Notice, we are asking students to cite textual evidence, BUT they can use paraphrases based on the direct quote! This requires MUCH higher level thinking, which is what we ultimately want. He is a writer who values things beyond mere television entertainment. He creates visions in his head about his surroundings.Įx. *Note: Every piece of evidence is paraphrased and directly correlates to the student’s response in the TRAITS category. Then, provide evidence to support your ideas. Here is an activity for practicing how to cite textual evidence based on “The Pedestrian” by Ray Bradbury!ĭirections: Complete the chart by identifying at least 2 traits of each character(s) from “The Pedestrian” by Ray Bradbury. Individual appreciates felines.) A paraphrase should be a rewording of the evidence with the meaning still intact. This practice leads to sentences that just don’t make a complete, logical sentence. We also do not want “Synonym Ninjas,” who literally replace every word with a synonym. Paraphrases should NOT be word for word the same as the text itself, and they should NOT be long-winded summaries. This use of evidence is good practice for the real world, where most people appreciate brevity. When we cite, we may only need one, two, or ten words to prove our point. We know this practice is not the best, so we need to teach our students to only use the detail, word, phrase, or sentence that is essential. We have all tried to extend our papers with evidence. Because of this requirement, I was tempted to use a longer sentence or even a full paragraph in a paper. I don’t know about you, but in college, I had a ton of professors who had a word or page limit. Essential: We only need to cite the evidence that is the most essential.As teachers, we can help our students become critical thinkers who know the facts and the actual research! Specificity is necessary when teaching our kids how to cite textual evidence! People are lazy and/or uninformed, and instead of doing the hard work of researching, they are content to know generalities. The textual evidence might still be relevant and related, yet it might not be specific enough to connect to the student’s response. Specific: Sometimes, the evidence is vague.Students need to practice rereading, skimming, and annotating, so they can locate the best and most relevant textual support. And the toughest part is the time it takes to find the best support. If there is better evidence, then students need to learn to choose the BEST evidence possible. Relevant: The evidence should directly support the answer to the question.The Importance of Teaching How To Cite Textual Evidence.Citations for a Research Paper or Rhetorical Analysis Essay with 1 or more texts Citations for a Literary Analysis or Informational Paired Passage Response with 1 or more texts How to CITE TEXTUAL EVIDENCE in various ways:.The report provides ways to evaluate the arguments for quality. The study also examines what occurs when a student is unsuccessful in persuading an audience or presenting an argument. In fact, critical thinking is fundamental to learning how to argue effectively. Jonassen and Kim consider critical thinking as a way to facilitate conceptual change and problem solving. The study focuses on argumentative writing. Summary: This study suggests that students who experience meaningful learning are also deeply engaged in the learning process. Education Technology Research and Development, 58(4), 439–457. Arguing to learn and learning to argue: Design justification and guidelines. The overview includes definition of terms, examples, graphs and charts as appropriate, and additional resources.ģ. Jonassen, D. Summary: This online resource offers a complete overview of the writing processes and the components involved in each. University of Purdue’s Online Writing Lab. The process also increased the students' reasoning and ability to create rebuttals.Ģ. Composition Writing Studio. Although the participants in this study were undergraduates, the practical application of the strategy is consistent with lower grades. A graphic organizer is suggested as a means to identify the argument and counterargument before developing a final conclusion. Summary: This study provides instructional strategies to improve the students' ability to construct an argument for or against a position. The Journal of Experimental Education, 76(1), 59–92. Retrieved from Promoting argument-counterargument integration in students' writing.
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