Transcript Writing Tactics and Analyzing Text Across the Curriculum

Writing Tactics and Analyzing
Text Across the Curriculum
Addressing Common Core:
Text
Types and Purposes (Grades 6-12)
Research to Build and Present Knowledge
(Grades 6-12)
Production and Distribution of Writing
(Grades 6-12)
Literacy in History/Social Studies (Grades
6-12)
Key/Ideas and Details (Grades 6-8)
Addressing Common Core…
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Text Types and Purposes (Grades 6-12)
Research to Build and Present Knowledge
(Grades 6-12)
Production and Distribution of Writing
(Grades 6-12)
Literacy in History/Social Studies (Grades
6-12)
Key/Ideas and Details (Grades 6-12)
Addressing Common Core…
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Literacy in History / Social Studies 6-12
Key Ideas and Details
CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary
sources.
CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source;
provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-Literacy.RH.6-8.3 Identify key steps in a text’s description of a process related to history/social
studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary
sources, attending to such features as the date and origin of the information.
CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary
source; provide an accurate summary of how key events or ideas develop over the course of the text.
CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether
earlier events caused later ones or simply preceded them.
CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and
secondary sources, connecting insights gained from specific details to an understanding of the text as a
whole.
CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary
source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which
explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
Brainstorming!
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What Strategies do you use with your
students to analyze the following:
Textbook
Poems
Documents (Declaration of Independence)
Lyrics
Art Work
Readings
Introduction to SOAPStone!
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What is SOAPSTone?
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Strategy questions addressing:
Speaker
Occasion
Audience
Purpose
Subject
Tone
Source: The College Board
Who is the Speaker?
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Remember that it is not enough simply
to name the speaker. What can you say
about the speaker based on references
to the text?
What is the Occasion?
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Discuss and record both the larger
occasion, that is, those issues or ideas
that must have made the speaker think
about this issue, as well as the
immediate occasion.
Who is the Audience?
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At whom is the text directed? It’s not
enough to say, “Anyone who reads it.”
You will want to identify a certain
audience by describing some of its
characteristics.
What is the Purpose?
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The purpose could be a personal one,
decide what the message is and how the
author wants this audience to respond.
What is the Subject?
What is the focus of the piece?
What is the TONE?
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Try to choose a description of the tone
that fits the piece as a whole. Include
specific words or phrases from the text
and explain how they support your
statement.
Group Activity
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Using any piece of literature, writing,
historical account, etc. incorporate the
SOAPSTone strategy by having students
answer each question derived from the
technique:
Review examples with each
Leading to Writing
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Have students connect their SOAPSTONE
answers and complete a writing assignment
based on one of the founding questions of
the strategy or one question designed by the
instructor that is addressed in the reading
used in the original activity.
Another Strategy
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APPARTS –
Author
Place & Time
Prior Knowledge
Audience
Reason
The main idea/topic
Significance
Writing Strategies
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Handouts – as applicable
Closure / Follow-up
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Closure
Have students showcase their writing by
reading/sharing them in class
Have students conduct peer edits to improve
their writing