My group's breakout session was "Finding Just Right Evidence" to help support the writer's own personal claim. Some of the components we discussed were finding evidence that was compelling, debatable, and defensible. We examined several pieces of writing that had all three of these components, and others that only had a couple or none at all. We would rank these pieces of evidence from strongest to weakest then share.
 |
| Dunseith Social Studies teacher Cole Marion and Robert Rivera-Amezola of the Philadelphia Writing Project at the C3WP Mid-Year Meeting in Atlanta Feb. 9-10, 2019 |
A couple takeaways I got from this session led by Robert Rivera-Amezola was identifying all evidence before constructing a claim and ranking all possible evidence before choosing the best evidence to support your claim. Identifying first all possible evidence before you make a claim is helpful for students because they have all the possible evidence at hand before they put down their final claim. Students can distinguish between both sides of the argument and choose the best evidence that helps supports their claim or thinking. Another takeaway I got was ranking your evidence before choosing which piece you want to implement into your claim. Ranking evidence will help students determine which is irrelevant and which is the best to help support their claim.
 |
| Cole Marion (in plaid shirt at left) working hard to build his knowledge of the College, Career, and Community Writers Program (C3WP) with teachers from all over the country. |
This is something I can implement into my classroom through modeling and ongoing practice from my students and me. Both support my students in the type of writing they currently do, and it will help students identify just right evidence in our readings.
No comments:
Post a Comment