A Chunkbased Argumentative Writing An Extended Lesson of
A Chunk-based Argumentative Writing --An Extended Lesson of Senior English for China Book 6 Unit 4 华南师范大学外国语言文化学院 郑晓欢 刘敏佳 河源市市教研室 赖曼珍
Ⅰ. Learning Objectives: 1. Students are able to __________________________ discover and classify the chunks in a sample argumentative passage 2. Students can apply the chunks to an argumentative writing.
Ⅱ. Learning Procedures: 【Step 1】 Revision: Review “Map of Argumentative writing ”together. Phenomenon/Issue Positive thesis Argumentation/Sup porting detail 1 Supporting detail 2 … Negative thesis Supporting detail 1 Conclusion Supporting detail 2…
【Step 2】 Pre-writing： 1. Chunks discovery: Try to underline chunks in the following sample argumentative passage. Views on whether teenagers should do housework vary from person to person. Some people strongly argue against teenagers’ doing housework. The people believe that teenagers should focus on study, so they insist that doing housework is time-consuming, which have a negative effect on their study.
From my perspective, teenagers should do housework. Various factors/reasons account for my view, among which the rooted one is that it is not only extremely beneficial to building up our health but it is greatly favorable to developing our independence. Another contributing cause is that our parents are busy and tired after a day's work. They care for us and we should care for them too. Therefore, it's our responsibility to share housework with our parents. A great variety of ways can be followed to help our parents with the chores. To begin with, we are supposed to make the bed and clean the room. Second, we are expected to wash bowls and take out the trash. and so on. Small as they may seem, actually, they contribute a lot to helping our parents and cultivating our self-independence.
2. Chunks classification: Students classify the chunks according to the purpose of their expression in groups. For example, when one wants to voice one’s view(s), he can use “from one’s perspective”. view: cause: effect: importance : advice : transitional words: others:
3. Chunk-classification sharing. After students finishing the task, ask two groups to share their findings through the projector. view: from one’s perspective, views on something vary from person to person cause: …account for … , another contributing cause is that effect: it is not only beneficial to but it is greatly favorable to , something has a negative effect on importance : small as …may seem, …contribute (s) a lot to… advice : a great variety of ways can be adopted to…. transitional words: to begin with, in summary others: focus on, develop one’s independence, share…with, care for, help…with, be supposed to, be expected to, cultivate one’s selfindependence …
4. Chunk-classification explanation. Explain the chunks briefly and give more examples of their usage. from one's perspective: voice one’s view(s) usage—— in / out of perspective : showing the right / wrong relationship between visible objects. vary from : be different from usage—— vary in : be different in eg. vary in size / colour accout for : give reasons for usage—— by all account : according to what one's had heard or read eg. By all accounts he is a nice person. have a great / negative effect on : have a good or bad influence on usage—— have no effect : without influence
4. Chunk-classification explanation. Explain the chunks briefly and give more examples of their usage. contribute to: be help to / lead to eg. Smoking is a major factor contribute to cancer. be adopted to , be accepted to focus on sth. / doing sth. focus of / in develop / cultivate one's self-independence share. . . with care for to begin with , to start with , first of all in summary , on the whole , in sum , in general , in conclusion
【Step 3】While-writing 1. Situation and writing task: Suppose the students are their school reporters, and they are going to write a report on thrift. The report should include the following two aspects : their attitudes and their advice.
2. Mind map completion: Students discuss the topic thrift and complete the following mind map of the composition with chunks in groups. Chunks of my composition on thrift Positive thesis: ______ Supporting details _____ : Conclusion Negative ______ thesis: Supporting details: ____________________
3. Mind map sample Chunks of my composition on thrift Positive thesis: we should live a thrifty life Supporting details : To begin with, it is not only extremely beneficial to …but it is greatly favorable to…. Another contributing cause is that… Negative thesis: We shouldn’t live a thrifty life Supporting details : To begin with, …has a negative effect on…Another contributing cause is that… Conclusion: In summary, …
4. Writing practice Draft the composition individually according to the mind map you have finished.
- Slides: 14
