Transcript Essay Writing in History Classes

Teach Writing With Confidence:
For Teacher Candidates in Social Science & the
Humanities and Canadian & World Studies
Risa Gluskin
York Mills C.I. ([email protected])
Jan. 13, 2014
Blog: gluskin.ca
Talk About Writing…
Adjectives are your
best friends…
Use strong
words to
indicate
your
position…
That’s a good
topic
sentence
because…
The writer is
like a tour
guide for the
reader…
…directly
Whose Confidence?
 The title of the presentation is teach
writing with confidence:
 Did you take confident to refer to you or
the students?
anxious
teacher
nervous
student
Growth Mindset / Growth Zone
Comfort Zone
Intelligence is
not fixed
Growth Zone
Panic Zone
Inquiry Model
 In social sciences and Canadian and
world studies courses NOW
 Historical thinking concepts
Interpretation
Documents
NOT memorization of facts
LOTS TO WRITE ABOUT
Have a Course or Unit Plan
 Start small
 Paragraph before essay, even in grade
12
 Topic sentences before thesis statements
 Start with in-role writing
 It forces students to take a position,
from which they learn to argue and use
persuasive and descriptive language
Structure
Teach paragraphs
first
Is flexible
5
Is adaptable
-in-class
essay
-visual essay
Is a great place
to start
-build to longer
essays
Scaffold
Support your
students
Don’t assume
they can do
things without
being taught
how
Integrate with Course Material
 Skills + content can be taught
together
 They don’t need to be separated
 Linking to course content makes it easier
for students to use the skills
 Requires planning ahead
 Reinforce skills orally through
debating (oral language is the
foundation for writing)
Use Formulas
Thesis = main argument +
sub-topics
Topic Sentence = main
argument + sub-topics
 Adjectives help to convey a
strong position
Thesis
 Glue = what holds the sub-topics
together
Sub-topic 1
Sub-topic 3
Sub-topic 2
Seesaw
Argument
Light =
opinion only,
a rant
Heavy = a
list
Evidence
Light = a
list
Heavy
=
opinion
only, a
rant
Build a Hypothesis (Social Science)
High poverty levels and low
levels of health literacy are
directly related in Canadian
society; the lack of
education options available
for low income earners as
well as communication
barriers between new
immigrants and health
professionals are clear
indications of systemic
discrimination within the
health and education
sectors.
Hypothesis
Main
argument
Sub-topics
(variables)
Build a
Hypothesis
Strong words:
•High
•Low
•Directly
•Barriers
•Clear
end point
Topic Sentence Scaffold
 Life in the 1930’s was a hardship for
most Canadians as demonstrated by…
 Life was a hardship = main argument
 Students would then describe sub-topics
using STRONG adjectives:





Challenging living conditions
Destabilizing social unrest
Widespread discrimination
Difficult environmental conditions
Stigmatizing feelings of personal shame
Use Common Terminology
 Be consistent
 Point = general idea
 Example = specific evidence, detail,
proof
 Argument = explanation, connection or
link to thesis or topic sentence
 How the evidence proves the thesis or
topic sentence
Note-Taking
 Support and encourage the right kind
of note-taking
 Teach a format that will encourage
students to look for and record detailed
examples
 Practice using this format in class
 Start with the textbook

Have students distinguish between general
ideas and specific examples in the textbook
Note-Taking Method #1
 Support and encourage the right kind
of note-taking
 Teach a format that will encourage
students to look for and record detailed
examples
 Practice using this format in class
 Start with the textbook

Have students distinguish between general
ideas and specific examples in the textbook
Note-Taking Format – Method #1
13
afterlife
The Book of the Dead contained
scenes that illustrated how a
person was to be judged worthy
or not of the afterlife…
Note-Taking
Method #2
Using Your Own Words
 Most common problem:
 Students copy directly from the source
without quoting
 Even if they cite the source they are still
plagiarizing by copying the words of the
author(s)
 Solutions?
 Check hand-written notes (handed in)
 Do a class example together of how to
paraphrase and cite
Plagiarism Prevention
 Proactive tips:
 Change assignments or topics often
 Put special twists in them that are
particular to your course
 Have students write the final product inclass
 Make assignments date-restrictive (e.g.,
use articles written after Sept., 2013)
 Have note-taking done by hand
Highlighting Sub-Topics in Notes
 Have students highlight their notes
using different colours for different
categories:
 categories = sub-topics
 3 colours = 3 sub-topics
 Encourages students to use their notes
more effectively
 Helps them see patterns and relationships
(and repetition)
Sample of
Notes
Outline Stage
 Transition from research to writing
 Allows teacher to see students’ progress
BEFORE the essay / paragraph
 Encourages good habits:
 Preparing in advance
 Citing sources
 Connecting evidence to argument
 Teacher can provide electronic template
CHC 2D – 1930s Argumentative
Paragraph Scaffold
Example/Evidence #1:
Source:
Explanation/Argument:
Outline
Pointform
outline
Outline
Electronic
template
Go Forth and Be Confident
 Talk about writing casually and
formally
 Get students to write often
 Give feedback
 oral and written
 Use a journal