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Tom McHale

Argument in the Wild: Reading & Writing from Media-Rich Texts | Moving Writers - 0 views

movingwriters.org/...-writing-from-media-rich-texts

argument

shared by Tom McHale on 29 Apr 17 - No Cached
  • Tom McHale on 29 Apr 17
     
    "In the second half of the year, my writing course shifts to a more focused study of argument. We read and analyze several mentor texts together as a class, starting with speeches and letters, including an in-depth analysis of the classic  "Letter from a Birmingham Jail" by Martin Luther King, Jr. (this year, I also paired King's text with "The Future Needs Us" by Rebecca Solnit and the introduction from Writings on the Wall by Kareem Abdul Jabbar). But the key to teaching students how to analyze argument-particularly in today's media rich world-is to make the time and space for students to take what they have learned and apply it independently. (In fact, that's true when you teach anything.) So this year, I changed up my argument unit a bit to include a two-week workshop period in which students would: Read several arguments from a variety of media (written, visual, auditory, film); Analyze the arguments for their line of reasoning; Write their own original essay which defends, challenges, or qualifies a claim made by one (or more) of the arguments they studied."
Tom McHale

The Definition Of An Academic Argument - 0 views

www.teachthought.com/...nition-of-an-academic-argument

shared by Tom McHale on 31 Oct 15 - No Cached
  • Tom McHale on 31 Oct 15
     
    "English and education professor Gerald Graff (2003) writes that "argument literacy" is fundamental to being educated. The university is largely an "argument culture," Graff contends; therefore, K-12 schools should "teach the conflicts" so that students are adept at understanding and engaging in argument (both oral and written) when they enter college. He claims that because argument is not standard in most school curricula, only 20 percent of those who enter college are prepared in this respect"
Tom McHale

Playing to Win: Using Sports to Develop Evidence-Based Arguments - The New York Times - 0 views

www.nytimes.com/...-evidence-based-arguments.html

writing argument sports

shared by Tom McHale on 08 Feb 19 - No Cached
  • Tom McHale on 08 Feb 19
     
    "While it might not be immediately obvious to all teachers, particularly those who aren't die-hard fans, sports is also an endless source of inspiration for making arguments and throwing down facts. In this lesson, we explore how to use the world of sports to help students effectively develop evidence-based arguments. We suggest three categories for practicing the skill in sports contexts - from making a case for the G.O.A.T. to taking on current sports-world controversies to proposing rules changes to make a sport or tournament better. We end the lesson with a few strategies for bringing debate and argument writing alive in the classroom."
Tom McHale

Reader Idea | Using an Op-Doc Video to Teach Argumentative Writing - The New York Times - 0 views

learning.blogs.nytimes.com/...to-teach-argumentative-writing

shared by Tom McHale on 13 Feb 20 - No Cached
  • Tom McHale on 13 Feb 20
     
    "Students learned how authors support an argument using different types of evidence. The class watched the Op-Doc "China's Web Junkies" and noted how the filmmakers build their argument. We love how Ms. Marchetti uses this one to teach students how to identify and evaluate an author's argument."
Tom McHale

Creating a Culture of Argument - 0 views

next.bloomboard.com/...85-bd81-42ed-8780-5d7fd3251157

argument

shared by Tom McHale on 28 Feb 16 - No Cached
  • Tom McHale on 28 Feb 16
     
    "This collection offers middle and high school teachers multiple ways into the idea of "creating a culture of argument" in their classrooms. In other words, it offers advice and support for why it is important to give students many opportunities to practice argument writing, and lots of practical and material support for how to do that."
Tom McHale

We Spend Too Much Time Teaching Students to Argue - Education Week - 0 views

www.edweek.org/...ch-time-teaching-students.html

argument

shared by Tom McHale on 04 Oct 18 - No Cached
  • Tom McHale on 04 Oct 18
     
    "Was I teaching argumentation to empower my students? Of course. But by teaching them to focus on finding evidence to support claims, I was achieving the opposite effect. I was making them susceptible to an epidemic of our time: the tendency to select facts that support a certain perception of reality, rather than discerning what reality is by analyzing observations and facts. With this in mind, I shifted my focus to the work that needs to happen before one makes an argument-the work of looking at the world. I designed projects that would allow students to look deeply at an issue."
Tom McHale

Reader Idea | Using an Op-Doc Video to Teach Argumentative Writing - NYTimes.com - 0 views

learning.blogs.nytimes.com/...to-teach-argumentative-writing

shared by Tom McHale on 30 Jan 15 - No Cached
  • Tom McHale on 30 Jan 15
     
    "Below we share an idea from Allison Marchetti, an English teacher at Trinity Episcopal School in Richmond, Va., who uses an Op-Doc video about the problem of Internet addiction among China's youth to teach argumentative writing to her ninth graders. This lesson is part of a larger unit of study on editorial and commentary writing."
Tom McHale

Common Core Practice | Presidential Campaigns, College Rankings and Food Journeys - NYT... - 0 views

learning.blogs.nytimes.com/...ege-rankings-and-food-journeys

argumentative writing

shared by Tom McHale on 23 Jun 14 - No Cached
  • Tom McHale on 23 Jun 14
     
    "The Times's Room for Debate hosts six knowledgeable outside contributors who debate whether the college rankings are useful for students or too simplistic. Your Task: Do you think the college ranking system is a useful guide for students looking to find the right college, or do you think the rankings are too simplistic or misleading? Use the six Room for Debate opinion pieces to learn more about the issue and gather evidence on both sides, perhaps keeping track of what you find with this pro-con T-chart organizer (PDF). Then, write your own opinion, making sure you to use evidence from the various opinion pieces to back up your position. (You may even want to rebut a counterclaim within your response to strengthen your argument.)"
Tom McHale

10 Ways to Teach Argument-Writing With The New York Times - The New York Times - 0 views

www.nytimes.com/...g-with-the-new-york-times.html

writing argument

shared by Tom McHale on 06 Oct 17 - No Cached
  • Tom McHale on 06 Oct 17
     
    How can writing change people's understanding of the world? How can it influence public opinion? How can it lead to meaningful action? In this post, which accompanies our Oct. 10 webinar, Write to Change the World: Crafting Persuasive Pieces With Help from Nicholas Kristof and the Times Op-Ed Page, we round up the best pieces we've published over the years about how to use the riches of The Times's Opinion section to teach and learn. We've sorted the ideas - many of them from teachers - into two sections. The first helps students do close-readings of editorials and Op-Eds, as well as Times Op-Docs, Op-Art and editorial cartoons. The second suggests ways for students to discover their own voices on the issues they care about. We believe they, too, can "write to change the world." Join our webinar (live on Oct. 10 or on-demand after) to learn more, and let us know in the comments how you teach these important skills."
Brendan McIsaac

Teacher Evaluation Systems Not Fully Supported In Many States: Center For American Prog... - 0 views

www.huffingtonpost.com/...hlights-challen_n_2124293.html

EE4NJ

shared by Brendan McIsaac on 29 Nov 12 - No Cached
  • Most state reform statues have established hasty timetables for the implementation of new teacher-evaluation systems — timetables all states are struggling to meet. HPAds.adSonar(1523709,2259768,300,250); adsonar_placementId=1523709;adsonar_pid=2259768;adsonar_ps=-1;adsonar_zw=300;adsonar_zh=250;adsonar_jv="ads.tw.adsonar.com";Still, arguably the biggest challenge posed by these mandated evaluation reforms is that the majority of teachers do not teach in tested subjects or grades, and as a result standardized student achievement data is not available to be used in their ratings.
  • Furthermore, states must concentrate on providing what districts cannot, and education agencies should adjust their implementation timelines to align with the needs and resources of their particular state. Lastly, states must think long term about how to provide administrators with the training, technical expertise and field experience needed to address the current human-capital challenges affiliated with teacher evaluation reform. Loading Slideshow School Supplies<strong>91 percent</strong> of teachers buy basic school supplies for their students.Food<strong>2 in 3</strong> teachers <strong>(67%)</strong> purchase food or snacks to satisfy the basic nutritional needs of their students -- even ones who are already enrolled in their schools' free or reduced-price meal program. Clothing<strong>1 in 3</strong> teachers purchase clothing for children, including jackets, hats and gloves <strong>(30%)</strong> or shoes and shoe laces <strong>(15%)</strong>.Toothbrushes<strong>18 percent</strong> of teachers purchase personal care items, such as toothbrushes and sanitary products.Hygiene ProductsNearly <strong>1 in 3</strong> teachers <strong>(29%)</strong> purchase items such as toilet paper and soap that their school cannot provide enough of due to budget cuts. Field Trips<strong>More than half</strong> of all teachers have paid the costs of field trips for students who couldn't afford to participate otherwise.Alarm Clocks<strong>Several teachers</strong> reported purchasing alarm clocks for students. Due to work schedules or family circumstances, guardians were unable to wake their children for school, which led to absences and academic underperformance. Teacher Spending On Students1 of 8 Hide ThumbnailsAlamyNext Share TweetFullscreen1 of 8Play AllSchool Supplies91 percent of teachers buy basic school supplies for their students. Like Dislike8 Points10 likes, 2 dislikesAdvertisement× #hp-slideshow-wrapper-246322 .hp-slideshow-wrapper-loading-div{ font-family:Arial
  • Brendan McIsaac on 29 Nov 12
     
    This is the struggle I was outlining the other day
Tom McHale

What Close Reading Actually Means - 0 views

www.teachthought.com/...t-close-reading-actually-means

close reading reading

shared by Tom McHale on 17 Oct 15 - No Cached
  • Tom McHale on 17 Oct 15
     
    "The goal of any close reading is the following: an ability to understand the general content of a text even when you don't understand every word or concept in it. an ability to spot techniques that writers use to get their ideas and feelings across and to explain how they work. an ability to judge whether techniques the writer has used succeed or fail and an ability to compare and contrast the successes and failures of different writers' techniques. Remember-when doing a close reading, the goal is to closely analyze the material and explain why details are significant. Therefore, close reading does not try to summarize the author's main points, rather, it focuses on "picking apart" and closely looking at the what the author makes his/her argument, why is it interesting, etc. Here are a few of the helpful questions to consider in close reading, from the handout by  Kip Wheeler, a college English professor:"
Tom McHale

Stop Close Reading - The Atlantic - 0 views

www.theatlantic.com/...59005

reading

shared by Tom McHale on 30 Aug 16 - No Cached
  • Tom McHale on 30 Aug 16
     
    "Students almost universally hate close reading, and they rarely wind up understanding it anyway. Forced to pick out meaning in passages they don't fully grasp to begin with, they begin to get the idea that English class is about simply making things up and constructing increasingly circuitous arguments by way of support. So what would happen if we ditched this sacred teaching technique? For starters, we could help students read more. Speeding things up might make it easier to grasp--and appreciate--the overall arc of a book, while allowing the opportunity for real connection with the characters and plot. You can't do that at the pace of a chapter a week. Furthermore, aiming for fifteen books a year, rather than five, might expose the students to more good literature . If the goal of an English class is to improve students' grasp of language, introduce them to great literature, and--hopefully--get students excited, then there's really no downside to this approach. If a few students really want to do close reading, they can do it as an elective or jump in head first in college. Otherwise, let's chuck the concept. We gain nothing by teaching kids to hate books--and hate them s-l-o-w-l-y. "
Tom McHale

Digital Is - 0 views

digitalis.nwp.org/...6592

writing

shared by Tom McHale on 07 Jul 16 - No Cached
  • Tom McHale on 07 Jul 16
     
    "How can we honor this process and make school writing about discovery? Instead of leading students to feel that school writing must be separate from their lived realities, how can writing allow students to find meaning through a process of creating? At Science Leadership Academy in Philadelphia, where I teach, we adopted common language to help us unify our writing instruction. Throughout the four years of high school, we emphasize thesis statements and the crafting of arguments. While I believe there is much value to this approach, I've also come to believe that we should do more to help young people develop their writing craft."
Tom McHale

Does grammar matter? - Andreea S. Calude | TED-Ed - 0 views

ed.ted.com/...rammar-matter-andreea-s-calude

grammar

shared by Tom McHale on 16 Apr 16 - No Cached
  • Tom McHale on 16 Apr 16
     
    TED-Ed Video with quiz: "It can be hard sometimes, when speaking, to remember all of the grammatical rules that guide us when we're writing. When is it right to say "the dog and me" and when should it be "the dog and I"? Does it even matter? Andreea S. Calude dives into the age-old argument between linguistic prescriptivists and descriptivists - who have two very different opinions on the matter."
Tom McHale

200 Prompts for Argumentative Writing - NYTimes.com - 0 views

learning.blogs.nytimes.com/...mpts-for-argumentative-writing

shared by Tom McHale on 05 Feb 14 - No Cached
  • Tom McHale on 05 Feb 14
     
    "What issues do you care most about? What topics do you find yourself discussing most passionately, whether online, at the dinner table, in the classroom or with your friends? Later this week we will be announcing a brand-new contest in which teenagers will be invited to write evidence-based persuasive pieces on the topics of their choice. To help jump-start your brainstorming, we have gathered a list of 200 writing prompts from our daily Student Opinion feature that invite you to take a stand."
Tom McHale

Student Contest | Write an Editorial on an Issue That Matters to You - NYTimes.com - 0 views

learning.blogs.nytimes.com/...n-an-issue-that-matters-to-you

shared by Tom McHale on 07 Feb 14 - No Cached
  • Tom McHale on 07 Feb 14
     
    "Every day during the school year we invite teenagers to share their opinions about questions like these - on topics from hip-hop to climate change - and hundreds do, posting arguments, reflections and anecdotes to our Student Opinion feature. With this, our first-ever Student Editorial Contest, we're asking you to channel that enthusiasm into something a little more formal: short, evidence-based persuasive essays like the editorials The New York Times publishes every day."
Tom McHale

What Close Reading Actually Means - 0 views

www.teachthought.com/...t-close-reading-actually-means

shared by Tom McHale on 27 Jan 15 - No Cached
  • Tom McHale on 27 Jan 15
     
    "Remember-when doing a close reading, the goal is to closely analyze the material and explain why details are significant. Therefore, close reading does not try to summarize the author's main points, rather, it focuses on "picking apart" and closely looking at the what the author makes his/her argument, why is it interesting, etc. Here are a few of the helpful questions to consider in close reading, from the handout by  Kip Wheeler, a college English professor:"
Tom McHale

Kurt Vonnegut graphed the world's most popular stories - The Washington Post - 0 views

www.washingtonpost.com/...he-worlds-most-popular-stories

narrative writing

shared by Tom McHale on 11 Feb 15 - No Cached
  • Tom McHale on 11 Feb 15
     
    "Vonnegut spelled out the main argument of his thesis in a hilarious lecture, where he also graphed some of the more common story types. (Vonnegut was famously funny and irreverent, and you can hear the audience losing it throughout.) He published the transcript of this talk in his memoir, "A Man Without a Country," which includes his own drawings of the graphs."
Tom McHale

301 Prompts for Argumentative Writing - NYTimes.com - 0 views

learning.blogs.nytimes.com/...mpts-for-argumentative-writing

shared by Tom McHale on 06 Feb 15 - No Cached
  • Tom McHale on 06 Feb 15
     
    "Scroll through the 301 prompts below that touch on every aspect of contemporary life - from politics to sports, culture, education and technology - and see which ones most inspire you to take a stand. Each question comes from our daily Student Opinion feature, and each provides links to free Times resources for finding more information."
Tom McHale

What Teens are Learning From 'Serial' and Other Podcasts | MindShift - 1 views

blogs.kqed.org/...from-serial-and-other-podcasts

speakinglistening

shared by Tom McHale on 11 Mar 15 - No Cached
  • Tom McHale on 11 Mar 15
     
    "What do students learn from the experience? "They enjoy it so much that they don't realize they're learning at the highest level," says Alexa Schlechter, a 10th-grade English teacher at Norwalk High School in Connecticut, who had never used a podcast in class before trying "Serial." Listening to and engaging with "Serial" helps many students address one of the main challenges in developing their analytical skills: getting beyond simple explanations of what happened, and figuring out how and why an event occurred, she says. Poring over text of the transcripts in class to uncover answers, students also develop their critical reading skills, she says. (See how students answered questions about discrepancies between the cell phone records and Jay's testimony at Schlechter's blog.) Students publicly debated Syed's guilt or innocence in Godsey's classes, addressing a Common Core standard to improve speaking skills, and worked together with other students to create their own podcasts or present mock closing arguments."
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