1. Content & Literacy Connections… Analytical Writing in Geography Pam Merrill, OKAGE TC Social Studies Curr. Consultant Edmond Public Schools

2. Common Core Standards in Oklahoma, 2013 O.A.S. Standards include: * State C3 Content Standards (revised 2012; implemented 2013) AND ** Common Core Literacy Standards

3. Facilitate Independent Thinking, Readers & Writers… Yoo-Hoo! I think I’m getting a blister.

4. Remember: Two Sides of the Same Coin !

6. Narrative Informational/Expository Argument Review: Common Core’s Three Types of Writing:

7. Reviewing Types of Text-Dependent Writing Tasks: 1. Routine Writing 3. Extended Writing 2. Analytical Writing “On-demand” response with little or no pre-writing. In-depth analysis of one given textual passage. Pre-Writing and Organization of Evidence. In-depth analysis of collection of related texts

8. Basic TYPES of Writing Tasks in Social Studies: Writing Task:Description: Routine 2-3 X per week (“On-demand” writing with little or no pre-writing organization; Analysis 1X per every 6-9 weeks (formally-structured essay; use of one rigorous textual passage; approx. one-page length) Extended 1 X per semester (formally structured essay; use of multiple textual passages; 2+ pages in length)

9. Social Studies & Science Teachers = Miners Language Arts Teachers = Jewelers

10. Social Studies should focus on: Social Studies should not focus on: Comprehension of Ideas Textual Analysis Use of Evidence & Details Accuracy of Content Clarity in Expressing Ideas Forms of rhetoric Literary devices Style of Writing (tone, transitions, precision of vocabulary, sensory details) Rules of grammar, spelling, punctuation, capitalization

11. ANALYTICAL Writing Tasks: What do They Look Like? Text-Dependent Response; Close reading required; Pre-writing organization of thoughts, Formal structure for multiple paragraph response.

12. Writing Prompts Mirror Reading Standards…

14. Getting Started with an Analytical Writing Task… Keeping it “BASIC”

15. The “Core” of all Textual Analysis: 1. Identify the Author’s Claim 2. Cite Evidence Used by the Author 3. Explain How the Evidence Supports the Author’s Claim “CORE”

16. The “Core” of all Textual Analysis: 1. Identify Author’s Claim

19. The “Core” of all Textual Analysis: 1. Identify Author’s Claim

20. The “Core” of all Textual Analysis: 1. Identify Author’s Claim 2. Cite Evidence Used by the Author to Support this Claim

21. Basic Types of Evidence in Social Studies Texts

22. Types of Details in Informational Texts: Factual Information: “A survey showed that most students in Edmond Schools like their teachers.” Data or Statistical Information: “A survey showed that 70% of the students in Edmond liked their teachers.” Example: “The fifth grade students at Northern Hills were so fond of their teacher that they gave her a surprise birthday party.”

23. Types of Evidence 1 2 3

24. Text-Dependent Analytical Writing Through Different Perspectives…

25. The “Core” of all Textual Analysis: 1. Identify Author’s Claim 2. Cite Evidence Used by the Author to Support this Claim

26. Text-Dependent Writing Using the Analytical “CHUNK”

27. An “ Analytical CHUNK ” is a group of special statements, presented in a specific order… which can fulfill our goals for analytical writing in any subject, about anything!

28. The “Core” of all Textual Analysis: 1. Identify the Author’s Claim 2. Cite Evidence Used by the Author 3. Explain How the Evidence Supports the Author’s Claim “CORE”

29. CLAIM EVIDENCE COMMENTARY

30. 1. Identify the CLAIM made by the Author of the textual passage you are given to read 2. Cite One piece of Evidence from the text that Supports the Author’s Claim 3. Explain (in your own words) of How this Evidence Proves the Author’s Claim

31. How Can Analytical “CHUNKS” be Used in Reading & Writing About Geographic Concepts?

32. In formal essays that we write in response to what we have read in a non-fiction text, each BODY paragraph can be comprised of these “chunks.”

33. Analytical CHUNKS for each BODY Paragraph of an Essay: 1. Topic Sentence for the paragraph (“Sub-Claim” ) 2. One piece of Evidence from the textual passage 3. Explanation of How the Evidence Supports the Claim

34. Analytical Essay: Paragraph Model… Analytical “Chunks” Topic Sentence Evidence Commentary Claim (Thesis Statement) 1 st Paragraph 2nd Paragraph3rd Paragraph

35. Tackling the Analytical Essay Together…

36. Close Reading #1 Central Idea (Author’s Claim) A. Paraphrase in your own words. B. Locate actual phrase from text which reflects central idea.

37. Writing Task: According to the author, discuss the current condition of the African continent; cite evidence used to support the author’s conclusions. “UNPACK” the PROMPT

38. Recipe for the “Chicken Foot” Thesis (CLAIM) Statement and Introductory Paragraph (CLAIM) Statement Major Point #1 Main Idea/Subject of your response Major Point #2 Major Point #3

39. Current Condition of Africa Writing Task: According to the author, discuss the current condition of the African continent; cite evidence used to support the author’s conclusions.

40. How Does the Author Support his Conclusion? Much of Africa’s people are living in misery Major Point #1 Major Point #2 Major Point #3

41. Much of Africa’s people are living in misery hunger civil war corrupt governments

42. Thesis (CLAIM) Statement: Much of Africa’s people are living in misery caused by hunger, civil wars, and corrupt governments. Much of Africa’s people are living in misery hunger civil war corrupt governments

43. Close Reading #2 Gather Evidence (highlighting) * Types of Evidence

44. Close Reading #3 Organizing Evidence (Pre-Writing)

45. Paragraph Model… Analytical “Chunks” Topic Sentence Evidence Commentary Thesis Statement/ Claim

46. CLAIM Author's central idea or main message Overall thesis presented by the author Major idea the author wants the reader to understand or accept Evidence Proof offered by the author to support his claim May include data, facts, examples, expert testimony, or logical reasoning Commentary In your own words, an explanation of how or why the evidence supports the author's claim Answers "So What?" or "Why is this important? Does not merely repeat the author's claim Discusses the specific evidence by telling why it is important to the claim

49. Peer and/or Self-Editing? Reminds students that formal writing is a PROCESS. Students learn better techniques from one another. Writing to specific expectations emphasized when students evaluate own work using rubric. Better results in future writings!

51. www.okcss.org