ASE LA 2: Using Research
in Writing Endeavors
Steve Schmidt
ABSPD
Appalachian State University
Website: abspd.appstate.edu | Email:
How Good Will this Workshop Be?
It all depends on you! Your positive attitude and willingness to contribute will make this workshop a wonderful experience for you!
What Are We Going to Do Today?
We will take a look at how to teach argument based writing (critical for the Common Core based shifts in adult secondary instruction), score the GED 2014 extended response in Reasoning through Language Arts (RLA), and examine research techniques while having fun along the way!
Where Can I Find this Packet?
It’s OK to write in this packet! You can find everything from this workshop at:
http://abspd.appstate.edu
Look under teaching resources!
Where Can We Ask Questions About GED 2014
Email questions to:
The Thinking behind the Writing: Webb’s and CCR Standards
Webb’s DOK 3: ENGLISH LANGUAGE ARTSRequires students to go beyond text. Requires students to explain, generalize, and connect ideas. Involves inferencing, prediction, elaboration, and summary. Requires students to support positions using prior knowledge and to manipulate themes across the passages. Students develop compositions with multiple paragraphs.
Examples:
· Determine effect of author’s purpose on text elements
· Summarize information from multiple sources
· Critically analyze literature
· Edit writing to produce logical progression
· Compose focused, organized, coherent, purposeful prose
College and Career Readiness Standards for Adult Education
- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and
limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the
relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and
counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of
the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the argument presented.
- Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience
- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience.
- Draw evidence from literary or informational texts to support analysis, reflection, and research.
Adult Education Standards Writing Instructional Shifts
Guidedpracticeofcloseanalyticreading
Since students are writing about reading, we need to model for students how to get meaning from
texts. One way to do this is to practice close reading strategies. (See close reading handout in
packet.)
Writingaboutreading
Create writing prompts that focus on reading passages
Readingarangeoftexts
Have students read informational and literary texts. GED 2014 is 75% informational and 25%
literature.
Usingtextevidencetosupportclaims
Ask, “Howdoyouknow?” Move students away from their opinions to using text based evidence to back up their arguments.
Writingforavarietyofpurposes,includingargumentativewriting
2014 GED Extended Response Overview
The RLA extended response asks students to unpack a prompt, read source material, plan their response, type it, and then edit/revise. Students should be able to keyboard about 25 words per minute.
TEST / TIME GIVEN / WHERE FOUND / OTHER INFOReasoning through
Language Arts / 45 minutes / End of first half of test / - Separately timed
- 18.5% of total points possible*
*Source: Martin Kehe, VP for Product Development, GED Testing Service
On the 2002 GED Writing test, a student who failed the essay failed the test. On the 2014 GED, students can score 0 points on the extended response and the short answer item types and still pass the Reasoning Through Language Arts test (although it is almost 20% of the total points possible!).
Grading and Scoring the Reasoning through Language Arts Test
Grading: Extended responses are graded on a rubric that emphasizes how well students analyze and create an argument, back it with evidence, develop ideas, have an organizational structure, and use Standard English.
Scoring: Students can score up to 6 points. Their total score is then doubled and added to the number of correct answers on the rest of the test to get their raw score. The raw score is then converted to a scale score that runs from 100 to 200.
Argument Based Writing
Introductory Paragraph with Thesis Statement
The introductory paragraph should:
- Grab the reader’s attention. This could be done through a surprising statement or statistic, a
question, a quote, some historical background, or an anecdote.
Did you know that the average person breathes over 17,000 times a day?
- Narrow the subject down
From the dawn of time, we have evidence that people breathed. Even today, people spend a
significant part of their life breathing.
- Thesis statement: This is the main point you are trying to prove
Breathing is vital for life as it good for people’s health and provides us with necessary oxygen.
Body Paragraphs Should Include Evidence and Argument
Use PEA while writing body paragraphs:
P Point - Make your point
Breathing is good for people’s health.
E Evidence – Support your point with evidence and examples
In 2008, two Stanford University researchers looked at breathing’s effect on life. They found
study participants who breathed lived longer than those who did not breathe. A later 2010
study in Iceland by top researchers agreed with the Stanford study’s findings.
A Argue – Explain how the evidence supports your points
Cleary, strong academic research supports the belief that breathing contributes to a longer life
span which in turn contributes to people’s good health.
Conclusion
A conclusion does not simply restate the thesis but readdresses it in light of the evidence provided. This is the portion of the essay that will leave the most immediate impression on the mind of the reader. Therefore, it must be effective and logical. Do not introduce any new information into the conclusion. Restate why the topic is important, review the main points, and review your thesis.
Adapted from Dr. Chris Rauscher, GED Testing Service, and Purdue Owl
Formal Style
What not to do:
Use slang: Dude, s’up? My bad, you don’t have to get all emo on me.
Use contractions: Don’t use contractions. We’ve better ways to write!
Use abbreviations: There are many facts to support this, etc.
Use second person pronouns to address readers: You don’t know what you don’t know until you know that
you don’t know. You know?
What to do:
Write in the third person and use longer and more complex sentences:
A recent study by Dr. Johnson at Emory University noted that walking was the most effective way of moving short distances in the least amount of time. She also mentioned that people normally walk with their feet, but some circus performers have become quite good at walking on their hands.
Transitions
Words that Connect Opinions and Reasons
because, and, also, therefore, since, for example, for instance, in order to, in addition, consequently, specially
Words and Phrases that Signal Support or Evidence
for example, to illustrate, in this case, specifically, once, for instance, such as, to demonstrate, take the case of
Conclusions
To summarize, in short, in brief, in summary, to sum up, in conclusion, to conclude, finally
Adapted from Dr. Chris Rauscher
Argument Writing Vocabulary
Neutral Expressions, Words, & Phrases(Passage B) argues in favor of…. On the other hand, (passage A) argues against… / (Passage B) argues…. On the other hand, (Passage A) argues….
(Passage A) is better supported than (passage B) because…. In contrast, …. / (author/passage) backs up (its/his/her) claim (with/by)….
For example, (An example is …) / Another example of (is)….
On the other hand, / counterclaim (counterargument)
In addition to…., (In addition,) / statistics
However, / claims (argues)
rebuttal / refutes
In contrast, (In contrast to…) / mentions (uses, cites, provides)
To support (demonstrate) this….
Phrases to Discuss Passage Strengths (+) / Phrases to Discuss Passage Weaknesses (-)
better supported / unsupported personal opinion
reliable evidence / weak evidence
sound reasons / contradictory evidence
valid / invalid
logical / weak logic (illogical)
reliable (knowledgeable, unbiased, credible, etc.) source(s) / (This passage) lacks sound reasons…. (or any other phrases from the strengths column)
significant evidence / uncited sources (source is not identified)
recent sources / evidence is out-of-date (or no source is included)
relevant reasons / evidence / biased sources
substantiated evidence / unsubstantiated evidence
expert testimony / personal attacks (name-calling)
sufficient reasons / evidence / insufficient reasons / evidence
reputable source (strong reputation) / fallacy/fallacies
well-supported argument / oversimplification
supports (demonstrates) / false conclusion
Source: C. Gibson, WCCS Writing Center, Selma Al
Reliable Evidence? Think CARBS
As students look at the evidence presented in source documents, they should consider how reliable it is. Some things used to measure reliability are:
Currency
Is the evidence up to date? Studies done more recently are usually better than ones conducted years ago, especially in science and technology.
Authority
Who created the source? Are they really an expert in this field? Just because someone is well known (actors, singers, sports stars) does not make them an expert.
Relevance
Does the evidence specifically relate to the topic being discussed? Let’s look at the following evidence for the following topic: There are great health benefits to running.
1. Running burns many calories
2. Running works out the entire body
3. Running can help someone lose weight
4. Running workout clothes are really fashionable
5. Running is great cardiovascular exercise
While number 4 talks about running, it is not relevant since it has nothing to do with running’s health benefits. Instead, it focuses on the fashionable styles of some runners.
Bias
Is the evidence from an unbiased source? Sources such as government agencies and educational institutions are usually unbiased. Look at who funds a study. For example, if a drug company is funding a study about one of its new drugs, we would be surprised if the findings showed that the drug did not work. We would expect the findings to be biased in favor of the company since it paid to have the study done and wants to show that its product works.
Specific
Is the evidence specific? For example, the phrase “two decades of research shows that breathing has positive health benefits” is not specific. We do not know over which two decades the research was done. Also, “several studies have shown that walking is a great way to move from one place to another” is not specific either. We know nothing about the studies so we cannot know if they are current, authoritative, relevant, or biased.
Preparing for Argument Writing
Quick Writes
See pages 10 and 11
I Wanna Iguana
In this exercise, we use a children’s book to help students understand how to locate arguments and to realize they have been preparing for argument writing their whole life! Google: I wanna iguana youtube
Strike or Stroll?
Use prediction and inference to help students develop arguments. The pictures are available from the Using Research in Writing PowerPoint on the ABSPD website under teaching resources.
Apples to Apples Game
Students can argue why their red apple noun card best matches the green apple adjective card
Oral Argument
I agree with ______because ______
I disagree with ______because ______
Was Barney Fife right to give Gomer a ticket? Google: Barney Fife citizens arrest
Interviews
Have students play the authors of each paper in the prompt. Students can ask them questions about the evidence in their paper.
$5 or a Lottery Ticket
See page 12
Writing about Reading: Quick Writes
A Quick Write helps students think about a topic before, during, and after reading. Students are asked to respond to a question or prompt based on a text and should write down whatever comes to their mind without worrying about grammar or organization.
The writing topics are related to a text and may be:
· Summaries of learning
· An explanation of a concept or vocabulary
· A prediction, inference, or hypothesis
Give students a time limit (2 to 10 minutes) and ask that they write until time is up. (Model this as the instructor and write too!) Quick Writes can be used as part of instruction, assessment, or discussion. They help bring out the writer in students, build their writing confidence, and help their reading skills too!
Quick Write Practice: GED 2014 Automated Scoring
Can a computer accurately score a writing test? Yes it can! Automated scoring has come a long way in the past decade, and it is being used to score extended response and short answer items on the GED 2014 test. After extended response items were field tested by being answered by adult students, they were scored by human experts who graded their responses based on a rubric. These responses were then used to train the scoring engine. Once the scoring engine learned the range of acceptable response types for each score on the rubric, several hundred more responses were put through the scoring engine to test its reliability.
Each extended response is evaluated based on three major traits, so it is read and scored three times. Within each trait, there are 12 to 15 sub dimensions. The computer algorithm scores each sub dimension and assigns an overall score for the trait. Thus, the computer is able to accurately mimic the human scoring process.
To ensure accuracy, GED ® Testing Service created quality control procedures. A continual audit process is in place that will randomly choose five percent of responses to be human scored. There is also an automatic rescore process where failing tests with scores just below passing will have their responses double checked. So, human scorers will always be monitoring the scoring process to ensure ongoing reliability.