Presentation is loading. Please wait.

Presentation is loading. Please wait.

Gaming: Harmless or Harmful? An Argument Writing Mini-Unit Jean Wolph, Louisville Writing Project for NWP CRWP, funded by the Department of Education,

Similar presentations


Presentation on theme: "Gaming: Harmless or Harmful? An Argument Writing Mini-Unit Jean Wolph, Louisville Writing Project for NWP CRWP, funded by the Department of Education,"— Presentation transcript:

1

2 Gaming: Harmless or Harmful? An Argument Writing Mini-Unit Jean Wolph, Louisville Writing Project for NWP CRWP, funded by the Department of Education, based on templates developed by Beth Rimer and Linda Denstaedt and including slides created by Leanne Bordeleon

3 Ways to Use Sources Illustrating – When writers use specific examples or facts from a text to support what they want to say. Examples: ● “_____ argues that ______.” ● “_____ claims that ______” ● “_____ acknowledges that ______” ● “_____ emphasizes that ______” ● “_____ tells the story of ______ “ ● “_____ reports that ______” ● “_____ believes that ______” Leeanne Bordelon, NSU Writing Project, 2014 The 18-wheeler carries lots of cargo, representing “material to think about: anecdotes, images, scenarios, data.” (Harris)

4 Example of Illustrating from “The Early Bird Gets the Bad Grade” by Nancy Kalish: “When high schools in Fayette County in Kentucky delayed their start times to 8:30 a.m., the number of teenagers involved in car crashes dropped, even as they rose in the state.” In what way is this a specific example or fact? What kind of claim might it be used to support? Linda Denstaedt, i3 Leadership Team, National Writing Project

5 Ways to Use Sources Leeanne Bordelon, NSU Writing Project, 2014 ● Authorizing – When writers quote an expert or use the credibility or status of a source to support their claims. Joseph Bauxbaum, a researcher at the Mount Sinai School of Medicine, found … According to Susan Smith, principal of a school which encourages student cell phone use, … A study conducted by the Gulf Coast Center for Law & Policy Center, a non-profit organization which monitors environmental issues, revealed that … What words make each person seem credible? What claim might each quote help support?

6 Example of Authorizing from “High schools with late start times help teens but bus schedules and after-school can conflict” [“T]he focus on logistics is frustrating for Heather Macintosh, spokeswoman for a national organization called Start School Later…. “What is the priority?” she said. “It should be education, health and safety.” What words make her seem credible? What claim might this quote help support? Linda Denstaedt, i3 Leadership Team, National Writing Project

7 Ways to Use Sources Leeanne Bordelon, NSU Writing Project, 2014 ● Countering – Countering--When a writer “pushes back” against the text in some way, by disagreeing with it, challenging something it says, or interpreting it differently than the author does. While parent groups often portray gaming negatively, recent brain research indicates there are positive effects. What are the key elements of a good “counter”?

8 Leeanne Bordelon, NSU Writing Project, 2014 Acknowledge the opposition, then refute it: While many people think ____, the research actually shows… Or summarize the opposition, then give your case: ____ argues that ____. What the author fails to consider is … ____ says that ____. This is true, but … ____ suggests that ____. The author doesn’t explain why …. ____ argues that ____. Another way to look at this is … ____ found that ____. However, the study doesn’t explore the connections between … Example of Countering

9 Jean Wolph, Louisville Writing Project for NWP CRWP funded by the Department of Education Gaming Study this image. What is the claim that is being made?

10 What do you think? ● What do you think about the image? About the use of video games? ● Share your writing. ● Add a “For example....” ● Share Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education

11 Make this chart in your notebook Source: Video Games: Harmless or Harmful? (GTV) It SaysI Say Jean Wolph, Louisville Writing Project, NWP CRWP funded by the Department of Education

12 Video Instructions ● As you watch the video... ○ Under “It Says” Take notes on the pros and cons of video games. Also, write down words and phrases that stick out to you Second viewing, Add any additional notes you missed last time Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education

13 Jean Wolph, Louisville Writing Project for NWP CRWP funded by the Department of Education Gaming: Harmless or Harmful? Video Games - Harmless or Harmful? Duality X Productions Uploaded on May 26, 2010 GTV https://www.youtube.com/watch?v=JFwf7_VVfGg Does this source seem credible? Balanced? Who is being interviewed? Listen for examples of AUTHORIZING, ILLUSTRATING, & COUNTERING in this video. Jot them on your chart under “It Says.” “GTV is a digital entertainment network where you can find, watch and share your favorite original programming from hundreds of leading providers.”—gtv.com

14 Video Games: Harmless or Harmful? (GTV) It SaysI Say 1. Gamers say, “It’s just a game.” Others say over-endulging can affect you. 2. Researchers have debated the effects of gaming since Violent content has increased over the years. 4. Some argue that games are a safe outlet for aggressive behavior. Others argue that everyone would be violent if the games are so bad. 5. What does it say about our society that murder, abuse, and violence are entertainment? Jean Wolph, Louisville Writing Project for NWP CRWP funded by the Department of Education What notes did you capture? Which are illustrating? Authorizing? Challenge: Is there actually any countering here? Now fill in “I Say.” Be ready to share your ideas.

15 Make another chart in your notebook Source: Your Brain on Video Games (TED Talk) It SaysI Say Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education

16 Jean Wolph, Louisville Writing Project for NWP CRWP funded by the Department of Education Gaming: Harmless or Harmful? TED Talk https://www.youtube.com/watch?v=FktsFcooIG8 Published on Nov 19, 2012 How do fast-paced video games affect the brain? Step into the lab with cognitive researcher Daphne Bavelier to hear surprising news about how video games, even action-packed shooter games, can help us learn, focus and, fascinatingly, multitask. Video link: Stop at 9:29. link Does this source seem credible? Listen for examples of AUTHORIZING, ILLUSTRATING, and COUNTERING in this video.

17 Your Brain on Video Games (TED Talk) Source: Your Brain on Video Games (TED Talk) It SaysI Say NWP CRWP funded by the Department of Education

18 Video Instructions ● As you watch the video... ○ Under “It Says” Take notes that explain how playing video games affects the brain Also, write down words and phrases that stick out to you Second viewing, Listen especially for examples of illustrating, authorizing, and countering NWP CRWP funded by the Department of Education

19 Share your notes with your neighbor. Add any new ideas to your notes. Linda Denstaedt for NWP CRWP, funded by the Department of Education

20 Your Brain on Video Games (Daphne Bavelier, TED Talk) Source: Your Brain on Video Games (TED Talk) It SaysI Say 1. Cognitive Scientists work to see how to make our brains smarter, better, faster. 2. Video games are pervasive. 90% of children play video games; average age of a gamer is 33 years old 3. Binging is never good, but in reasonable doses, gaming has powerful positive effects on our behavior. (Claim) 4. Counters “Screen time makes your vision worse” with research study. Vision is better (small detail in context of clutter and being able to resolve different levels of gray) 5. Counters “Video games lead to attention problems and greater distractibility.” 6. Ability to track objects improves. NWP CRWP funded by the Department of Education

21 I SAY... ● Under “I Say” ○ Across from each “It Says” note, Write your reactions, responses, comments, questions, agreements, or disagreements to the video notes Share ! Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education

22 Refresh Your Memory Reread your writing and notes on gaming. NWP CRWP funded by the Department of Education

23 Now I’m Thinking… What do you think about gaming now? Harmless? Harmful? Or ?? NWP CRWP funded by the Department of Education

24 Use the sentence starters to include information in your writing. Think about ways to add information from a source to your writing. Use a sentence starter to add evidence and then explain your thinking. NWP CRWP funded by the Department of Education Agree ○ “As Daphne Bavelier, cognitive scientist, says,” ○ “The TED Talk “Your Brain on Videos” explains …” ○ “According to …” ○ “Supporting my example, Bavelier’s research shows…” Disagree ○ “Although the video says …” ○ “While Daphne Bavelier explains …”

25 Adding to Our Thinking with a New Text ● by Linda Carroll, a regular contributor to NBCNews.com and TODAY.com. Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education Does this source seem credible? Look for examples of AUTHORIZING, ILLUSTRATING, and COUNTERING in this article. Video Games Are Good for You (a Little Bit)

26 VIP Notes (Very Important Post-It Notes) ● Use only 3 Post-it notes of each color ● Yellow=Important Info ● Blue= Things that strike you or challenge your thinking Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education

27 Continue Your Thinking ● Begin a new writing using information from the new text. ● Use sentence frames to introduce the information. ● Explain what you think about the evidence. NWP CRWP funded by the Department of Education

28 Sentence Starters ○ The article “Video Games Are Good for You (a Little Bit)” explains … ○ As Andrew Przybylski, the author of the study, says,…. ○ According to Patrick Tolan of the University of Virginia, … ○ Although the article says … ○ While the study showed … NWP CRWP funded by the Department of Education

29 Exit Slip—Notecard Claim ● Read over your writing so far and use the note card to write a claim about gaming and the choices teens make. Is gaming harmless? Harmful? Helpful? ● How might you qualify (or limit) your claim? NWP CRWP funded by the Department of Education SAMPLES: Video games are more harmful than good. Video games are more beneficial than harmful. Because research shows ___, we should ___.

30 Let’s Review! ● Let’s Review our Notes & previous writing on the Gaming ○ Picture & writing response ○ Videos & writing response ○ “It Says/I Say” chart ○ Article & writing response ○ Note card Claim

31 The 40-Minute Kernel Essay Attention grabber and my claim on the Issue Here's what I’ve learned But this fact really convinces me I now believe

32 The 40-Minute Kernel Essay Attention grabber and my claim on the Issue 3 minutes Write an introduction that provides an interesting detail about gaming to grab the reader’s attention. Then state your claim on the issue: “Video Games: Harmless or Harmful?”

33 The 40-Minute Kernel Essay Here's what I’ve learned ● 4 minutes Select 2-3 pieces of evidence that provide information to support your claim. ● 10 minutes State a reason you believe this claim. Insert evidence using sentence starters to write what you’ve learned about the effects of gaming. Connect and explain how the evidence supports your claim.

34 The 40-Minute Kernel Essay But this fact really convinces me ● 3 minutes Identify 1-2 pieces of evidence that seem most convincing--maybe a fact from research or a quote from an authority. ● 10 minutes State the reason this fact or quote seems most important. Introduce the evidence with a sentence starter like “According to…” Explain how this evidence supports your claim.

35 The 40-Minute Kernel Essay I now believe 3 minutes Write a final few sentences as a conclusion, perhaps restating your claim.

36 Searching for Ways You Used Sources ● Trade papers with a partner. ● Partners read and code the ways the writer used sources in the margin. ● Search draft for examples of ○ Illustrating= I ○ Authorizing= A ○ Countering = C ● DISCUSS: What have we learned about using sources during this mini-unit? How can we use these ideas in other writing experiences, including on- demand testing?


Download ppt "Gaming: Harmless or Harmful? An Argument Writing Mini-Unit Jean Wolph, Louisville Writing Project for NWP CRWP, funded by the Department of Education,"

Similar presentations


Ads by Google