Making Arguments Developing Stamina Fluency and Habits of

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Making Arguments: Developing Stamina, Fluency, and Habits of Looking at the World Excerpted from

Making Arguments: Developing Stamina, Fluency, and Habits of Looking at the World Excerpted from a mini-unit developed by Linda Denstaedt and Beth Rimer, i 3 Leadership Team i 3 College Ready Writers Program National Writing Project 2014

Creating Voices and Reading the World These activities will support daily argument writing.

Creating Voices and Reading the World These activities will support daily argument writing.

Finding Opinions & Leveraging the Writer’s Notebook in Daily Argument Writing • • •

Finding Opinions & Leveraging the Writer’s Notebook in Daily Argument Writing • • • Collect ideas, save thinking List writing territories Quick Lists Schedule of My Day Writing Sprints Responding to the world and creating a voice -Arguments are everywhere.

Quick List • • • 1 -2: Two ways you spend your time 3

Quick List • • • 1 -2: Two ways you spend your time 3 -4: Two things you like that others might not 5 -6: Two topics you are talking about 7 -8: Two TV shows or books you are watching/reading 9 -10: Two things others like but you don’t 11: Anything on your mind • Star ones you’re ready to write about. • Why might this be a good thing to do with students?

Schedule of My Day: Donald Graves • Write down your schedule • Code the

Schedule of My Day: Donald Graves • Write down your schedule • Code the list—mark “A” beside each topic that you have an opinion about or could find an argument about Sample: • Why use this? 5: 45 Get up, fix breakfast 5: 55 Turn on radio 6: 10 Wake kids etc.

Writing Sprints • 1 minute, timed writing • Share a “start” with a partner.

Writing Sprints • 1 minute, timed writing • Share a “start” with a partner. • Why a sprint? When would we ask students to respond for longer periods of time (5 or 10 minutes)?

Making Claims at a Glance • Helps students see themselves as observers of the

Making Claims at a Glance • Helps students see themselves as observers of the world • Demonstrates how quickly we form opinions • Provides practice in reacting in writing Let’s try the first one together.

Faceinabook - billboard

Faceinabook - billboard

What Claims Could We Make? • Libraries are creatively trying to attract readers. •

What Claims Could We Make? • Libraries are creatively trying to attract readers. • Facebook makes reading a social act; libraries assume it’s an individual experience. • Billboards detract from our communities. • People prefer white cars. • Counterclaim: We ARE reading when we’re online.

The animal Rescue League in Berk County Pennsylvania has a Book Buddies Program for

The animal Rescue League in Berk County Pennsylvania has a Book Buddies Program for children in grades 1 -8. The children read to cats that are available for adoption. Yahoo News 2 -22 -14

Headline: Babies Born, Raised Behind Bars May Keep Mothers from Returning to Prison—ABC News

Headline: Babies Born, Raised Behind Bars May Keep Mothers from Returning to Prison—ABC News Nightline

Excerpt: Is your doctor on a drug maker's payroll? Our view The Editorial Board,

Excerpt: Is your doctor on a drug maker's payroll? Our view The Editorial Board, USATODAY 8: 44 p. m. EST February 20, 2014 This week, drug and device manufacturers began reporting to the government. A report found 22 doctors who received $500, 000 from major drug companies. Glaxo. Smith. Kline announced that it is moving to stop paying doctors for speaking engagements and attending medical conventions. Doctors have long gotten small favors from drug makers: pads with logos, a deli tray sent to the office, tickets to sporting events and free drug samples. But in recent years, those trinkets have evolved into big money for doctors paid to speak to other doctors about new drugs, often using canned scripts provided by the pharmaceutical companies.

Critical Reading / Stop and Jot “Disruptions: More connected, yet more alone” • •

Critical Reading / Stop and Jot “Disruptions: More connected, yet more alone” • • Mark 3 dots (randomly) Read up to the dot Pause at dot Write: Pull a line or react to the text. (Possible questions to consider as you respond) – What reactions do you have to the evidence/information or claims in the text/ – What do you know about the topic or claims that might be added to the information in the text? – What is your view on the topic or claims in the text? • Continue reading, pausing, writing

Looping / Peter Elbow • Read over your “stop and jot” entry. • Find

Looping / Peter Elbow • Read over your “stop and jot” entry. • Find a word, phrase, or line that is interesting to you. • Write it at the top of a new page. • Write ONLY from that phrase. Push for surprise—try to write to discover new ideas. • Why Looping?

Creating Habits of Writing: Doing and Making • • Developing and thinking through ideas

Creating Habits of Writing: Doing and Making • • Developing and thinking through ideas Developing fluency Developing stamina Developing habit of looking at the world and responding

Reflection • How might you use these ideas to initiate Argument Writing into the

Reflection • How might you use these ideas to initiate Argument Writing into the Day? • How might these activities support students as writers and thinkers? Reduce risks as students try argument writing? Find topics for their own writing?

Exit slip • Make a claim about argument writing. • List one takeaway from

Exit slip • Make a claim about argument writing. • List one takeaway from this session.