Strategy: Persuasion Map (Ramsey)
Detailed Description: The Persuasion Map is an online interactive graphic organizer. It begins by having students state their goal or thesis, three supporting reasons, and three facts or examples that support each reason.
Practical Application: In a history class, students can read primary documents that are persuasive writings. After seeing this example, the students will then create their own arguments to support or discredit claims found in a primary source. They must state whether they agree or disagree with the argument, and then provide reasons and facts behind those reasons. This will teach students not only persuasive writing but also how to think historically by questioning arguments and providing facts to prove positions.
TRAP: ReadWriteThink is a reliable source for teachers looking for different education strategies. The article is intended to assist teachers in developing students’ ability to write persuasive papers.
“Persuasion Map” from readwritethink.org. Retrieved from http://www.readwritethink.org/classroom-resources/student-interactives/persuasion-30034.html?tab=7#tabs.
Strategy: Write-Aloud (Modeled Writing) (Chiles)
Detailed Description: Write-aloud’s follow the same process as think-aloud’s. Teachers talk out the process that they follow when they begin to write. As they are talking out they are also reminding students that this is the process that they should follow when they begin writing. This method can be used for whole group instruction, but it’s intended for small group instruction. This method is also intended to be taught in chunks: thesis statements, opening paragraphs, dialogues, how to develop a character, etc. so that students are overloaded with information. This strategy can be used in any content area, in teacher-led pull out groups or in assigned class-groups, and as a revision tool.
Practical Application: While writing an argumentative paper, this strategy can be used to explain what the teacher is expecting in the paper. They could model how to make a claim and how they should support it. Since the teacher is modeling out his/her thinking processes, he/she could explain what argumentative means, what is considered as valid reasoning, and how to determine what sufficient evidence is. As the teacher is modeling, she can have the students help her and give her ideas since argumentative papers are fairly long. Since the students will be helping, she won’t have to write the entire paper but offer them an example to follow. She could keep this model in front of the students so that when they are cut loose, they can refer back, follow the steps they’ve seen and heard, and use it as a checklist to write their own argumentative paper. The teacher would, of course, provide feedback as students write.
TRAP: Research on think-alouds date back to 1977 as modeling cognitive processes. Since writing is also a cognitive process and it follows the same structure and serves the same purpose of think-alouds, it can be categorized as a sub-strategy as think-alouds. However, research and applications for write-alouds specifically have been developed in 2010 by literacy consultant Leah Mermelstein. This particular article from readwritethink.org was published by the International Literacy Association and was written by Sharan Gibson.
Gibson, Sharan A. "Write Alouds - ReadWriteThink." Readwritethink.org. International Literacy Association, n.d. Web. 03 Apr. 2016.
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