Collaborative Conversations Using Complex Text

Using Conversation to build understanding

Good Teaching Conference 2017Susan Carle’ NBCT Coordinator Orange County Department of Education scarle@ocde.us 714-966-4159

Introductions...

Susan Carle’ NBCTscarle@ocde.us

Who is in the Room ?

Success CriteriaParticipants can: ● Describe what makes a text complex● Articulate the characteristics of collaborative

conversations.● Effectively experience a collaborative

conversation lesson using complex text.● Engage in best practices for ELA/ELD

literacy instruction across content areas.

Learning GoalsToday we will build our understanding of ELA/ELD State Standards and develop standards based lessons that use collaborative conversations to investigate complex text.

Connect the LearningCollaborative Conversations

Complex Text

College and Career Readiness Anchor Standards for ReadingReading Anchor Standard 8, 9 & 10

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity

10. Read and comprehend complex literary and informational texts independently and proficiently.

Qualitative Component

Handout 1

Text Complexity http://www.lexile.com/

http://www.lexile.com/

DOC]Beginner's Guide to Text Complexity - NYC Department of Educationschools.nyc.gov/NR/.../0/Beginnersguidetotextcomplexity_FINAL_72811.docx

1.2.

Make a Flower Power Group

Rock Band

A drummerA bass playerA lead quitaristA lead singer

Why use Complex Text? What is Lost?

Marcie Davis’ well-intentioned dream to cultivate a

honeybee hive in her backyard landed her somewhere

she did not expect – up close with the law. The Florida

woman found herself in the middle of a swarming legal

fight between Miami-Dade County and the state over the

buzzing honeybees in her yard.

The parties were sparring over the legality of backyard

beekeeping. The county imposes strict limits on the

numbers and locations of private beehives. The state,

however, does not maintain the same policies.

Marcie Davis wanted to build a honeybee hive in her

backyard in Florida. But she was surprised to learn it

was against the law in the county where she lives. The

county's laws make it hard for homeowners to have

backyard beehives.

The county limits the number of backyard beehives that

are allowed. However, Florida has different rules on

what homeowners can do. Davis had to go to court if

she wanted to keep her beehives.

Handout 2

1050L 750L

To Bee or Not To Bee Example

Saving Florida’s honeybees, one backyard at a time

First Full Reading-Annotate with Post-its

Vocabulary- Words I need to knowWord Choice- Words associated with Bees

Handout 3-8

Whole Group- teacher modeling Post-it words

on the anchor paper.

Sentence Deconstruction ELD Scaffold

Marcie Davis is a Florida woman with a dream. She wanted to

build a honeybee hive in her backyard but found herself

somewhere she did not expect – up close with the law. She

ended up in the middle of a swarming legal fight between

Miami-Dade County and the state over the buzzing honeybees

in her yard.

Handout 2

What language issues would you need to address with your students?

Sentence Deconstruction1. Start with a text you are already using.2. Identify sentences students find challenging to understand.3. Focus on meaning: Show students how to unpack the meanings in the

sentence by writing a list of simple sentences below it that express the meanings of the sentence.

4. Focus on form: Show students important features of the sentence (e.g., how conjunctions are used to connect two ideas in a complex sentence, how prepositional phrases are used to add details, vocabulary).

5. Guided practice: Guide the students to help you with steps 3 and 4.6. Keep it simple: Focus on one or two things and use some everyday

language examples, as well as examples from the complex texts.

ELA/ELD Framework p. 116-117 (Adapted from Christie (2005); Derewianka (2012); Wong Fillmore 2012)

Handout 9

Literary Techniques-What do they add to the conversation?

Alliteration/Assonance

Onomatopoeia-

Hyperbole-

Personification-

Vivid Verbs-

Allusion-

build a honeybee hive in her backyard

One state buzzing with fear about the bee crisis is Florida

the larger war to save the honeybee

Florida might be the most scared.

more than a thousand hives tucked into fields and yards

call these new hobbyists "wannabees.

guiding QuestionsSaving Florida’s Honeybees Guiding Questions

1. What is a beekeeper? 2. Why is the article title all in lowercase?

3. What does the phrase “up close with the law” mean in line 3?

4. What would it be like to be in “a swarming legal fight”?

5. How does this use of vivid verbs add to the excitement of the article?

6. What is the main conflict discussed in the article?

7. Why would the author of the article introduce Marcie before they introduced the main idea?

8. Was the state dropping the case the end of the conflict? Why/why not? What does the text say is the larger issue?

guiding QuestionsSaving Florida’s Honeybees Guiding Questions

1. What is a beekeeper? A beekeeper is a professional or amateur/hobbyist who has beehives and raises bees.2. Why is the article title all in lowercase? In an attempt to make the article’s subject more accessible to the non-professional audience.

3. What does the phrase “up close with the law” mean in line 3? It is an idiom that means the police came to her home.

4. What would it be like to be in “a swarming legal fight”? It would be confusing, scary, loud and overwhelming.

5. How does this use of vivid verbs add to the excitement of the article? It adds excitement by bringing in a sense of sound and movement.

6. What is the main conflict discussed in the article? The main conflict is noted in line 4 where it states, “The parties were fighting over the legality of backyard beekeeping”.

7. Why would the author of the article introduce Marcie before they introduced the main idea? To draw the reader into the story before bringing in the controversy.

8. Was the state dropping the case the end of the conflict? Why/why not? What does the text say is the larger issue? The larger issue is that bees are dying.

Second ReadingStudents will read the article and fill in the graphic organizer-Flowchart Boxes for Claim/Argument and Evidence

Argument/Claim Evidence Reasoning Purpose Pts

Literary Technique

Scaffolding Ideas for the final activity for Varied grade levels and or English Learners 1. Use a clozed activity form, with fill-in-the-blanks for

creating an appeal.2. Use sentence frames to begin important sentences the

appeal.3. Allow groups or pairs to write the appeal together.4. Have each student write an individual appeal.5. Have students present their appeal to the class and have

the class vote on a collaborative class position.

What is a collaborative conversation and how could it be used to access complex text?Quickwrite 3 minutes

Side one- What is a collaborative conversation?

Side two- How could a collaborative conversation be used to help students access complex text?

<scriptsrc='https://www.teachingchannel.org/videos/formative-assessment-example-ela-sbac/embed.js?width=480' type='text/javascript'>

Table TalkWhat do you notice? 5 minutes

Spring12ELL - Wikispaces Pintrest.com Slideplayer.comSlideplayer.com

Slideplayer.comWeebly.com wikispaces.com Slideplayer.com

Pintrest.com pintrest.com

ELA/ELD FRAMEWORK Figure 2.15 Structures for Engaging All Students in Academic Conversation

Handout 10

Inside-Outside Circle - CHANGE1.Read your section of figure 2.152.In 30 seconds, tell your partner what you read and take any questions.3.Then, listen to your partner’s summary and ask any questions.4.At the bell, move one person to the left and repeat.5.Continue at least four more times.

Collaborative Conversations

Speaking and Listening

Anchor Standard 1

Students should prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. (National Governors Association Center for Best Practices & Council of Chief Instructional Leader State School Officers, 2010, p. 22)

https://youtu.be/kR45a9wCcv0

Different Stems

Handout 11-12

Save the Last Word for me- only 90 seconds each1. Chose a speaker to begin.2. The speaker notes how

this strategy might work in their classroom.

3. In turn, each group member responds to the last comment and shares their ideas .

4. Then the first speaker makes a final comment.

● This is not a dialogue. Do not engage in a discussion or cross talk.

How could these strategies be used to gain mastery with complex text in all classrooms?

Understanding Complex Text

College and Career Readiness Anchor Standards for Reading

Reading Anchor Standard 10 Read and comprehend complex literary and informational texts independently and proficiently.

Text Complexity in all subjectsMath Prompt Science WritingHistorical Primary Source

Documents

Collaborative Conversations in all subject areasTalking like a Mathematician

Talking like a Scientist

Talking Like a Historian

Bees Solve Math Problems Faster Than Computersby Brian Thomas, M.S.

Math Word Problem on Bees?????

t

Content and Language

Content

ContentLanguage

Language

Integrat

ed ELD

Designated ELD

Content

• What is the content area focus? • What factual knowledge, information, or concepts about a topic do students need to know?

Language

• What type of language do students need to learn in order to accomplish the goals of a lesson?• How will your English Learners practice:

Reading? Writing?Listening?Speaking?Language Functions?Grammatical & Language Structures?

Designated ELD: Language with Content Support

Integrated ELD: Content with Language Support

Content

• What is the content area focus? • What factual knowledge, information, or concepts about a topic do students need to know?

Language

• What type of language do students need to learn in order to accomplish the goals of a lesson?• How will your English Learners practice:

Reading? Writing?Listening?Speaking?Language Functions?Grammatical & Language Structures?

Integrated and Designated ELD Working in Tandem

CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction

California ELD Standards Focus on Meaning

Collaborative

InterpretiveProductive

Structuring Cohesive

Texts

Expanding and Enriching

Ideas

Connecting and

Condensing Ideas

Part 1: Interacting in Meaningful Ways

Part 2: Learning How English Works

Emerging Expanding BridgingUC Irvine/Orange County Region Common Core ELA/Literacy, Lavadenz & Armas, 2012

Part 3: Using Foundational Literacy Skills

Listening & Speaking

Speaking & Writing Reading

W.O.W.! 5 Key Themes Foldable

● What is your understanding of

● What considerations are needed for ELs?

Hand out 13

So, Now What…

Sentence Deconstruction

Now it is spring – even though snow still covers the

land. The cub is about the size of a cocker spaniel.

He’s ready to leave the den. For the first time, he

sees bright sunlight and feels the wind ruffle his fur.

Great whirling storms roar out of the oceans in many parts of the world. They are called by several names—hurricane, typhoon, and cyclone are the three most familiar ones. But no matter what they are called, they are all the same sort of storm. They are born in the same way, in tropical waters. They develop the same way, feeding on warm, moist air. And they do the same kind of damage, both ashore and at sea. Other storms may cover a bigger area or have higher winds, but none can match both the size and the fury of hurricanes. They are earth’s mightiest storms. Like all storms, they take place in the atmosphere, the envelope of air that surrounds the earth and presses on its surface. The pressure at any one place is always changing. There are days when air is sinking and the atmosphere presses harder on the surface. These are the times of high pressure. There are days when a lot of air is rising and the atmosphere does not press down as hard. These are times of low pressure. Low pressure areas over warm oceans give birth to hurricanes.

Purpose: I get a sense that the purpose is pretty explicit – I’m supposed to learn about hurricanes– it’s a fairly narrow purpose

What they are

Where they form & their damage

What causes them

Sentence DeconstructionLike his mother, the cub is built to survive in the Arctic. His

white fur will grow to be six inches thick—longer than your

hand. The skin beneath the cub’s fur is black. It soaks up the

heat of the sun. Under the skin is a layer of fat. Like a snug

blanket, this blubber keeps in the heat of the bear’s body.

Excerpt of Complex Text from Appendix B

• Monk, Linda R. Words We Live By: Your Annotated Guide to the Constitution. New York: Hyperion, 2003. (2003)From “We the People …”

Purpose: I get a sense that the purpose is pretty explicit – I’m supposed to consider this phrase of the Constitution– it’s a fairly narrow purpose

Intro’s topic

Problem

How the Const. has evolved

The first three words of the Constitution are the most important. They clearly state that the people—not the king, not the legislature, not the courts—are the true rulers in American government. This principle is known as popular sovereignty.

But who are “We the People?” This question troubled the nation for centuries. As Lucy Stone, one of America’s first advocates for women’s rights, asked in 1853, “‘We the People’? Which ‘We the People’? The women were not included.” Neither were white males who did not own property, American Indians, or African Americans—slave or free. Justice Thurgood Marshall, the first African American on the Supreme Court, described the limitation:

For a sense of the evolving nature of the Constitution, we need look no further than the first

three words of the document’s preamble: ‘We the People.’ When the Founding Fathers

used this phrase in 1787, they did not have in mind the majority of America’s citizens . . .The

men who gathered in Philadelphia in 1787 could not . . . have imagined, nor would theyhave

accepted, that the document they were drafting would one day be construed by a Supreme

court to which had been appointed a woman and the descendant of an African slave.

Through the Amendment process, more and more Americans were eventually included in the Constitution’s definition of “We the People.” After the Civil War, the Thirteenth Amendment ended slavery, the Fourteenth Amendment gave African Americans citizenship, and the Fifteenth Amendment gave black men the vote. In 1920, the Nineteenth Amendment gave women the right to vote nationwide, and in 1971, the Twenty-sixth Amendment extended suffrage to eighteen-year-olds.

Collaborative Conversations1. Form 3 to 4 person groups2. Pass around your flowcharts3. Compare everyone’s answers4. Add information from others’

charts in a different colored pen.

5. With your partners, rank your

arguments/ claims in order of

their strength of appeal.

Purpose: I get a sense that the purpose is pretty explicit – I’m supposed to consider this phrase of the Constitution– it’s a fairly narrow purpose

The first three words of the Constitution are the most important. They clearly state that the people—not the king, not the legislature, not the courts—are the true rulers in American government. This principle is known as popular sovereignty.

But who are “We the People?” This question troubled the nation for centuries. As Lucy Stone, one of America’s first advocates for women’s rights, asked in 1853, “‘We the People’? Which ‘We the People’? The women were not included.” Neither were white males who did not own property, American Indians, or African Americans—slave or free. Justice Thurgood Marshall, the first African American on the Supreme Court, described the limitation:

For a sense of the evolving nature of the Constitution, we need look no further than the first

three words of the document’s preamble: ‘We the People.’ When the Founding Fathers

used this phrase in 1787, they did not have in mind the majority of America’s citizens . . . The

men who gathered in Philadelphia in 1787 could not . . . have imagined, nor would they have

accepted, that the document they were drafting would one day be construed by a Supreme

court to which had been appointed a woman and the descendant of an African slave.

Through the Amendment process, more and more Americans were eventually included in the Constitution’s definition of “We the People.” After the Civil War, the Thirteenth Amendment ended slavery, the Fourteenth Amendment gave African Americans citizenship, and the Fifteenth Amendment gave black men the vote. In 1920, the Nineteenth Amendment gave women the right to vote nationwide, and in 1971, the Twenty-sixth Amendment extended suffrage to eighteen-year-olds.

Purpose for Reading:

Content Objective

Read to find out why three small words from the Constitution are

considered so important, but also

so problematic

Intro’s topic

Problem

How the Const. has evolved

The first three words of the Constitution are the most important. They clearly state that the people—not the king, not the legislature, not the courts—are the true rulers in American government. This principle is known as popular sovereignty.

But who are “We the People?” This question troubled the nation for centuries. As Lucy Stone, one of America’s first advocates for women’s rights, asked in 1853, “‘We the People’? Which ‘We the People’? The women were not included.” Neither were white males who did not own property, American Indians, or African Americans—slave or free. Justice Thurgood Marshall, the first African American on the Supreme Court, described the limitation:

For a sense of the evolving nature of the Constitution, we need look no further than the first

three words of the document’s preamble: ‘We the People.’ When the Founding Fathers

used this phrase in 1787, they did not have in mind the majority of America’s citizens . . .The

men who gathered in Philadelphia in 1787 could not . . . have imagined, nor would they have

accepted, that the document they were drafting would one day be construed by a Supreme

court to which had been appointed a woman and the descendant of an African slave.

Through the Amendment process, more and more Americans were eventually included in the Constitution’s definition of “We the People.” After the Civil War, the Thirteenth Amendment ended slavery, the Fourteenth Amendment gave African Americans citizenship, and the Fifteenth Amendment gave black men the vote. In 1920, the Nineteenth Amendment gave women the right to vote nationwide, and in 1971, the Twenty-sixth Amendment extended suffrage to eighteen-year-olds.

The first three words of the Constitution are the most important. They clearly state that the people—not the king, not the legislature, not the courts—are the true rulers in American government. This principle is known as popular sovereignty.

But who are “We the People?” This question troubled the nation for centuries. As Lucy Stone, one of America’s first advocates for women’s rights, asked in 1853, “‘We the People’? Which ‘We the People’? The women were not included.”

Neither were white males who did not own property, American Indians, or African Americans—slave or free.

Justice Thurgood Marshall, the first African American on the Supreme Court, described the limitation:

For a sense of the evolving nature of the Constitution, we need look no further than the first

three words of the document’s preamble: ‘We the People.’ When the Founding Fathers

used this phrase in 1787, they did not have in mind the majority of America’s citizens . . . The

men who gathered in Philadelphia in 1787 could not . . . have imagined, nor would they have

accepted, that the document they were drafting would one day be construed by a Supreme

court to which had been appointed a woman and the descendant of an African slave.

Through the Amendment process, more and more Americans were eventually included in the Constitution’s definition of “We the People.” After the Civil War, the Thirteenth Amendment ended slavery, the Fourteenth Amendment gave African Americans citizenship, and the Fifteenth Amendment gave black men the vote. In 1920, the Nineteenth Amendment gave women the right to vote nationwide, and in 1971, the Twenty-sixth Amendment extended suffrage to eighteen-year-olds.

1

4

3

2

5

Structure Can Determine How to Chunk the Text

What does the author tell us about the Constitution so far?

What problem does the author tells us about?

What changes does the text tell us about?

Reading - Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

But who are “We the People?” This question troubled the nation for centuries. As Lucy Stone, one of America’s first advocates for women’s rights, asked in 1853, “‘We the People’? Which ‘We the People’? The women were not included.”

Through the Amendment process, more and more Americans were eventually included in the Constitution’s definition of “We the People.” After the Civil War, the Thirteenth Amendment ended slavery, the Fourteenth Amendment gave African Americans citizenship, and the Fifteenth Amendment gave black men the vote. In 1920, the Nineteenth Amendment gave women the right to vote nationwide, and in 1971, the Twenty-sixth Amendment extended suffrage to eighteen-year-olds.

Language – Addresses Vocabulary Development

Reread this chunk of the text. Look at the word advocates. What do think the meaning of this word is? What clues does the text give you about the meaning of the word advocates?

Reread this chunk of the text. Look at the word suffrage. What do think the meaning of this word is? What clues does the text give you about the meaning of the word suffrage?

2

5

Reading – Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

More Vocabulary Considerations• The first three words of the Constitution are the most

important. They clearly state that the people—not the king, not the legislature, not the courts—are the true rulers in American government. This principle is known as popular sovereignty.

1

Underline popular and sovereignty. Do you see a known word in sovereignty? If so, circle it. Do you see the word reign? What does reign mean?

Look at the word popular. Do you know the Latin root of this word? Circle it. What does “pop” mean?

Putting these together, what would popular sovereignty mean?

Language Standards

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g. precede, recede, secede).

Knowledge Demands Can Determine Relationships

Justice Thurgood Marshall, the first African American on the Supreme Court, described the limitation: For a sense of the evolving nature of the Constitution, we need look no further than the first three words of the document’s preamble: ‘We the People.’ When the Founding Fathers used this phrase in 1787, they did not have in mind the majority of America’s citizens . . . The men who gathered in Philadelphia in 1787 could not . . . have imagined, nor would they have accepted, that the document they were drafting would one day be construed by a Supreme court to which had been appointed a woman and the descendant of an African slave.

Through the Amendment process, more and more Americans were eventually included in the Constitution’s definition of “We the People.” After the Civil War, the Thirteenth Amendment ended slavery, the Fourteenth Amendment gave African Americans citizenship, and the Fifteenth Amendment gave black men the vote. In 1920, the Nineteenth Amendment gave women the right to vote nationwide, and in 1971, the Twenty-sixth Amendment extended suffrage to eighteen-year-olds.

Reading Craft and Structure

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Second TextWhat Are the Dangers of a Backyard Bee Hive?

by Casandra Maier, Demand MediaEnvironmental conditions greatly affect the defensiveness of a bee colony.Bees are the primary pollinators for many fruiting and flowering plants. While there are the occasional self-pollinating plants, in addition to bats, moths, butterflies, birds and wasps, which also act as pollinators, the plant world in its current form would not exist without bees. When a colony of bees takes up residence in your backyard, however, you are bound to feel threatened. A backyard beehive can be dangerous if you do not understand the risks and adhere to various safety precautions.Bee Stings

Bee stings produce pain and swelling in the localized area of the sting. This is because the bee releases a stinger that contains venom into the victim’s skin. Over time, this pain and swelling is reduced to itching. The biggest threat that a beehive in the backyard poses is stings by not just one but multiple bees.Bee Allergies

Bee stings are bad news for people with bee allergies. In addition to pain and swelling, bee stings result in other symptoms like nausea and vomiting, fainting and closing of the throat in people who are allergic. In the case of a backyard beehive, multiple stings have the potential to kill someone who is extremely allergic to bees. Immediate medical attention is needed if you are stung and you have a bee allergy.Bee Aggression

Bees sting as a form of aggression when they feel threatened or if they feel there is a threat to their hive or colony. They also tend to be more aggressive in hot climates, if the hive is located in a shady area or if there is a lack of flowering plants. Keep your distance if you discover a beehive in your backyard. Make sure that children and visitors are also aware of the hive’s location, and make they stay away to prevent encounters with aggressive bees. Loud lawnmowers and weed eaters in close proximity to the hive are also known to aggravate bees, causing them to swarm and sting. If you should encounter a hive of aggressive bees, seek shelter indoors immediately.Beekeeping Precautions

Some bee enthusiasts keep colonies of bees in their backyard to yield fresh honey. The practice of beekeeping is not undertaken lightly. It is important that you know what you are doing, in addition to having the right clothing and equipment. Beekeeping in an urban or suburban area is possible but also dangerous if you do not understand how to keep your bees from becoming a nuisance, and potentially stinging your neighbors. Proper tools and elements of beekeeping include tall fences, to divert bee flight paths over people’s heads; a source of clean, fresh water so bees don’t go elsewhere to hydrate; and a bait hive, which prevents bees from swarming by giving them a place to reside outside their normal hive. Without the proper knowledge and equipment, backyard beekeeping is a dangerous venture.Considerations

Populations of honey bees are currently in decline. This is due in part to disease and lack of nesting areas. Honey bees are vital for plant pollination. If a backyard beehive is far enough away from your home, and no one in your home or the surrounding area is allergic to bees, consider allowing the hive to remain. If the hive poses a danger to you or your loved ones, however, it must be removed. Never attempt to remove the hive yourself, even if you think the hive is empty and abandoned. Always call a professional exterminator or pest control company to safety remove beehives.

Grade 9-10 add multiple sources

Optional for secondary

guiding QuestionsWhat Are the Dangers of a Backyard Bee Hive? Guiding Questions

1. In line 1, what is meant by environmental conditions and defensiveness?

2. How could environmental conditions improve or hinder defensiveness according to the text?

3. What is the main pollinator of plants?

4. What makes a beehive dangerous according to the text?

5. Why/when is a bee sting dangerous?

6. Why are people with bee allergies encouraged to get medical attention by the author if they get stung?

7. What are some conditions that are known to make bees more aggressive?

8. Why does the author suggest that people get shelter when bees are swarming?

Students develop a class position Using their graphic organizer and their notes, students will create a written appeal to the Orange County Commission to either allow or ban backyard beekeeping throughout the county.

Alternative: Collaborative Position Poster

Rubric for grading Graphic Organizers

Argument/Claim Evidence Reasoning Purpose Pts

Totals

What makes a good argument?To be effective, the statements made in arguments must be

1. Accurate: based on evidence from a reliable source.

2. Relevant: related to, or about, the topic, important to the argument.

3. Logical: well thought out and hard to argue against.

Multi-Flow Map

What makes good Evidence?To be effective, the evidence in arguments must

1. Be accurate: take from reliable sources

2. Be presented clearly: in a format that can be verified

3. Be relevant by backing up the claim or argument

What makes good Reasoning?To be effective, the reasoning in arguments must be stated well.

The reasoning must tie the evidence to the claim or argument