Writing to Argue. In Search Of The Benefit Of Homework - In Search Of The Benefit Of Homework or There Is No Homework In Finland!
By Dawn Casey-Rowe, Social Studies Teacher and Learnist Evangelist The debate about homework is growing heated in education circles. With more and more demands being placed on teachers, students, and educational leaders, homework can provide valuable practice time for students. It can also be a time of torture where families lose their precious little time to conflict and stress, as the battle of “I don’t want to do my homework” ensues. It’s important to impress upon students the value of getting the work done, but sometimes homework demands are unrealistic, bringing up the question “Is homework productive?” It has been argued that homework unfairly punishes students who do not have family members available to help them, giving the long-term edge to students with parents who do. As a high school teacher, I must admit, I’m conflicted about this subject.
That is the inner conflict: What is the benefit of homework? 1. Analyze-Informational-Texts-2.png 1,348×1,525 pixels. Using the RAFT Writing Strategy. Contribute to ReadWriteThink / RSS / FAQs / Site Demonstrations / Contact Us / About Us See more like this Our lesson plans are written and reviewed by educators using current research and the best instructional practices and are aligned to state and national standards.
Choose from hundreds of topics and strategies. More Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals. More Teacher Resources by Grade Home › Professional Development › Strategy Guides Strategy Guide Using the RAFT Writing Strategy E-mail / Research Basis Strategy in Practice Related Resources This strategy guide introduces the RAFT technique and offers practical ideas for using this technique to teach students to experiment with various perspectives in their writing. Research Basis The more often students write, the more proficient they become as writers. Role of the Writer: Who are you as the writer? Dean, Deborah. 2006. Argument map. The Toulmin Model of Argumentation. The Toulmin model asserts that most arguments consist of the following 6 parts: Assumptions Counter-examples Implications Counter-arguments.
Models of Argument. The classical approach to argument is a model of argumentation invented by the famous Greek philosopher Aristotle.
It is best used when the purpose of your argument is to persuade your audience to agree with your point of view, take your side on an issue, or make a decision in your favor. The classical approach/Aristotelian model relies heavily on the use of ethos, pathos, and logos appeals. The following is the typical organization pattern for this approach: IntroductionState your case--Clarify your issue.
Give any necessary background for understanding the issues. Margaret Heffernan: Dare to disagree. How to Write an Argument Graff ENG 112M Fall 2010 University of Portland Prof. Asarnow. Introducing Argument with Verbal Sparring. How often have you heard a colleague say, "I don't like conflict"?
Sometimes teachers have what I'd call an "over-accommodating nature," a "go along to get along" way of approaching most situations. When I hear "I don't like conflict," my knee-jerk reaction is "who does? " However, there's a difference between conflict for conflict's sake and necessary "push back. " We have seen the necessity of teachers to take a stand often in recent years as our profession has endured an onslaught of legislation that harms children and teaching. Teaching Argument: The Role of English Teachers English teachers are charged with teaching students how to construct academic arguments. Were we to teach argument before we teach persuasion, arguably, students would compose stronger essays in each genre.
Perhaps this is because we see argument as stodgy and boring. The argumentative essay can be fun and approachable when we introduce it with a game of verbal sparring. Lesson Plan1. 2. Argument is reason giving. 4.