![]() Once students are finished evaluating Riley’s perspective, they share ideas with a partner. I ask students to evaluate Riley’s perspective in terms of the following guiding questions: What insights do they offer and what do they fail to consider? Why might they be persuasive to others?įinally, I ask students to jot some notes indicating their stance on the strength and weakness of the perspective. We start with a close reading of each unique perspective (see Figure 1). Once students understand the learning expectations and the task, it is time to begin. The essay is written using complete sentences with no grammar and spelling mistakes. A counter argument is used to refute the inaccurate/unlikely perspective (when applicable supporting data is provided). One additional inaccurate or unlikely perspective is identified. ![]() One inaccurate or unlikely perspective is identified. The scientific principle(s) that connects the evidence and position statement is specific.The scientific principle(s) are accurate.The scientific principle(s) are described using appropriate science terminologies/concept/language. All of the evidence and examples are specific and relevant. The position statement provides a clear, strong statement of the author’s position. Writing task and corresponding scoring criteria for students and teachers. The lesson includes a writing task, a demonstration, student evidence-based claims, an authoritative explanation, and student evaluation. I use a sample ACT writing prompt in an explore-before-explain instructional sequence to a 9th-grade physical science class to promote student learning and demonstrate that mass is conserved in a chemical reaction. Students have trouble distinguishing between chemical and physical changes, as well as difficulty determining when a substance is conserved during a change ( Driver et al. This lesson addresses the Next Generation Science Standards (NGSS) performance expectation (PE) that students can “use mathematical representations to support the claim that mass is conserved during a chemical reaction” ( NGSS Lead States 2013 See NGSS table on page 24). While argumentative writing may take time to master, the skills developed are worth the trade-off and can help students in science class, on high-stakes tests like the ACT, and in life. Consequently, a student’s science achievement and writing ability increased. When I provided guidance and broke down argumentative essays into smaller parts, students learned to write in more complex ways, while also demonstrating that they learned difficult science content. However, students often have trouble articulating their understanding through writing. ![]() When I first started using writing in science, I expected students to be able to easily explain their ideas and support them with evidence. ![]() I use argumentative science essays as a tool for prompting deep conceptual thinking while teaching students how to write effective essays. Balancing literacy instruction with students’ firsthand science experiences with data and evidence can be a meaningful way to integrate science and argumentative writing.
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