thinking strategies for crafting constructed responses

GED Testing Service® | www.GEDtestingservice.com 1

© Copyright 2016 GED Testing Service LLC. All rights reserved.

Thinking Strategies for Crafting Constructed Responses: Part 1 Evaluating Evidence to Support a Claim

Information, Resources, and Strategies for the Classroom

Tuesdays for Teachers May 24, 2016 Bonnie Goonen – [email protected] Susan Pittman – [email protected]

http://www.gedtestingservice.com/


Table of Contents 2014 GED® Test RLA – Sample Stimulus Material ................................................................. 3

RLA Extended Response......................................................................................................... 5

Why did this response earn a perfect score? ......................................................................... 6

How can I earn points on my written responses? ................................................................. 7

Extended Response Answer Guidelines – RLA Test ............................................................. 8

Key Concepts of Making Thinking Visible ............................................................................. 9

Six Key Principles of the Cultures of Thinking Project ........................................................10

Defining Thinking Routines ....................................................................................................11

Eight Thinking Moves to Improve Thinking ..........................................................................12

Thinking Routines Matrix .......................................................................................................13

Constructed Response Resources for the Classroom .........................................................15

Unpack the Prompt .................................................................................................................16

Close Reading Questions .......................................................................................................17

Evaluating What You Have Read ...........................................................................................18

Types of Evidence to Support an Argument .........................................................................19

Finding Evidence ....................................................................................................................20

Passage #1 - Are Tweens Ready for Cell Phones? ...............................................................20

Sample Completed Organizer: Types of Evidence ...............................................................21

Both Sides Now .......................................................................................................................22

Argumentative Writing Organizers: Pros and Cons .............................................................23

RLA Resources from the World Wide Web ........................................................................... 24

Stay in Touch! ......................................................................................................................... 24

© Copyright 2016 GED Testing Service LLC. All rights reserved. GED® and GED Testing Service

® are

registered trademarks of the American Council on Education (ACE). They may not be used or reproduced without the express written permission of ACE or GED Testing Service. The GED

® and GED Testing

Service® brands are administered by GED Testing Service LLC under license from the American Council

on Education.



2014 GED® Test RLA – Sample Stimulus Material

“Taxation and Revenue” – Test Bank Item 18101, Stimulus and Prompt Press Release from the Office of U.S Representative Melody Walls United States House of Representatives, Washington, DC

Representative Walls Announces Economic Boost for 12th District

July 17, 2013

Washington, DC – Representative Melody Walls announced that Congress passed the highway

and transit bill today.

“This bill funds the expansion of Highway 17 from a two-lane highway to a four-lane

thoroughfare. It will positively affect the town of Oak Falls,” Walls said. As part of the expansion,

Highway 17 will move two miles east of the town of Oak Falls. The bill will ease traffic

congestion and create job opportunities during and after construction.

Last year, Representative Walls held town hall meetings to gather opinions from her

constituents about revitalizing the economy in the 12th District. Two years ago, Turnaround

Motors and Bell Camera closed their factory doors. The result has been high unemployment

with no immediate prospects for new businesses. Representative Walls heard residents’

concerns for jobs in the district.

Improving the highway means jobs for local construction workers. Once completed, the highway

will bring more long-distance travelers into the area. Some officials anticipate a 30% increase in

highway traffic due to the ease of traveling on the improved Highway 17. An increase in

travelers will attract national motel and restaurant chains along the highway route. These

national businesses will mean permanent jobs for residents.

In the future, historical features in Oak Falls and Gaston, such as brick streets built by early

settlers and the old wheat mill, will likely become popular tourist attractions. More visitors will

increase business for local shops and restaurants.

The improved highway will eliminate eighteen-wheeler traffic through towns, a major source of

traffic congestion and noise. A 2001 study in Texas showed that bypasses reduce traffic through

towns by as much as 75%. Eliminating eighteen-wheeler traffic will also reduce road

maintenance costs.

The improvement of Highway 17, funded by federal tax allocations, is an important investment

in the area.



Oak Falls Gazette

Letter to the Editor

I am a small-business owner living in Representative Walls’s congressional district. A bill has

been passed to expand Highway 17 from a two-lane highway to a four-lane thoroughfare. This

change includes plans to move Highway 17 two miles to the east, which means it will now

bypass our town completely. I find this unacceptable.

The Gazette reports that because Highway 17 runs through six states, construction will be paid

for with federal road funds. That means some of our federal taxes will pay for a road that I

believe will harm our town. I also believe that few residents of Oak Falls will use the road. Our

town and district will lose money as a result of this highway bypass paid for by our tax dollars.

The road construction jobs are only a temporary bandage on the wound made by our two

manufacturers closing their doors. Once the road construction is finished, only minimum wage

jobs will remain.

In fact, the highway will bypass four cities in our district alone. Each of these towns will lose

business because fewer travelers will pass through them and eat, stay overnight, or purchase

gas. There is no guarantee that tourists will drive an extra two miles into our town if national

chain motels and restaurants are built at the highway exits. The 2001 study Representative

Walls references does show that bypasses reduce traffic and noise in towns, but the study also

shows they have a negative impact on local businesses.

If this project were paid for with state tax money alone, angry voters would have struck it down.

Representative Walls held town hall meetings to hear residents’ opinions about the local

economy, but obviously she did not listen to the concerns they voiced. Please consider local

concerns about this federal project.

Prompt:

Analyze the arguments presented in the press release and the letter to the editor.

In your response, develop an argument in which you explain how one position is better

supported than the other. Incorporate relevant and specific evidence from both sources to

support your argument.

Remember, the better-argued position is not necessarily the position with which you agree. This

task should take approximately 45 minutes to complete.



RLA Extended Response

Both the press release and the letter to the editor offer positions that are supported by both fact and opinion. The press release seeks to exhort the new bill for expansion of Highway 17, while the letter argues that the passing of the bill could prove detrimental to the district. While both sides make an acceptable case, the latter provides a stronger argument. One example of the letter’s stronger argument is the explanation that federal tax dollars pay for the road, as it will incorporate six different states, therefore eliminating this particular state’s ability to strike the bill down. This proves, with factual information, that the district did not have a fair say in the bill. The notion that few residents will use the road that their tax dollars are providing is an opinion. However, a resident and small-business owner in the town is more credible in the awareness of the town’s concern, as compared to a representative who attended a few meetings in the town hall. Another example of the better supported argument in the letter is the reference to the construction jobs as temporary. The press release praises the new jobs created by the highway construction, as this is a valid point. However, the author of the letter is correct in the fact that the jobs will not create a boom in the district’s economy, or fill in the gap caused by the closures in the manufacturing plants, as the press release leads listeners to believe. The road construction does not solve the long-term issue of unemployment in the town. In addition, the author of the letter counters the argument that new motels, restaraunts, and gas stations along the highway will create permanent jobs for the residents of the town. She explains that, “…only minimum wage jobs will remain.” This is a valid argument also, as unemployed residents that need enough income to support a household would not be much better off. Providing restaurant or motel jobs is very unlikely to feed or support an entire family. It will not pick up the laid-off employees of the manufacturing plants, who may have worked for many years towards promotions and a pension. Another example of the letter’s stronger argument is the author’s explanation of the 2001 study. She concedes that the representative is correct in citing that bypasses are proven to reduce noise and traffic in town, but she argues that the study shows a negative effect on local businesses. This piece of the study was not mentioned by Representative Walls or the press release, and it is a proven fact. This draws more credibility to the argument in the letter. Also, although it is a speculation, it is more reasonable that traveler’s will stick to the main highway and not venture miles off their path into small town when chain gas stations, restaurants, and motels are conveniently located directly at the highway exits. It is less likely that old roads in the towns will become historical locations, attracting tourists and boosting small business sales. Despite the argument and evidence given by the press release, it appears that the letter to the editor offers a stronger case. The author’s ideas are backed up by logical explanations and facts with a few speculations. Though the press release offers some fact, it is mainly specked with anticipations and hopes, driven to overshadow any doubts and quell any concerns. The letter is penned by a resident of the town and owner of a business, subject to first-hand opinions of the citizens of the district. The press release is pushed by an elected representative who, upon visiting the town a number of times and consulting a small percentage of the constituents, is convinced she understands the majority. Although both parties may very well have the best interests of the district in mind, and either position could be correct, it is clear that the letter provides a better-supported argument.



Why did this response earn a perfect score?

Trait 1: Score Point 2 The writer developed an argument using evidence from the passages as support.

The writer generates a text-based argument with strong evidence, stating that “the letter

provides a better-supported argument.”

The writer uses specific details from the text to evaluate the credibility of both authors (a

resident…is more credible…as compared to a representative).

The writer supports the argument by demonstrating how the letter to the editor has

“factual information” to strengthen the arguments (…correct in the fact [and] …backed by

logical explanations and facts with a few speculations).

The writer points out how the opposing point of view is not supported and counters weak

points of the opposing point of view with facts (…mainly specked with anticipation and

hopes) and counters weak points with Jenkins’ facts (…the author of the letter counters

the argument).

Trait 2: Score Point 2 The writer develops his/her ideas in an organized way

The writer begins with an introduction to the topic that clearly expresses the writer’s

argument, the response then develops that argument logically over the following

paragraphs.

Each paragraph begins with a transitional device (One example…, Another example…),

thereby sustaining a logical progression of ideas.

Each paragraph contains evaluation and analysis of specific points from the two texts

(She concedes…but she argues).

The writer concludes with a restatement of the writer’s argument within an analysis of

the credibility of each text.

The writer maintains a formal style and appropriate tone throughout.

Trait 3: Score Point 2 The writer follows the rules of the English Language

The writer uses correct sentence structure and a variety of sentence structures.

The writer’s language makes his/her response clear and easy to understand

The writer follows the standard rules of the English language.

The writer avoids wordiness and awkward sentences for the most part.

The writer uses punctuation appropriately and demonstrates master of mechanics.

Overall, the response is is an an appropriate level for on-demand draft writing



Extended Response Quick Tips

How can I earn points on my written responses?

Simply attempting a written response on the Extended Response items doesn’t always mean you will receive points for your work. Your responses are scored against specific criteria shown in the Extended Response Scoring Rubrics. To see a full breakdown of these criteria for RLA and Social Studies, please see the complete RLA and Social Studies Rubrics. You can also refer to the “Extended Response Answer Guidelines.” Here are a few tips for helping you earn points for your written responses: 1. Write a complete essay. The ER prompts are designed to give you enough information to

analyze so that you can make a statement that answers the prompt and then provide evidence from the source texts to develop your ideas in your own words. If you create a very brief essay, your response may not provide enough evidence of your writing skills to receive any points. Also, fully answering an ER prompt often requires 4 to 7 paragraphs of 3 to 7 sentences each – that can quickly add up to 300 to 500 words of writing! A response that is significantly shorter could put you in danger of scoring a 0 just for not showing enough of your writing skills.

2. Give commentary on quotations from the source texts. While you are encouraged to cite specific evidence (phrases and even complete sentences) from the passages that accompany the prompts, you are scored on not just how well you can quote from the passages, but also on whether you can express your own thoughts about your chosen evidence. So you should explain why the evidence you’ve chosen helps you make the point you want to make. Also, if too large a portion of your response is material from the source text, you may receive a 0 because that material is someone else’s writing, not yours. Copied text contributes to your score only if you fully explain how that text illustrates a point you are making. Simply lifting information from the passages isn’t going to be enough to earn you points.

3. Develop ideas. One way to earn points on the ER items is for you to pick two or three main ideas and really explain them fully. A full explanation may require several sentences, each containing related thoughts, to fully develop a main idea. Some responses that briefly mention several ideas but do not build upon them may not score very highly.

4. Save 4 to 5 minutes at the end to quickly proofread. Written responses are not evaluated

for spelling, but a quick check for the following grammar and usage issues can go a long way toward earning points:

a. vary your sentence structures b. coordinate the parts of your sentences c. avoid wordiness and awkwardness d. use transitional words to make your ideas logical and clear e. avoid run-on sentences and sentence fragments f. use the right homophone to mean what you say (for example, “to,” “too” or “two) g. make your subjects agree with your verbs h. use the correct form of a pronoun i. place your words in the correct order j. capitalize appropriately k. use apostrophes to make nouns possessive l. use punctuation correctly



Extended Response Answer Guidelines – RLA Test

Please use the guidelines below as you answer the Extended Response question on the Reasoning Through Language Arts test. Following these guidelines as closely as possible will ensure that you provide the best response. 1. Please note that this task must be completed in no more than 45 minutes.

However, don’t rush through your response. Be sure to read through the passage(s) and the prompt. Then think about the message you want to convey in your response. Be sure to plan your response before you begin writing. Draft your response and revise it as needed.

2. As you read, think carefully about the argumentation presented in the passage(s).

“Argumentation” refers to the assumptions, claims, support, reasoning, and credibility on which a position is based. Pay close attention to how the author(s) use these strategies to convey his or her positions.

3. When you write your essay, be sure to:

determine which position presented in the passage(s) is better supported by evidence from the passage(s)

explain why the position you chose is the better-supported one

remember, the better-supported position is not necessarily the position you agree with

defend your assertions with multiple pieces of evidence from the passage(s)

build your main points thoroughly

put your main points in logical order and tie your details to your main points

organize your response carefully and consider your audience, message, and purpose

use transitional words and phrases to connect sentences, paragraphs, and ideas

choose words carefully to express your ideas clearly

vary your sentence structure to enhance the flow and clarity of your response

reread and revise your response to correct any errors in grammar, usage, or punctuation

Retrieved from the World Wide Web at:

http://www.gedtestingservice.com/uploads/files/74e3cf83a8cae5b05e5627fd2754e87f.p

df


http://www.gedtestingservice.com/uploads/files/74e3cf83a8cae5b05e5627fd2754e87f.pdf

http://www.gedtestingservice.com/uploads/files/74e3cf83a8cae5b05e5627fd2754e87f.pdf



Key Concepts of Making Thinking Visible




Six Key Principles of the Cultures of Thinking Project

1. Skills are not sufficient; we must also have the disposition to use them.

Possessing thinking skills and abilities alone is insufficient for good thinking. One must

also have the disposition to use those abilities. This means schools must develop

students’ inclination to think and awareness of occasions for thinking as well as their

thinking skills and abilities. Having a disposition toward thinking enhances the likelihood

that one can effectively use one’s abilities in new situations.

2. The development of thinking and understanding is fundamentally a social

endeavor, taking place in a cultural context and occurring within the constant interplay

between the group and the individual. Social situations that provide experience in

communicating one’s own thinking as well as opportunities to understand others’

thinking enhance individual thinking.

3. The culture of the classroom teaches. It not only sets a tone for learning, but also

determines what gets learned. The messages sent through the culture of the classroom

communicate to students what it means to think and learn well. These messages are a

curriculum in themselves, teaching students how to learn and ways of thinking.

4. As educators, we must strive to make students thinking visible. It is only by making

thinking visible that we can begin to understand both what and how our students are

learning. Under normal conditions, a student’s thinking is invisible to other students, the

teacher, and even to him/herself, because people often think with little awareness of how

they think. By using structures, routines, probing questions, and documentation we can

make students’ thinking more visible toward fostering better thinking and learning.

5. Good thinking utilizes a variety of resources and is facilitated by the use of

external tools to “download” or “distribute” one’s thinking. Papers, logs,

computers, conversation, and various means of recording and keeping track of ideas

and thoughts free the mind up to engage in new and deeper thinking.

6. For classrooms to be cultures of thinking for students, schools must be cultures

of thinking for teachers. The development of a professional community in which deep

and rich discussions of teaching, learning, and thinking are a fundamental part of

teachers’ ongoing experience provides the foundation for nurturing students’ thinking

and learning.

Cultures of Thinking Project, Project Zero, Harvard Graduate School of Education Ron Ritchhart & David Perkins Co-Principal Investigators




Defining Thinking Routines

Tools used over and over again in the classroom, that support specific thinking moves such as, Making connections

• Describing what’s there

• Building explanations

• Considering different viewpoints and perspectives

• Capturing the heart and forming conclusions

• Reasoning with evidence

Structures, through which students collectively as well as individually initiate, explore, discuss, document, and manage their thinking. These structures are:

• Explicit: They have names to identify them

• Instrumental: They are goal directed and purposeful

• A few steps: Easy to learn, and easy to remember

• Individual as well as group practices

• Useful across a variety of contexts

• Help to reveal students’ thinking and make more visible

Patterns of behavior adopted to help one use the mind to form thoughts, reason, or reflect. We see these patterns emerging as the routines:

• Are used over and over

• Become engrained in us both teachers and students

• Flexibility emerges

From Ritchhart et al, 2006




Eight Thinking Moves to Improve Thinking




Thinking Routines Matrix

from Making Thinking Visible by Ritchhart, Morrison & Church (Spring 2011)

Routine Key Thinking Moves Notes

Routines for INTRODUCING & EXPLORING IDEAS

See-Think-Wonder Description, Interpretation & Wondering Good with ambiguous or complex visual stimuli

Zoom In Description, Inference, & Interpretation Variation of STW involving using only portions of an image

Think-Puzzle-Explore Activating prior knowledge, wondering, planning

Good at the beginning of a unit to direct personal or group inquiry and uncover current understandings as well as misconceptions

Chalk Talk Uncovers prior knowledge and ideas, questioning

Open-ended discussion on paper. Ensures all voices are heard, gives thinking time.

321 Bridge Activates prior knowledge, questioning, distilling, & connection making through metaphors

Works well when students have prior knowledge but instruction will move it in a new direction. Can be done over extended time like the course of a unit.

Compass Points Decision making and planning, uncovers personal reactions

Solicits the group’s ideas and reactions to a proposal, plan or possible decision.

Explanation Game Observing details and building explanations

Variations of STW that focuses on identifying parts and explaining them in order to build up an understanding of the whole from its parts and their purposes

Routines for SYNTHESIZING & ORGANIZING IDEAS

Headlines Summarizing, Capturing the heart Quick summaries of the big ideas or what stands out

CSI: Color, Symbol, Image Capturing the heart through metaphors Non-verbal routine that forces visual connections

Generate-Sort-Connect-Elaborate: Concept Maps

Uncovering and organizing prior knowledge to identify connections

Highlights the thinking steps of making an effective concept map that both organizes and reveals one’s thinking

Connect-Extend-Challenge Connection making, identify new ideas, raising questions

Key synthesis moves for dealing with new information in whatever form it might be presented: books, lecture, movie, etc.

The 4 C’s Connection making, identifying key concept, raising questions, and considering implications

A text-based routine that helps identifies key points of complex text for discussion. Demands a rich text or book.

Micro Lab A protocol for focused discussion Can be combined with other routines and used to prompt reflection and discussion

I used to think Reflection and metacognition Used to help learners reflect on how their thinking has shifted and changed over time.




Routines for DIGGING DEEPER INTO IDEAS

What makes you say that? Reasoning with evidence A question that teachers can weave into discussion to push students to give evidence for their assertions.

Circle Viewpoints Perspective taking Identification of perspectives around an issue or problem.

Step Inside Perspective taking Stepping into a position and talking or writing from that perspective to gain a deeper understanding of it.

Red Light, Yellow Light Monitoring, identification of bias, raising questions

Used to identify possible errors in reasoning, over reaching by authors, or areas that need to be questioned.

Claim Support Question Identifying generalizations and theories, reasoning with evidence, counter arguments

Can be used with text or as a basic structure for mathematical and scientific thinking.

Tug of War Perspective taking, reasoning, identifying complexities

Identifying and building both sides of an argument or tension/dilemma

Word-Phrase-Sentence Summarizing and distilling Text-based protocol aimed at eliciting what a reader found important or worthwhile. Used with discussion to look at themes and implications.

For step-by-step processes for each routine, access: http://www.visiblethinkingpz.org/VisibleThinking_html_files/VisibleThinking1.html


http://www.visiblethinkingpz.org/VisibleThinking_html_files/VisibleThinking1.html



Constructed Response Resources for the

Classroom




Unpack the Prompt

Do What




Close Reading Questions

After they have read the excerpt(s), can your students answer these

questions?

What is the author’s argument?

What position does the author take (for or against)?

What is one point that supports the author’s argument?

What evidence does the author give to support this point?

What is the point of view of the author?

What is one point that refutes the author’s point of view?




Evaluating What You Have Read

After reading the article, answer these questions to help you to reflect upon and analyze the article.

Question Answer 1. What is the author’s main argument?

Use your own words to rearticulate the

main idea.

2. List and explain the reasons the author

provides for his/her main argument.

3. What kind of evidence is presented to

support the author’s argument? Is it fact

or opinion or a different type of

evidence? What is the source of the

information? Does it come from an

informed authority in the field?

4. What is the purpose and tone of the

article?

5. Is the author objective or does he/she

try to convince the reader to have a

certain opinion? If so, what viewpoint

does the author use to try and convince

you of his/her position?

6. Does the author’s argument assume

that the reader thinks in a particular way

or has a particular view? What are the

major underlying assumptions that the

author makes? Do you think they are

reasonable and acceptable to most

people?

7. Does the author make inferences based

on his/her evidence? Is the line of

reasoning logical or illogical? Why?

8. Does the author try to appeal to the

reader’s emotions? Does the author use

any “loaded” words in the headline or

the article? List these words or phrases

and explain their effect on the reader.

9. Based on what you have read, how has

the author persuaded or dissuaded you

from his/her viewpoint? Why?




Types of Evidence to Support an Argument

Definition of Evidence Facts, documentation, or testimony used to strengthen a claim, support an argument, or reach a conclusion.

Type of Evidence Definition Samples Supporting an Author’s Claim

Factual Truthful statements that cannot be denied. Statements that the average person may know or which can be proven.

Statistics or Data Numerical facts; can be presented in raw numbers, percentages, or fractions.

Examples or Anecdotes

Real-life situations, events, or experiences that illustrate a position; anecdotal stories that help explain an author’s claim.

Expert Testimony The observations or conclusions of someone who is considered highly knowledgeable because he/she is an expert in a particular field of study or occupation; someone who has first-hand knowledge and experience.

Logical Reasoning An explanation which draws conclusions that the reader can understand; a discussion which helps the reader understand or make sense out of facts or examples offered.

Emotional Appeal Use of sympathy, fear, loyalty, etc. to persuade; manipulates the reader’s emotions – ethos, pathos, logos

Evidence isn't the same as proof. "Whereas evidence allows for professional judgment, proof is absolute and incontestable."

(Denis Hayes, Learning and Teaching in Primary Schools, 2009)


http://grammar.about.com/od/pq/g/proofterm.htm



Finding Evidence

Passage #1 - Are Tweens Ready for Cell Phones?

Source Material #1 Speech: “Tweens” Are Ready for Cell Phones by Deborah Pendergast “Safer Kids Summit” Thank you for inviting me to the first “Safer Kids Summit.” We are here to discuss ways to keep our children safe in an increasingly complex world. Today’s focus is on technology— specifically on the ideal age to give kids their own cell phones. As a representative of a large telecommunications company, I receive many inquiries from parents on this topic, and this is what I tell them: It depends on the child, of course, but in general, age 10 is just about right. A 2012 survey by the National Consumers League backs me up. The survey found that almost 60 percent of children ages 8 to 12 already have cell phones. These “tweens” can contact their parents at any time, and vice versa, giving the kids a sense of empowerment and their parents a feeling of security. Caroline Knorr, of the group Common Sense Media, says, "We want our kids to be independent, to be able to walk home from school and play at the playground without us. We want them to have that old-fashioned, fun experience of being on their own, and cell phones can help with that.” Picture the following scenario: You told your fourth-grader that you would pick her up after school, but you are stuck in traffic. She is waiting for you …and waiting, and waiting. But if you both have cell phones, you can call her to let her know you are delayed, and she can go back inside the school, where there are adults around. You both breathe a sigh of relief. Psychologists tell us that the period between ages 10 and 12 is one of growing independence. It is a time to teach children about responsibility, and to give them opportunities to earn our trust. Providing a 10-year-old with a cell phone offers an ideal way to achieve these goals and gives parents peace of mind as well.




Sample Completed Organizer: Types of Evidence

Note: The following graphic organizer shows different types of evidence that was used in Passage 1 – Are Tweens Ready for Cell Phones? It is not meant to be inclusive of all of the evidence within the article, but provides examples. Example of Types of Evidence Claim: The argument in favor of the use of cell phones by “tweens” is better supported because of stronger, more reputable evidence. Source Text: “Tweens” Are Ready for Cell phones by Deborah Pendergast “Safer Kids Summit”

Type of Evidence Definition Samples Supporting an Author’s Claim

Factual Truthful statements that cannot be denied. Statements that the average person may know or which can be proven.

Cell phone usage among “tweens” has grown rapidly.

Statistics or Data Numerical facts; can be presented in raw numbers, percentages, or fractions.

The survey found that almost 60 percent of children ages 8 to 12 already have cell phones.

Examples or Anecdotes

Real-life situations, events, or experiences that illustrate a position; anecdotal stories that help explain an author’s claim.

Picture the following scenario: You told your fourth-grader that you would pick her up after school, but you are stuck in traffic . . .

Expert Testimony The observations or conclusions of someone who is considered highly knowledgeable because he/she is an expert in a particular field of study or occupation; someone who has first-hand knowledge and experience.

Psychologists tell us that the period between ages 10 and 12 . . . is a time to teach children about responsibility, and to give them opportunities to earn our trust.

Logical Reasoning An explanation which draws conclusions that the reader can understand; a discussion which helps the reader understand or make sense out of facts or examples offered.

Providing a 10-year-old with a cell phone offers an ideal way to achieve these goals.

Emotional Appeal Use of sympathy, fear, loyalty, etc. to persuade; manipulates the reader’s emotions – ethos, pathos, logos

Providing a 10-year-old with a cell phone . . . gives parents peace of mind.




Both Sides Now

When reading argumentative non-fiction text, materials often present one side or viewpoint on a particular issue. Sometimes, the text may provide evidence to support both sides. Then, it is up to the reader to determine which is best supported. Analyzing and evaluating the evidence for both sides is one way to identify a claim and the reasons for making a specific decision/claim.

Both Sides Now

Evidence that Supports

Question or statement

Which position is better

supported?

Evidence that Opposes

Decision (Claim)

Reasons (Analysis/Evaluation)




Argumentative Writing Organizers: Pros and Cons

Question or Statement

Pros

(Evidence that Supports}

Cons

(Evidence that Opposes)

Decision for a claim:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Defend your decision: ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________




RLA Resources from the World Wide Web National Council for Teachers of English. This site provides lessons and strategies for teaching nonfiction text. http://www.ncte.org/

Newsela. A site with nonfiction articles available in 4-5 different Lexile Levels with many of them providing a quiz that is aligned to a specific anchor standard. It is necessary to sign up for the free account to see the different level of articles. https://newsela.com/

PBS Teacher Source. Lesson plans and lots of activities are included in the teacher section of PBS. http://www.pbslearningmedia.org/

ProCon.org. A website that provides both sides of the argument. Useful for use in teaching argumentative writing. http://www.procon.org/

Purdue University's OWL. One of the most extensive collections of advice about writing found on the web. https://owl.english.purdue.edu/

ReadWorks.org. Written for the K-12 program, many of these nonfiction texts and lessons are usable in the adult basic education program. http://www.readworks.org/

ReadWriteThink. From the International Reading Association and the National Council of Teachers of English, this site has great resources. http://www.readwritethink.org/

Teach 4 Results. A list of resources for teaching the writing process. http://iteach4results.wikispaces.com/*Writing

Teaching That Makes Sense. A K-12 site with lots of free resources and graphic organizers from Steve Peha. http://ttms.org/

The Writing Studio – Colorado State University. A step-by-step guide for argumentative writing. http://writing.colostate.edu/guides/guide.cfm?guideid=58

Tools for Teachers: Engaging in Academic Writing. Resources from the Aspen Institute. http://www.aspendrl.org/portal/browse/CategoryList?categoryId=281

Writing Fix. Lessons and strategies on how to teach different types of writing skills, including constructed responses and RAFTS. http://writingfix.com/rica/constructed_response.htm

Writer’s Web. Materials from the University of Richmond’s Writing Center. http://writing2.richmond.edu/writing/wweb.html

Stay in Touch!

• GED Testing Service® – www.GEDtestingservice.com

• Twitter at @GEDTesting® – https://twitter.com/gedtesting

• GED®

Facebook – https://www.facebook.com/GEDTesting • YouTube Channel – https://www.youtube.com/user/GEDTestingService • “Tuesdays for Teachers” archived webinars

http://www.gedtestingservice.com/educators/exploring-the-2014-ged-test-webinar-archive


http://www.ncte.org/

https://newsela.com/

http://www.pbslearningmedia.org/

http://www.procon.org/

https://owl.english.purdue.edu/

http://www.readworks.org/

http://www.readwritethink.org/

http://iteach4results.wikispaces.com/*Writing

http://ttms.org/

http://writing.colostate.edu/guides/guide.cfm?guideid=58

http://www.aspendrl.org/portal/browse/CategoryList?categoryId=281

http://writingfix.com/rica/constructed_response.htm

http://writing2.richmond.edu/writing/wweb.html



https://twitter.com/gedtesting

https://www.facebook.com/GEDTesting

https://www.facebook.com/GEDTesting

https://www.youtube.com/user/GEDTestingService

http://www.gedtestingservice.com/educators/exploring-the-2014-ged-test-webinar-archive

thinking strategies for crafting constructed responses

Documents