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Research: Writing from Sources. Module 4 Reading Cadre Fall 2013. Overview of this training:. Close reading of writing standards 7 & 8 Changes in research (Then/Now) Teaching for Synthesis Review sample SBAC questions. Shifts in ELA/Literacy.
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Research: Writing from Sources Module 4 Reading Cadre Fall 2013
Overview of this training: • Close reading of writing standards 7 & 8 • Changes in research (Then/Now) • Teaching for Synthesis • Review sample SBAC questions
Writing from Sources(from Engage NY website) • http://www.engageny.org/resource/common-core-in-ela-literacy-shift-5-writing-from-sources Complete the notes guide as you watch the video
Turn and Talk . . . • Observations . . . • Instructional Implications . . .
Carousel Brainstorming, part 1 • Divide into 6 groups • Fold chart paper in half (hamburger style) • Use top half to record in bullet points group’s discussion about the topic Our group’s thoughts about the topic
What do the standards articulate/imply about the following research topics? • Topic generation/selection & thesis generation • Source evaluation/selection • Evidence evaluation and use • Higher order thinking skills required • Types, frequency of research • Information collection, storage (notes)
Carousel Brainstorming, part 2 • Move clockwise as a group through all the charts . . . • Read the top implications (top half)—add any thoughts . . . • Discuss and add (bullet points) what these implications mean in terms of instruction • As groups rotate, each adds to the top & bottom Our group’s thoughts about the changes this will require in instruction, use of time, focus . . .
Share ahas and huhs . . . • What observations, questions, thoughts have been raised?
Publisher’s Criteria 4/12/13 revised What does the Publisher’s Criteria have to say about the research process? Get into triads . . . • Read your “assigned” paragraph • Pull out 2-3 phrases that are meant to direct the publishers about changes they should make in content, tasks, etc. based on Shift 5 • Share with your group members your observations
Publisher’s Criteria 4/12/13 revised • “The CCSS require students not only to show that they can analyze and synthesize sources but also to present analysis, well-defended claims, and clear information through their writing.” • “Materials should require several of these short research projects annually to enable students to repeat the research process many times and develop the expertise needed to conduct research independently.” • “A progression of shorter research projects also encourages students to develop expertise in one area by confronting and analyzing different aspects of the same topic as well as other texts and source materials on that topic.”
Publisher’s Criteria 4/12/13 revised • “The CCSS require students not only to show that they can analyzeand synthesizesources but also to present analysis, well-defended claims, andclear information through their writing.” • “Materials should require several of these short research projects annually to enable students to repeat the research process many times and develop the expertise needed to conduct research independently.” • “A progression of shorter research projects also encourages students to develop expertise in one area by confronting and analyzing different aspects of the same topicas well as other texts and source materials on that topic.”
Important Instructional Components of Writing Standard 7 • Short research projects (as well as more sustained) • Generation of questions for research • Refocused and further generated questions as a result of initial research • Integration of multiple sources
Important Instructional Components of Writing Standard 8 • Analyzing and/or Evaluating information and sources for accuracy and credibility • Using evidence to support analyses, arguments, or critiques • Gathering information (note-taking) • Paraphrasing for the purpose of integrating information • Incorporating source information into the project • Avoiding plagiarism (citations, sources)
syn·the·sis /ˈsɪn θə sɪs/ noun, plural syn·the·ses /ˈsɪn θəˌsiz/ 1. the combining of the constituent elements of separate material or abstract entities intoa single or unified entity (opposed to analysis, the separating of any material or abstract entity into its constituent elements). 2. a complex whole formed by combining. 3. Chemistry. the forming or building of a more complex substance or compound from elements or simpler compounds. Bonnie Albertson, DE Reading & Writing Project
College and Career Ready:what colleges say about synthesis . . . • A synthesis is not a summary. A synthesis is an opportunity to create new knowledge out of already existing knowledge, i.e., other sources. [bellevuecollege.edu/asc/writing] • Although at its most basic level a synthesis involves combining two or more summaries, …this combining must be done in a meaningful way… drawing together particular themes or traits that you observe in those texts and organizing the material from each text according to those themes or traits. …In your other college classes you'll probably find yourself synthesizing information from graphs and tables, pieces of music, and art works as well. [www.users.drew.edu/sjamieso/synthesis.htm]
College and Career Ready:what reading scholars have to say… According to Harvey and Goudvis, “When we synthesize information, we take individual pieces of information and combine them without prior knowing…. At its best, synthesis involves merging new information with existing knowledge to create an original idea, see a new perspective, or form a new line of thinking to achieve insight.” (Strategies That Work, page 144-5).
Writing Standard 7 . . . A key instructional concern arises as students move from summary to synthesis . . .
Summary vs Synthesis: Chemistry • You can summarize hydrogen – describe its essential characteristics and properties • You can summarize oxygen – describe its essential characteristics and properties • But creating WATER – H2O – is synthesis. You are creating something NEW. Bonnie Albertson, DE Reading & Writing Project
Summary vs Synthesis: Essay writing • When students write their final paragraph and just “restate the topic sentence” (even when reminded to use different words) and then “review the key points made in the body paragraph,” they are summarizing. This final paragraph should not be called a conclusion, for they have concluded nothing; they’ve only “restated.” • A conclusion, on the other hand, will answer the “so what?” question, or it will make a “call to action,” or in some way synthesize the information to put forth ideas that go beyond the essay. Bonnie Albertson, DE Reading & Writing Project
Simply put… • When you synthesize information, you don’t just • list facts • compare or analyze information • When you synthesize information, you must • DO something with that information….create some “new” piece of knowledge The question becomes “What does ‘do something’ and ‘new knowledge’ look like at different ages/stages?”
But it’s really not that simple … “Synthesis lies on a continuum of evolving thinking.” (Strategies That Work, page 144)
Summary Synthesis At first … • Crafting a main idea statement is an elementary version of synthesizing. It’s an early step. • Crafting a thesis statement – a generalization about the bigger world or the human condition – is a version of synthesizing. But then … • Students need to “integrate information from a variety of sources” as part of research projects, generating new knowledge about the world.
Summary Synthesis When you investigate a debatable issue, you might report the key evidence presented for each side. • “The issue of whether or not humans should eat meat is a complex one. There are humanitarian and health reasons to support both sides of the debate.” [recording, listing, describing]
Summary Synthesis When you take a stand on a debatable issue – pro or con – you are forced to analyze the merits of the evidence for each side and evaluatethe merit of each source to come to some conclusion. • “The issue of whether or not humans should eat meat is a complex one. After analyzing the evidence for both sides of the debate, it is clear that humans would be both healthier and more ethical if they stuck to a vegetarian diet.” [evaluating and supporting a position]
Summary Synthesis When you analyze an argument, you are able to evaluate the evidence and craft a policy statement that synthesizes the information and qualifies a position to account for the myriad of factors that might affect a stance. • “The issue of whether or not humans should eat meat is a complex one. But the debate should not be polarized around eating or not eating meat. The real issue is how we can raise – and slaughter – food animals more humanely and, at the same time, create a society in which organic meats, consumed in healthier portions, can support a well-balanced diet.” [not “just” picking a side, but creating a new argument]
So how do I TEACH synthesis? Teach students the following steps to synthesis: • Collect information from a variety of sources • Determine central idea and details for each “text,” then summarize central ideas for each text • Find patterns between and among different sources: Infer relationships between and among the ideas and details found in different sources of information; show understanding of the complexities/subtleties of those ideas • Select and prioritize relevant information, based on an understanding on the task and understanding of the patterns detected • INTEGRATE information to achieve a synthesis task.
Scaffolding the process of synthesis The following are some graphic representations to show how the process of synthesis can be taught. Just remember that . . . • No graphic organizer can substitute for instruction. Handing students a graphic organizer is not teaching them how (and why) the organizer can be used in the service of reading and analyzing for information relevant to an instructional task. • All instruction should utilize the guided release of responsibility model: I do, we do together, you do with a partner or in a group, you do independently.
Key Concept Synthesis Read the text (could separate into chunks) Identify the [5] most important concepts from reading (use key words/phrases) Put the concepts into your own words Explain why those concepts are “key” Write a final statement that captures the main idea Shannon Bumgarner, http://ohiorc.org/adlit/strategy
Key Word Notes –a Pairs Synthesis • After reading the first chunk of text, write 3-5 words/and phrases that would best help you remember the most important information in the small section of the organizer labeled with a 1. • In Collaborative Pairs, talk with your partner about which words you selected and why. • Then follow this same process for the other three chunks t, one at a time. • Finally, use the “key words” in each section to write a summary of what you learned. Write your summary in section 5 at the bottom of the organizer. Underline the words you used from sections 1, 2, 3, and 4.
Key word (s) Summarizing First text chunk Key word (s) Summarizing Fourth text chunk Title of Text to be Summarized Key word (s) Summarizing Third text chunk Key word (s) Summarizing Second text chunk Teach Them ALL to Read: Catching the Kids Who Fall Through theCracks
What’s good about this (or similar) GO is that students are forced to analyze the differences; they must categorize the features being compared. Next steps – have students look for patterns – make some generalizations about the comparison.
The “So what?” piece With the graphic organizers you already use – add the “so what?” piece. For example, with the compare/contrast organizer, require students to generalize about patterns they may see. This does not mean, “there are many similarities and differences,” but – rather – something like “Although there are more (or fewer) similarities than differences, the differences are more (or less) critical to understanding the complex issue of ___________________”
Categorizing & Detecting Patterns Find common words/themes/ideas across the different sources and list them below. • ______________________ • ______________________ • ______________________ • ______________________ Understanding these relationships can help you organize your information and/or build your argument. https://docs.google.com/document/d/1ClzLPRxSctcoyb6Ka-hg9CJz92d2c0gvPEJbbXe91nY/edit Instructional Hint – Detecting patterns can involve color-coding or using sticky notes, directly on notes pages &/or on graphic organizers. Detecting patterns is key to generating new knowledge - synthesis
Categorizing & Detecting Patterns, but . . .Mapping patterns is messy….
Some tips for integrating information from multiple sources . . . Rearrange the informationfrom your notes pages not by source but by common themes/ideas/subtopics. These will become the different sections/paragraphs of your paper/research project. Decide what should come first, second, etc. https://docs.google.com/document/d/1ClzLPRxSctcoyb6Ka-hg9CJz92d2c0gvPEJbbXe91nY/edit
Integrating the information Once you have decided what information is relevant to the task and you’ve determined the patterns, there are three ways to integrate that information into a research paper – summarizing, paraphrasing and quoting: • SUMMARY – Using your own words, write a brief objective account of the main ideas from a source. • PARAPHRASE – Using your own words, restate the ideas from a source. • QUOTE – Use the exact words from a source. Writers generally use a combination of all 3 ways. All 3 require proper citation.
The final step - Synthesis Think about the following questions: • What new knowledge have you generated? • What generalization can you make as a result of the research?
together The putting so as to form a whole of parts or elements SYNTHESIS
How will these standards be assessed by the Smarter Balanced Assessment Consortium?
SBAC Selected Response sample, pt. 1 Q: A student is conducting some research on the debate over vegetarian diets. Read the following two sources and answer the question that follows: Source 1 Humans have been eating meat for 2.3 million years [14], and it has been an essential part of our evolution. The inclusion of meat in the ancestral diets provided a dense form of nutrients and protein that, when combined with high-calorie low-nutrient carbohydrates such as roots, allowed us to develop our large brains and intelligence.[ 63] Evidence shows our taste buds evolved to crave meat’s savory flavor. [ 57] Source 2 Humans evolved to be primarily vegetarian. Humans do not have the large mouth or long, pointed teeth of carnivores. Human teeth are short and flat for chewing fibrous food. Carnivores have short intestines (3-6 times body length) while human intestines are long (10-11 times body length) to allow slower digestion of plant foods. The liver of a carnivore can detoxify the excess vitamin A absorbed from a meat-based diet, The human liver cannot detoxify excess vitamin A [62] www.ProCon.org
