1. Connecting Evidence to Claim: A Mini-unit on Argumentation December 2, 2015 Canajoharie School District Adapted from work by CRWP colleagues Jean Wolphe, Sabrina Hack, Tom Fox, and the CRWP leadership team

2. Results from Years 1 & 2 College-Ready Writers Program The results of SRI’s 2-year random assignment evaluation found consistent program implementation and positive impacts of the National Writing Project’s College-Ready Writers Program (CRWP). Despite the challenge of implementing a consistent program in 22 districts across 10 states delivered by 12 Writing Project sites, CRWP was implemented with a high degree of fidelity to key program components. Teachers in CRWP districts took up the materials and approaches presented by the program and, as a result, the writing instruction that students experienced in treatment districts was significantly different than in control districts. Ultimately, CRWP had a positive and statistically significant impact on all four attributes of student argument writing— content, structure, stance, and conventions—measured by the Analytic Writing Continuum for Source-based Argument Writing. In particular, CRWP students demonstrated greater proficiency in the quality of reasoning and use of evidence in their writing.

3. Helping Student Revise Commentary on Textual Evidence ●Overview of the revising sessions ●Why commentary is important o Helps students use information intentionally o Creates a sense of authority in their writing o Is the means by which writers tie their evidence to their claim and advance their argument

4. The Harris Moves: Commentary and citation as action Illustrating: When you look to other texts for examples of a point you want to make Authorizing: When you invoke the expertise or status of an another writer to support your thinking Extending: When you put your own spin on the terms or concepts that you take from other texts. (39) Countering: When you develop a new line of thinking in response to the limits of another text (57)

5. CRWP in a 7th Grade classroom https://vimeo.com/user27764742/review/143311003/15ee574ce4

6. Using Commentary Examples 1.Highlight the commentary in green. 2.For each example, note what the student is doing and what makes it (generally) effective. 3.Share with partner/ group. 4. From the discussion, determine some of the characteristics of effective commentary.

7. Defining effective commentary in student work What are some of the identifying characteristics of effective commentary in argument writing as identified from the previous examples: 1. 2. 3. 4. 5.

8. Practice writing commentary: Try writing your own commentary using moves from the samples. Sample claim: Our school cafeteria should revise its fast food menu items. Evidence: “Registered dietician Moore notes that an Egg McMuffin, at 300 calories, is a smarter choice than other ‘calorie-laden biscuit breakfasts.’”

9. Practice writing commentary: Try writing your own commentary using moves from the samples. Sample claim: Our school cafeteria should revise its fast food menu items. Evidence: First Lady Michelle Obama “hopes healthy choices will become a habit for kids. ‘So for them the norm will be fruits and vegetables and not chips and candy,’ she said.”

10. Mini-Unit Overview WRITINGREADING TITLE and EMPHASIS # of Lessons *Resources ARGUMENT SKILLSPRODUCT ELEMENTS OF ARGUMENT CLOSE READING STRATEGIES RESPONSE TO READING SAMPLE TEXT SETS CONNECTING EVIDENCE TO CLAIMS 4 Lessons *PowerPoint Entering Skills: Annotating text Drafting a claim Identifying evidence (quotations, facts, and statistics) to support the claim Foundational Skills: Tying evidence to the claim Explaining its relevance Going Deeper: Authorizing Countering Multi- paragraph draft with layered returns to revise Claim Evidence Use of sources: illustrating, authorizing, & countering Guided evidence analysis 3-column argument planner PQP feedback Fast Food 4 shared texts: video & print - whole text & excerpts Connecting Evidence to a Claim was developed by Jean Wolph.

11. Writing Standards Emphasized in the Mini-Unit ●Write arguments to support claims with clear reasons and relevant evidence, using valid reasoning. Support claim(s) with clear reasons and relevant evidence…demonstrating an understanding of the topic or text. ●Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. ●Gather relevant information from multiple print and digital sources…and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. ●Draw evidence from …informational texts to support analysis, reflection, and research. ●Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Connecting Evidence to a Claim was developed by Jean Wolph.

12. Before Mini-UnitDays 1-2Day 3Days 4-5 Students read, annotate, and share/discuss a text set Sample: “First Lady Proposes Ban on Junk Food Marketing in Schools” “Should Candy and Sodas Be Banned from Schools?” New York Times UpFront Magazine “Healthy Fast Food: Tips for Making Healthier Fast Food Choices” America's Top 10 Healthiest Fast Food Restaurants Students form working claims and identify relevant evidence Study of ways to use sources and connect them to the claim: Illustrating Drafting PQP Reflecting Study of ways to use sources and connect them to the claim: Authorizing Drafting PQP Reflecting Study of ways to use sources and connect them to the claim: Countering Drafting PQP Reflecting Mini-Unit Sequence Connecting Evidence to a Claim was developed by Jean Wolph.

13. Illustrating | Using specific examples from the text to support the claim Authorizing | Referring to an “expert” to support the claim Countering | “Pushing back” against the text in some way (e.g., disagree with it, challenge something it says, or interpret it differently) In this mini-unit, we’ll practice ways that writers use sources to develop their arguments: Connecting Evidence to a Claim was developed by Jean Wolph.

14. Text Set for this Mini-Unit: “First Lady Proposes Ban on Junk Food Marketing in Schools” by Maggie Fox, NBC News “Should Candy and Sodas Be Banned from Schools?” New York Times UpFront Magazine Excerpt from Chew On This: Everything You Don’t Want to Know About Fast Food by Eric Schlosser & Charles Wilson “Healthy Fast Food: Tips for Making Healthier Fast Food Choices” America's Top 10 Healthiest Fast Food Restaurants (http://www.health.com/health/article/0,,20411588,00.html) Connecting Evidence to a Claim was developed by Jean Wolph.

15. Read, annotate, & discuss the text set. Draft a claim related to this issue that you would like to defend. Identify quotations, facts, and statistics in these articles that will help you support that claim. What You’ll Do First: Connecting Evidence to a Claim was developed by Jean Wolph.

16. Focusing our efforts Today’s article(s) are about fast food in schools. Look for compelling points and key quotations–sentences a writer would want to use as evidence, pro or con. THESE ARE WHAT YOU WILL UNDERLINE OR HIGHLIGHT. ❑ Sentences that will help you illustrate an idea about fast foods in schools. Look for specific examples --facts, data, anecdotes, images, or scenarios. ❑ Quotes that will help you use the words of an expert to support an idea about fast food and nutritional choices. Note the reason(s) this person might be considered an expert. Focus on Evidence was based on a LDC module by Sabrina Back and was adapted for the College-Ready Writers Program by Jean Wolph.

17. Making a Claim Should the cafeteria revise its menu choices to offer healthier food? Which position will you take? Focus on Evidence was based on a LDC module by Sabrina Back and was adapted for the College-Ready Writers Program by Jean Wolph.

18. Drafting Complete this Focus Statement “As a _______________, I am writing an argument to convince ___________ that ________________.” Examples: As a seventh-grade student, I am writing an argument to convince the school board that our school cafeteria should revise its fast food menu items. As a Facebook user, I am writing an argument to convince my peers and other middle and high school students that we do not need bans on fast food in the cafeteria in order to make healthy nutritional choices for ourselves. As a teen Internet user, I am writing an argument to convince my legislator that there should be more consistent guidelines and regulations for nutritional offerings in public schools. Focus on Evidence was based on a LDC module by Sabrina Back and was adapted for the College-Ready Writers Program by Jean Wolph.

19. LESSON 1: Connecting Evidence to the Claim Connecting Evidence to a Claim was developed by Jean Wolph.

20. Now that you’ve identified most of the evidence you’ll use… it’s time to make the evidence WORK for you. Connecting Evidence to a Claim was developed by Jean Wolph.

21. One problem writers sometimes have is using evidence effectively. Today we’ll focus on connecting our evidence to the claim. Connecting Evidence to a Claim was developed by Jean Wolph.

22. Let’s try an example: Sample Claim: Our school cafeteria should revise our fast food menu choices. NOTE: Some schools contract with restaurants to provide specialty items and even full meals that are served in the school cafeteria. Connecting Evidence to a Claim was developed by Jean Wolph.

23. Evidence collected so far: Statistics and facts about fast food and about the school’s practices Next we CONNECT them to our claim. Joseph Harris calls the use of others’ words and work FORWARDING. In this mini-unit, we’ll first look at ILLUSTRATING, which is one way to forward others’ ideas. Connecting Evidence to a Claim was developed by Jean Wolph.

24. Illustrating: Using specific examples from the text to support the claim What will we do when we are… ??? Let’s examine some models of evidence and connections. Connecting Evidence to a Claim was developed by Jean Wolph.

25. Source: America's Top 10 Healthiest Fast Food Restaurants by Dan Winters (adapted) Retrieved 7-26-14 from http://www.health.com/health/article/0,,20411588_last,00.html Evidence from research (This is the evidence that we will use or forward, to advance our argument.) Claim: Our school cafeteria should revise our fast food menu choices. “Registered dietician Moore notes that an Egg McMuffin, at 300 calories, is a smarter choice than other ‘calorie-laden biscuit breakfasts.’” How could we connect this piece of evidence to our purpose, to convince readers that we should change our school menu choices? 1 Connecting Evidence to a Claim was developed by Jean Wolph.

26. Source: America's Top 10 Healthiest Fast Food Restaurants by Dan Winters (adapted) Retrieved 7-26-14 from http://www.health.com/health/article/0,,20411588_last,00.html Evidence from research (This is the evidence that we will use or forward, to advance our argument.) Connection to Claim: This is where we’ll explain how the evidence is relevant to our claim and imagine the outcome, if we take this action. “Registered dietician Moore notes that an Egg McMuffin, at 300 calories, is a smarter choice than other ‘calorie-laden biscuit breakfasts.’” Currently, we are serving those regular “calorie-laden” sausage and egg biscuits as the main entre for breakfast each morning. They ooze grease, soaking the wrapper and our fingers. If we were to contract with McDonald’s instead, we could enjoy a healthier option, the Egg McMuffin. Illustrating 1 Connecting Evidence to a Claim was developed by Jean Wolph.

27. Source: First Lady Proposes Ban on Junk Food Marketing in Schools ADAPTED FROM AN ARTICLE BY MAGGIE FOX, NBC NEWS RETRIEVED 6-10-14 FROM HTTP://WWW.NBCNEWS.COM/HEALTH/KIDS-HEALTH/FIRST-LADY-PROPOSES-BAN-JUNK-FOOD-MARKETING- SCHOOLS-N38201 HTTP://WWW.NBCNEWS.COM/HEALTH/KIDS-HEALTH/FIRST-LADY-PROPOSES-BAN-JUNK-FOOD-MARKETING- SCHOOLS-N38201 Evidence from research (This is the evidence that we will use or forward, to advance our argument.) Claim: Our school cafeteria should revise our fast food menu choices. First Lady Michelle Obama “hopes healthy choices will become a habit for kids. ‘So for them the norm will be fruits and vegetables and not chips and candy,’ she said.” How could we connect this piece of evidence to our purpose, to convince readers that we should change our school menu choices? 2 Connecting Evidence to a Claim was developed by Jean Wolph.

28. Source: First Lady Proposes Ban on Junk Food Marketing in Schools ADAPTED FROM AN ARTICLE BY MAGGIE FOX, NBC NEWS RETRIEVED 6-10-14 FROM HTTP://WWW.NBCNEWS.COM/HEALTH/KIDS-HEALTH/FIRST-LADY-PROPOSES-BAN-JUNK-FOOD-MARKETING- SCHOOLS-N38201 HTTP://WWW.NBCNEWS.COM/HEALTH/KIDS-HEALTH/FIRST-LADY-PROPOSES-BAN-JUNK-FOOD-MARKETING- SCHOOLS-N38201 Evidence from research (This is the evidence that we will use or forward, to advance our argument.) Connection to Claim: This is where we’ll explain how the evidence is relevant to our claim and imagine the outcome, if we take this action. First Lady Michelle Obama “hopes healthy choices will become a habit for kids. ‘So for them the norm will be fruits and vegetables and not chips and candy,’ she said.” Our cafeteria has already responded to the healthy eating rules that Mrs. Obama supports. But since we contract with fast food companies for our lunch options, there are healthier options that we should consider, such as the yogurt-fruit cups and the veggie side salad. Illustrating 2 Connecting Evidence to a Claim was developed by Jean Wolph.

29. Source: Fast Food: Tips for Making Healthier Fast Food Choices Retrieved 7-16-14 from http://www.helpguide.org/life/fast_food_nutrition.htm http://www.helpguide.org/life/fast_food_nutrition.htm Evidence from research (This is the evidence that we will use or forward, to advance our argument.) Claim: Our school cafeteria should revise our fast food menu choices. A sack of “potato snackers” from White Castle has 10 grams of trans fat. The American Heart Association’s recommendation is to limit ourselves less than 2 grams of trans fat per day. How could we connect this piece of evidence to our purpose, to convince readers that we should change our school menu choices? 3 Connecting Evidence to a Claim was developed by Jean Wolph.

30. Source: Fast Food: Tips for Making Healthier Fast Food Choices Retrieved 7-16-14 from http://www.helpguide.org/life/fast_food_nutrition.htm http://www.helpguide.org/life/fast_food_nutrition.htm Evidence from research (This is the evidence that we will use or forward, to advance our argument.) Connection to Claim: This is where we’ll explain how the evidence is relevant to our claim and imagine the outcome, if we take this action. A sack of “potato snackers” from White Castle has 10 grams of trans fat. The American Heart Association’s recommendation is to limit ourselves less than 2 grams of trans fat per day. As the article points out, these fried potato bits use up our allotment of trans fat for five whole days. We serve a similar potato side dish in our cafeteria. If we rethink our menu options, we’ll help protect students and faculty from the health risks associated with trans fat. Illustrating 3 Connecting Evidence to a Claim was developed by Jean Wolph.

31. REFLECTION How can we explain the process we just used? How will we apply it to our own research and writing in order to make a stronger connection between our evidence and our claim? Connecting Evidence to a Claim was developed by Jean Wolph.

32. Next Steps: Identify MORE evidence and Use the Argument Planner List the strongest evidence from the text set (use one planner per source). Quote or paraphrase the information you are citing. Explain how this evidence is relevant to the claim you have made. How does it apply? How does it serve as an example? How does it provide proof that what you are proposing will work? Connect the dots for the reader. If we accept your reasoning, what will be the outcome? What impact will this action have on the problem you’ve identified and are try to solve? Connecting Evidence to a Claim was developed by Jean Wolph.

33. Source: Title, author, publication, website URL, date, page numbers, etc. Evidence from the article (fact, statistic, quote, etc.) Connection: How could you connect the evidence to your purpose? How can you help readers see the RELEVANCE or importance of this fact to the context or situation? How and why does this evidence support your claim? Give examples. Possible Outcome or Result: What might happen if we use this evidence to make a decision about how we’ll think, act, or believe? The text says… Here’s how it applies to my claim:If we do this… Connecting Evidence to a Claim: Argument Planner Claim: __________________________________________________________________ Connecting Evidence to a Claim was developed by Jean Wolph.

34. FEEDBACK How well did we connect our evidence to our claims? How well did we use the facts for our own purposes (support our claim)? PQP Connecting Evidence to a Claim was developed by Jean Wolph.

35. PQP = Praise, Question, Polish Focus question for feedback: How well did we connect our evidence to our claims? Sample of PRAISE (pointing out something that is done well): PRAISE: I noticed how well you used the fact about ______ to support your claim. What worked was _____. Other Possible Stems: ❑ One thing I really like is… ❑ Something you did well is… ❑ You were very successful in … PQP Connecting Evidence to a Claim was developed by Jean Wolph.

36. Focus question for feedback: How well did we connect our evidence to our claims? Sample of a QUESTION (something we really want to know): QUESTION: I was confused in paragraph 3 when you talked about _______. When I read the article, I had a different understanding. I thought it meant _________. Other Possible Stems: ❑ How does ____ connect to the claim? ❑ One thing I wanted to know more about was… ❑ Something I don’t understand is… PQP Connecting Evidence to a Claim was developed by Jean Wolph.

37. Focus question for feedback: How well did we connect our evidence to our claims? Sample of POLISH (an idea that will raise the quality of the piece): POLISH: I wonder whether you could use the quote on page __ of [name of article] to support your claim. It seems to be a very powerful piece of evidence that would enhance your argument. You might connect it by saying ______. Other Possible Stems: ❑ You have a quote by ___ but there is no commentary that connects it to your claim. ❑ Something you might want to reword is ___ because __. ❑ What might make your argument even stronger is ___. PQP Connecting Evidence to a Claim was developed by Jean Wolph.

38. Debriefing Let’s share our efforts and talk about what worked and what might improve our attempts to connect our evidence to our claims. Connecting Evidence to a Claim was developed by Jean Wolph.

39. Lesson 2: Drafting the argument Connecting Evidence to a Claim was developed by Jean Wolph.

40. Next Steps: Draft from the Planner Each row in the planner can be turned into a paragraph for your draft. Later, you’ll connect the paragraphs with transitions. Introduce the evidence, citing the source (author, title). Quote or paraphrase the information you are citing. Explain how this evidence is relevant to the claim you have made. How does it apply? How does it serve as an example? How does it provide proof that what you are proposing will work? Connect the dots for the reader. If we accept your reasoning, what will be the outcome? What impact will this action have on the problem you’ve identified and are try to solve? Connecting Evidence to a Claim was developed by Jean Wolph.

41. Each row in the planner can be turned into a paragraph for your draft. Later, you’ll connect the paragraphs with transitions. Select one of the pieces of evidence for which we wrote our own commentary this morning as a starting point. Select one piece of evidence you have identified in your annotations from one of the texts we have read today. Using the argument planner frame, add a paragraph to your commentary. Source: Title, author, publication, website URL, date, page numbers, etc. Evidence from the article (fact, statistic, quote, etc.) Connection: How could you connect the evidence to your purpose? How can you help readers see the RELEVANCE or importance of this fact to the context or situation? How and why does this evidence support your claim? Give examples. Possible Outcome or Result: What might happen if we use this evidence to make a decision about how we’ll think, act, or believe? The text says… Here’s how it applies to my claim:If we do this…

42. H OW COULD WE USE AUTHORIZING TO ENHANCE OUR ARGUMENT ? LESSON 3: Digging Deeper! Authorizing Connecting Evidence to a Claim was developed by Jean Wolph.

43. What will we do when we are… ??? Authorizing: Referring to an “expert” to support the claim Connecting Evidence to a Claim was developed by Jean Wolph.

44. Authorizing is another move in argument writing. First, we select a compelling piece of evidence. Then we identify the source of the evidence. Finally, we show the importance of that source, if it is not obvious. Connecting Evidence to a Claim was developed by Jean Wolph.

45. Authorizing EvidenceSourceImportance Why is this source so CREDIBLE? Why should we pay attention? Let’s Practice Authorizing Connecting Evidence to a Claim was developed by Jean Wolph.

46. How is this writer using AUTHORIZING? Registered dietician Marisa Moore notes that an Egg McMuffin, at 300 calories, is a smarter choice than other “calorie-laden biscuit breakfasts.” from “America's Top 10 Healthiest Fast Food Restaurants” by Dan Winters, retrieved 7-26-14 from http://www.health.com/health/article/0,,20411588_last,00.html 1 Connecting Evidence to a Claim was developed by Jean Wolph.

47. Authorizing EvidenceSourceImportance Why is this source so CREDIBLE? Why should we pay attention? Let’s Practice Authorizing with Passage 1 Connecting Evidence to a Claim was developed by Jean Wolph.

48. Authorizing EvidenceSourceImportance Why is this source so CREDIBLE? Why should we pay attention? An Egg McMuffin, at 300 calories, is a smarter choice than other “calorie-laden biscuit breakfasts.” Marisa MooreShe’s a registered dietician, someone who is trained to analyze why some foods are more nutritious or healthy than others. Let’s Practice Authorizing with Passage 1 Connecting Evidence to a Claim was developed by Jean Wolph.

49. How is this writer using AUTHORIZING? One sack of “hash bites” or “potato snackers” from White Castle, for example, contains 10 grams of very unhealthy trans fat. The American Heart Association recommends we consume less than 2 grams of trans fat per day. So in one side order, you’ve just eaten more than five days’ worth of heart-busting trans fat! from Healthy Fast Food: Tips for Making Healthier Fast Food Choices Retrieved 7-16-14 from http://www.helpguide.org/life/fast_food_nutrition.htm 2 Connecting Evidence to a Claim was developed by Jean Wolph.

50. Authorizing EvidenceSourceImportance Why is this source so CREDIBLE? Why should we pay attention? Try it: Authorizing with Passage 2 Connecting Evidence to a Claim was developed by Jean Wolph.

51. Authorizing EvidenceSourceImportance Why is this source so CREDIBLE? Why should we pay attention? We should consume less than 2 grams of trans fat per day. The American Heart Association The American Heart Association (AHA) is a non-profit organization that promotes taking care of our hearts so that we reduce disability and deaths from cardiovascular disease and strokes. Try it: Authorizing with Passage 2 Connecting Evidence to a Claim was developed by Jean Wolph.

52. How might this writer change this passage to use AUTHORIZING? Organizations point to high rates of childhood obesity and children's poor diets. “[I]t doesn't make sense to advertise and market unhealthy food to children at all, much less in schools," according to Margo Wootan. from First Lady Proposes Ban on Junk Food Marketing in Schools ADAPTED FROM AN ARTICLE BY MAGGIE FOX, NBC NEWS RETRIEVED 6-10-14 FROM HTTP://WWW.NBCNEWS.COM/HEALTH/KIDS-HEALTH/FIRST-LADY- PROPOSES-BAN-JUNK-FOOD-MARKETING-SCHOOLS-N38201HTTP://WWW.NBCNEWS.COM/HEALTH/KIDS-HEALTH/FIRST-LADY- PROPOSES-BAN-JUNK-FOOD-MARKETING-SCHOOLS-N38201 3 Connecting Evidence to a Claim was developed by Jean Wolph.

53. Authorizing EvidenceSourceImportance Why is this source so CREDIBLE? Why should we pay attention? Try it: Authorizing with Passage 3 Connecting Evidence to a Claim was developed by Jean Wolph.

54. Authorizing EvidenceSourceImportance Why is this source so CREDIBLE? Why should we pay attention? “[I]t doesn't make sense to advertise and market unhealthy food to children at all, much less in schools." Margaret Wootan She is the nutrition policy director for the Center for Science in the Public Interest (CSPI). We would expect that a policy director would be up on the latest research in order to make recommendations for policies. Her organization is an independent center that focuses on providing information that will lead to good decisions for people (as opposed to business or government). Try it: Authorizing with Passage 3 Connecting Evidence to a Claim was developed by Jean Wolph.

55. Try it: Review your text set on Fast Food. Select 2-3 pieces of compelling evidence—EVIDENCE THAT WILL SUPPORT YOUR CLAIM—in which the source is clearly identified. Think: Is the source reputable? Why? In what ways is this person or agency an “expert”? How can I use this information to support my claim? Connecting Evidence to a Claim was developed by Jean Wolph.

56. Authorizing EvidenceSourceImportance Why is this source so CREDIBLE? Why should we pay attention? Try it: Authorizing with Evidence that Supports YOUR Claim Connecting Evidence to a Claim was developed by Jean Wolph.

57. Debriefing Let’s share our efforts and talk about what worked and what might improve our attempts to use authorizing. Connecting Evidence to a Claim was developed by Jean Wolph.

58. Next Steps: Draft/Revise Revise your original draft to include this new text in which you use authorizing to enhance your argument. Using the Authorizing chart you’ve just created, decide whether you will add each of the 2-3 pieces of evidence to your draft. Using one Post-It© note for each piece of evidence, use the information on your chart to draft the sentences that will point to the source in a way that shows what is credible about it. Where in your draft will these sentences work best? Mark the spot(s) and insert them. Connecting Evidence to a Claim was developed by Jean Wolph.

59. REFLECTION How can we explain the process we just used? How will we apply it to our own research and argument writing in order to make a stronger connection between our evidence and our claim? Connecting Evidence to a Claim was developed by Jean Wolph.

60. C OULD YOU COUNTER SOME OF THE EVIDENCE THAT O PPONENTS OF YOUR POSITION MIGHT OFFER ? LESSON 4: Digging Deeper! Countering Connecting Evidence to a Claim was developed by Jean Wolph.

61. What will we do when we are… ??? Countering: “Pushing back” against the text in some way (e.g., disagree with it, challenge something it says, or interpret it differently) Connecting Evidence to a Claim was developed by Jean Wolph.

62. Countering is another move in argument writing. First, we acknowledge a claim that is in opposition to ours. Example: Others will argue that our school should NOT change its menu options. Connecting Evidence to a Claim was developed by Jean Wolph.

63. Countering Then, we identify evidence that our opponents might use to support their claim. Example: Those who are against further menu changes refer to the large number of complaints about our new menu options. These opponents suggest we give students additional time to adjust to the changes, rather than causing more confusion with new changes. Connecting Evidence to a Claim was developed by Jean Wolph.

64. Countering Finally, we suggest a different way of thinking about their evidence: Example: This position is misguided. Students are extremely resilient. Making additional menu changes that provide both tasty and nutritious options should lead to more satisfaction, not more confusion. Connecting Evidence to a Claim was developed by Jean Wolph.

65. Acknowledge the other side’s claim. Note the evidence they are using that you want to refute. Suggest a different way of thinking about their evidence. PRACTICE! Choose one piece of evidence from this passage to counter. How can we encourage students to eat healthier foods? One sure way is to follow the new USDA rules focus on advertising—anything that can’t be sold to students during school hours also won’t be able to be advertised to them. That means we would have to remove all of the posters and bulletin boards that line our halls. Why? They all have ads for fast foods. If we remove these ads from our school, students won’t be so tempted to eat things that are bad for them. As First Lady Michelle Obama says, “Kids will be begging us for items from the produce aisle instead of from the snack aisle." Be ready to share what you came up with! Connecting Evidence to a Claim was developed by Jean Wolph.

66. COUNTERING Acknowledge the other side’s claim Note the evidence or reason they are using (or might use) that you want to refute. Suggest a different way of thinking about their evidence or reason. Try it: Countering the Opposition Connecting Evidence to a Claim was developed by Jean Wolph.

67. COUNTERING Acknowledge the other side’s claim Note the evidence or reason they are using (or might use) that you want to refute. Suggest a different way of thinking about their evidence or reason. The writer says that if we remove fast food ads from our school, students won’t be so tempted to eat things that are bad for them. As First Lady Michelle Obama says, “Kids will be begging us for items from the produce aisle instead of from the snack aisle." It’s really not so simple. Out of sight is not out of mind. Ask any dieter. While healthy eating is an admirable goal, we need to engage students in the decision to make good choices, not just hide pictures of fast food and assume the problem will take care of itself. Try it: Countering the Opposition Connecting Evidence to a Claim was developed by Jean Wolph.

68. Debriefing Let’s share our efforts and talk about what worked and what might improve our attempts to counter. Connecting Evidence to a Claim was developed by Jean Wolph.

69. Next Steps: Return your draft. Use the Countering Chart or your own paper. Then revise your draft to include this new text in which you counter an opposing argument. Connecting Evidence to a Claim was developed by Jean Wolph.

70. REFLECTION How can we explain the process we just used? How will we apply it to our own research in order to make a stronger connection between our evidence and our claim? Connecting Evidence to a Claim was developed by Jean Wolph.

71. PQP P RAISE, QUESTION, P OLISH In pairs, review one another’s drafts, focusing on the use of sources to illustrate, authorize, and counter. How well has the writer connected that evidence to his/her claim? Revise after feedback to improve your use of sources to support your claim. Connecting Evidence to a Claim was developed by Jean Wolph.

72. Revision: Focus on Commentary Part II Colorful Revision: Color-Coded Comments Connected to Instruction: ●Revision Mini-Lesson on writing effective commentary ●Highlighting: o GREEN commentary that is interesting or effective o YELLOW commentary that is developing or that needs minor revision o PINK commentary that is missing or that needs major revision

73. Revision: Focus on Commentary Part II Colorful Revision: Color-Coded Comments Connected to Instruction: ●Revision Mini-Lesson ●Highlighting: o GREEN commentary that is interesting or effective o YELLOW commentary that is developing or that needs minor revision o PINK commentary that is missing or that needs major revision In a coming collaborative learning session, we will continue this work to focus on how to follow the identification with commenting on student writing using “colorful revision” strategies. ●Commenting (use language from mini-lesson): o For GREEN name what the student has done well o For YELLOW and PINK name opportunities to make changes

74. Debrief ●How did it go? ●How can this strategy be used to help students revise effectively?

75. About the College-Ready Writers Program The focus of the National Writing Project’s College-Ready Writers Program (CRWP) is the teaching and learning of source-based argument writing that draws on non-fiction texts. As part of the program, local Writing Project sites provide intensive professional development and specially developed resources for teachers as teachers help their students become skilled at writing arguments from non-fiction sources. The CRWP resources and tools have been developed collaboratively by experienced teachers of writing who are part of the National Writing Project network. The purpose of sharing already created resources is to support teachers and students in developing source-based arguments and to study the underlying teaching practices. Ultimately, teachers are invited to adapt and create their own mini-units which may be modeled upon these resources. The CRWP National Leadership Team, which has led the creation of a number of CRWP instructional resources, includes Rachel Bear, Boise State Writing Project; Linda Denstaedt, Oakland (MI) Writing Project; Casey Olsen, Montana Writing Project; Beth Rimer, Ohio Writing Project; and Jean Wolph, Louisville Writing Project, as well as NWP staff. This mini-unit was developed by Jean Wolph. Funding for the National Writing Project’s College-Ready Writers Program is provided by the U.S. Department of Education’s Investing in Innovation (i3) Grant Competition Program, with additional funding from The Rural School and Community Trust and the Bill & Melinda Gates Foundation. Connecting Evidence to a Claim was developed by Jean Wolph.