1. Synthesis Unit 2013-2014 Points for Exploration Ohhhhh!…so my sources ARE having this conversation you keep talking about!

2. Step One: Sources (10 minutes)  Compile a list of your sources and their main ideas.  Now, we can easily refer to these sources as “Source 1” or “Source 2” Source #1:“Flipping the Switch: Code-Switching from Text Speak to Standard English” English Journal Texting is not destroying the English language; students simply must be taught to code-switch between Standard English and the language of texting

3. Step Two: Points for Exploration (5 minutes) PFE #1Code-switching PFE #2Effects of slang PFE #3Slang and swearing in the classroom PFE #4Language and politics PFE #5Changes in language over time

4. Step 3a: What? They talk to each other? PFE #1:Code-switching In the column to the right, please tell me how your sources speak to each other about this point for exploration. What does Source 1 say about this PFE? How would your other sources respond to Source 1? Would they defend, refute, or qualify it? Please write as much as you need to making sure to cover as much of their conversation as you can. Source #1 discusses and defines the term “code- switching” to refer to people changing the way they speak depending on the audience and situation they are in. Source #2, “Obama’s English” would respond to this by saying this is what President Obama is doing when he switches between scholarly language to black slang. Source #3 “Cool” Communication in the Classroom” would most likely say that is also what teachers are doing when they use downward convergence to communicate with students using positive slang such as “cool” or awesome”. Source #4 “Whassup? Slang and Swearing Among Schoolchildren” would agree with the other articles, but points out that swearing is a code that many are no longer switching. Instead of growing out of swearing, many adults continue to swear using words like the “f- word” without a second thought.

5. (Right hand column example) Source #1 discusses and defines the term “code-switching” to refer to people changing the way they speak depending on the audience and situation they are in. Source #2, “Obama’s English” would respond to this by saying code-switching is what President Obama is doing when he switches between scholarly language to black slang. Source #3 “Cool” Communication in the Classroom” would most likely say code- switching is also what teachers are doing when they use downward convergence to communicate with students using positive slang such as “cool” or awesome”. Source #4 “Whassup? Slang and Swearing Among Schoolchildren” would agree with the other articles, but points out that swearing is a code that many are no longer switching. Instead of growing out of swearing, many adults continue to swear using words like the “f-word” without a second thought.

6. 3b: 5 ways to add your voice…. 1. Terminology Consider: If we don’t agree on what a word means, then how can we use that word in an argument? For example, what does the word large mean? Or happiness? If my understanding differs from yours, then the use of this word in an argument could set us at odds when perhaps we should agree. In the presented conversation, look for words and consider their meaning. How do you understand the word? Does the author differ? If so, how does this affect the arguments? It is often wise to clarify the meaning of terms in argumentation.

7. 2. Cause-Effect argumentation.  In such arguments, the writer claims that X is the result of Y; that is, Y caused X. Is this true?  Might there be some other cause of X that the writer has not considered?

8. 3. Questionable Logic  In logical arguments, the writer draws a logical conclusion from presented facts. To counter such arguments, consider the given facts. Are they true?  An errant, questionable, or debatable fact collapses the argument.  If you can show one of the “building blocks” to be questionable, then the conclusion drawn from it is faulty.  Also, one might ask: Can the same evidence lead to a different conclusion?  Never forget that the greatest minds in history have drawn starkly different conclusions from the same observable evidence.

9. 4. Selection of Detail  Never forget that a writer chooses what information to present in his or her argument.  Can you think of evidence not presented that could call the writer’s views into question?

10. #5. Examples!  No better proof can be used than specific evidence from history or contemporary society to show why a particular viewpoint is right or wrong.

11. 3b. Example: My voice  Now for your voice. Think about terminology, cause- effect argumentation, questionable logic, selection of detail, examples, etc. Comment on this conversation yourself. Bring up any valid points running through your head at this time.  I think code-switching is the key to survival and actually shows the complexities of our language rather than suggesting something is wrong with it. If a student can switch between Spanish at home, slang with friends, texting on their phones, and Standard English at school that student has a much stronger control over language than the child who only ever uses Standard English. Still, I think society must be careful not to assume students know how to code-switch on their own, especially students who come from homes where Standard English may never be spoken. It seems very dangerous to rely on the idea that “code-switching” is natural and okay and expect students to do it on their own; instead, teachers and other instructors must help students see how to code-switch.

12. (My voice..again so you can read it.)  I think code-switching is the key to survival and actually shows the complexities of our language rather than suggesting something is wrong with it. If a student can switch between Spanish at home, slang with friends, texting on their phones, and Standard English at school that student has a much stronger control over language than the child who only ever uses Standard English. Still, I think society must be careful not to assume students know how to code-switch on their own, especially students who come from homes where Standard English may never be spoken. It seems very dangerous to rely on the idea that “code-switching” is natural and okay and expect students to do it on their own; instead, teachers and other instructors must help students see how to code-switch.