs
350 words or less
Length
Short texts provide a clear focus on claim and evidence.
Encourages a reader to read several different OpEds and views.
Suggested Anchor Chart: Chart the decisions students notice during the immersion.
Line of Reasoning was developed by Linda Denstaedt.

7. Line of Reasoning was developed by Linda Denstaedt.
Lesson 3: Studying the Moves of OpEd Writers
Anchor Text Set: The anchor texts were chosen for 4 reasons: 1] they contain significant hyperlinked research; 2] they take different angles on the issue clearly stated in the headlines; 3] the line of reasoning is different which provides an interesting comparison; 4] the text set contains citations or research from each author.
Line of Reasoning was developed by Linda Denstaedt.

8. Line of Reasoning was developed by Linda Denstaedt.
Goals
Identify elements of argument: claim, commentary, countering & other use of sources: authorizing, illustrating, and extending
Trace and analyze the function of the argument moves
Review and revise your claim
Line of Reasoning was developed by Linda Denstaedt.

9. Focus on Moves and Function
Scott Le Vine
Chunk of Text
Argument Move
Function to support the claim and develop the argument
Headline
Key words identify focus: ethical, efficiency, tradeoffs
Paragraph 1
Claim
Commentary
Supporting evidence
States claim to identify key focus for argument—ethical tradeoffs.
Commentary introduces the attraction for speed and supporting evidence on crash risks.
Focus and Analyze Function: Here is another stretch spot for teachers and students, which is why approximation is really essential as teachers model and support students to make sense of the purpose of a sentence, paragraph, or argument move.
Questions to Shift to Function: Create questions or tips (like using key words from the text) that might support students as they try naming the function of an argument move. Below is a list of a few specific decisions that seem to occur in NYT OpEds and a question that might support student thinking and naming of the function of argument moves.
Placement of claim: Why might the write state a claim here?
Nuanced claims: How does the claim change?
Rhetorical questions: What seems to be the purpose of this question? Is it a claim?
Role of commentary: How does the commentary add, extend, or shift the reader’s thinking?
Role of countering and refuting pairs: What does the countering and refuting pair do to the reader’s thinking about the issue? About the claim?
Use of vocabulary threads: How does repeated vocabulary connect thinking from paragraph to paragraph?
Line of Reasoning was developed by Linda Denstaedt.

10. What are you thinking now?
What is your current claim?