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Presentation by Dea Conrad-Curry
Your Partner in Education
MENTAL MODELS &
WRITING FORMATS
Email: [email protected]: www.partnerinedu.com
SESSIONDESCRIPTOR
Visualizing the sequential nature of standardized prompt responses can be a powerful thinking and organizing tool for students. Learn how to “hard-wire” ACT “on-demand writing” formats using commonly available technology to develop unique mental models. The presenter will also share tips for boosting individual writing scores.
© 2009 PARTNER IN EDUCATION
WHAT IS A WRITING FORMAT
Text Structures Narrative Expository
Compare & Contrast Definition Cause & Effect or Effect & Cause Classification
Argument Position Persuasion © 2009 PARTNER IN
EDUCATION
ORG
NAI
ZATI
ON
AL
COM
PON
ENTS
WHAT IS A MENTAL MODEL?
Graphic Organizer Mental Model Visual
Explicit
Prepared
Taught
Generically structured
Depicts user’s assumptions
May be an image
May be a script
Combinations
Vocabulary relatedMental models are unique, however they do embed the conventions of learned organizational styles and processes
VS.
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WHY CREATE MENTAL MODELS?
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Experts' knowledge organized around important ideas/concepts Suggestion: curricula should also be organized in ways that lead to conceptual
understanding. Transfer is affected by how deeply people learn rather than merely
memorizing facts or procedures ask learners to solve a specific case and then provide them with an additional,
similar case let students learn in a specific context and then help them engage in "what-if"
problem solving designed to increase the flexibility of their understanding. generalize the case so that learners are asked to create a solution that applies
not simply to a single problem, but to a whole class of related problems
From: How People Learn. (2000). Commission on Behavioral and Social Sciences and Education. Chapters 2 & 3.
DESCRIPTIONMENTAL MODEL OR GRAPHIC ORGANIZER
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Thing Described
Quality Quality
Quality
Detail 1:Detail 2:Detail 3: Detail 1:
Detail 2:Detail 3:
Detail 1:Detail 2:Detail 3:
COMPARISONMENTAL MODEL OR GRAPHIC ORGANIZER
Aspect 1
Aspect 2
Aspect 3
Thing1
Thing 2
Alike Different
Alike Different
Alike Different
2-Things Compared
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Point by Point or Side by Side
Block Arrangement
STORYBOARDING
…is picture writing and as such, is the origin of all written language.
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Visual images abound in our media-centered world. An image quickly backgrounds stories and document events without the use of words and as such appeals to the understanding of people regardless of their language.
Examine this image closely, and then write a three to five episode narrative. This image can be within any episode of the narrative.
© 2009 Partner in Education
From Essley, Roger. (2008). Visual Tools for Differentiating Reading and Writing Instruction. USA: Scholastic. Pg. 41.
© 2009 Partner in Education
DEFINITION ESSAY
What it is like What it is not like
TERM Definition essay
CLASS
Formal Writing
UNIQUE
Alike or different from other formal writing
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CAUSE & EFFECTMelting ice caps
Larger bodies of polar waters
Change in photosynthesis and respiration
cycles
Change in Earth’s
hydrologic cycle
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STORYBOARDS
DO NOT NEED
CONSISTENTLY
SIZED SQUARES
Global warming
Change in the nature’s food
chain
Decreasing # of Polar Bears
Increasing availability of
phytoplankton
POSITION PAPERUniforms: Yes No more worry
about what to wear in the
morning
No more clothing
competitionGirls & Gangs
Opponents:Rights to
individuality
But I say: in a Federally
supported institution,
rights can be limited
Making us look more alike on
the outside may increase
understanding of similarities on
the inside.
© 2009 PARTNER IN EDUCATION
Your school is
considering a
policy that will
require all
students to
wear uniforms.
What is your
position on this
issue of
debate?
PRACTICALLY SPEAKING…
How do I make storyboards using Microsoft? Insert a table Adjust size of squares
With one click, squares are equally sized
With discrete adjustments, squares can be uniquely sized
What if I can’t draw In storyboarding, bad drawing is good
Good drawing is an anomaly!
In storyboarding, the image is more important than words
© 2009 PARTNER IN EDUCATION
How ACT Reports ScoresMake and Articulate Judgments
20. Your essay responded to the prompt by taking a position on the issue.
21. Your essay responded to the prompt by taking a clear position on the issue.
22. Your essay acknowledged counterarguments on the issue but did not discuss them.
23. Your essay showed recognition of the complexity of the issue by addressing counterarguments.
24. Your essay showed recognition of the complexity of the issue by partially evaluating its implications.
25. Your essay addressed the complexity of the issue by fully responding to counterarguments.
26. Your essay addressed the complexity of the issue by evaluating its implications.
Develop Ideas
30. Your essay provided very little writing about your ideas. Try to write more about the topic.
31. The ideas in your essay needed to be more fully explained and supported with more details.
32. Your essay used some specific details, reasons, and examples, but it needed more of them.
33. Your essay adequately supported general statements with specific reasons, examples, and details.
34. General statements in your essay were well supported with specific reasons, examples, and details.
35. Your essay effectively supported general statements with specific reasons, examples, and details.
All ACT Materials used with the express written permission of ACT
Sustain Focus
40. Your writing did not maintain a focus on the issue. Try to plan your essay before you write.
41. Your essay focused on the general topic rather than on the specific issue in the prompt.
42. Your essay maintained focus on the specific issue in the prompt.
Organize and Present Ideas
50. Your essay lacked organization. Try to plan and arrange your ideas logically.
51. Your essay was not clearly organized. Try to plan and arrange your ideas logically.
52. Your essay showed basic organizational structure, but the ideas needed to be more clearly connected.
53. The organization of your essay was adequate, but the rigid structure seemed to limit discussion.
54. Your essay was well organized, making it easy to understand logical relationships among ideas.
55. The logical sequence of ideas in your essay fit its persuasive purpose well.
Communicate Clearly
60. Grammar, spelling, and punctuation errors made your essay difficult to understand.
61. Grammar, spelling, and punctuation errors were distracting. Proofread your writing.
62. Using correct grammar and more varied sentence structures would improve your essay.
63. Using more varied sentence structures would make your essay clearer and more engaging.
64. Using more sentence variety and precise word choice would make your essay clearer and more engaging.
65. Some varied sentence structures and precise word choice added clarity and interest to your writing.
66. Your essay showed a good command of language by using varied sentences and precise word choice.
All ACT Materials used with the express written permission of ACT
© 2009 Partner in Education1919
Vocabulary of
Argument
IssueA topic or matter on which
reasonable people can and do take different and sometimes opposing
positions.
PositionA stance or opinion
one is willing to support against the opinions of others
ArgumentThe general reasons
people give to support their position are called
arguments. Reason Specific support for argument
PerspectiveThe position others hold which must be
different from the writer’s position or
the matter would not be an issue.
PerspectiveSometimes perspective are directly opposed—
sometimes just different
CounterargumentArguments the opposition would
use against your position.
Always anticipate disagreement with your own position or
arguments. Countering other’s arguments strengthens your
position while simultaneously weakening opposing views.
SAMPLE PROMPThttp://www.act.org/essayview/sample/index.html
All ACT Materials used with the express written permission of ACT
Many high school libraries use some of their limited funding to subscribe to popular magazines with articles that are interesting to students. Despite limited funding, some educators support this practice because they think having these magazines available encourages students to read. Other educators think school libraries should not use limited funds to subscribe to these magazines because they may not be related to academic subjects.
In your opinion, should high school libraries subscribe to popular magazines even though the magazines may not be related to academic subjects?
In your essay, take a position on this question. You may write about either one of the two points of view given, or you may present a different point of view on this question. Use specific reasons and examples to support your position.
PROMPT FORMAT
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States an issue Provides two points-of-view Asks students to respond Offers opportunity for students to consider a
third position Clearly determined not to be biased in
assessment
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THE POSITION PAPER BASIC TERMS
Issue
Complexity & Context
PositionOpposing Viewpoint
Counter Argument
Argument
ReasoningEvidence
Argument
Evidence
The Position Paper:Basic Terms
Issue
Context
Perspective
Author’s
Position
Opposing Viewpoint
Refute
Data/Anecdote
Argument
Reasons: Facts/Data
Expanation
Argument
Consider Opposition
Refute w/facts/data
Complexity
Com
plexity
Complexity
Cool website http://www.readwritethink.org/materials/persuasion_map
/© 2009 Partner in Education
Deconstructing Essays
© 2009 Partner in Education
When studying Maslow, Deming, and Taylor, one thing is clear: needslead to motivation. If there is a need and a desire to learn, then the subject will be motivated enough to do so. Although educators debate whether to add a fifth year to the high school education, it is clear to see that school should not be extended another year; longevity is not the incorrect variable in the equation, motivation is. Studies indicate that more and more American students are entering college with minimal requirements or are not attending college at all. Trends in test scores show students don’t know what they should know. Meanwhile thatmalignant fad continues to rock our nation: the high school dropout. Yet who is to say that thirteen instead oftwelve years of education will make a difference? How many times as a student have you blamed a bad grade on an unfair test? Or as a parent how many times have you heard complaints from your teenager about theinsufficient qualifications, and underdeveloped teaching techniques of his or her teacher as an explanation for a bad grade? Students have armed themselves with excuses
Issue
Context: When studying Maslow, Deming, and Taylor….
Position: school should not be
extended another year
Complexity
Studies indicate…
Trends in test scores show…
© 2009 Partner in Education
for their academic performances that place the blame far from their own poor efforts. If students had motivation and a desire to learn instead of excuses, the duration of schooling could actually be cut down a couple of years instead of extended as some educators propose. The problem in our school system is the way students approach their own education. I can atest that often students do work just for the grade and not to retain knowledge. Is that any way to learn? Perhaps that is why the United States is one of the nations with the highest illiteracy rates. Although at times schools may be responsible for decisions not in the students’ best interest (for example, the football coach teaching Geometry because the school could not afford to look for a better qualified employee), it’s important to note that more often my fellow students and I may not care enough to put any effort into our own education, thus depriving ourselves of knowledge and a future.
Development
Support: The problem…is the way students approach education…I can attest…
Reasoning: General statement to specifics—Studies indicate…Trends in test scores show…
Perhaps that is the reason…
Focus
Numerous specific details and examples to
support authors’s stance without losing sight of the position.
Organization
Movement from students to school
system as suggested by the introduction.
© 2009 Partner in Education
While educators debate adding a yearto high school, the real issue liesuntouched and students’ apathy remains unchallenged. Whether they spend twelve, thirteen, or thirty years in the educational system, nothing is more important than motivation in order for students to achieve all that is expected of them.
Revisiting the IntroductionWhen studying Maslow, Deming, and Taylor, one thing is clear: needs lead to motivation. If there is a need and a desire to learn, then the subject will be motivated enough to do so. Althougheducators debate whether to add a fifth year to the high school education, it is clear to see that school should not be extended another year; longevity is not the incorrect variable in the equation, motivation is.
Clear Communication
Precise Diction
Longevity, insufficient qualifications, underdeveloped teaching techniques,
duration of schooling
Organization:
Link between
introduction & conclusion
Varied Sentence Structures
Questions,
Statements
Compound
Complex
Simple
Organizing an Argument
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Name ___________________________ Date__________ Prompt ____________
PREWRITING: 5 – 8 MINUTES
Read the prompt more than once Make a decision and stick to it Plan how to support a single response
to a specific stance Arrange supporting ideas beginning with
opposition Remember, quality is better than
quantity Do not lose sight of your opinion
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WRITING A CONCLUSION
Connect intro and conclusion Begin who anecdote--connect back Begin with quotation-- Reflect back Use inductive approach--state position Look to future benefits Call to action Extend thinking
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BE AWARE: DON’T WASTE TIME!!
You need no title
don’t waste time
Remember these are first drafts
don’t waste time
Plan before you write but don’t ponder deeply don’t waste time
Practice + practice = automatic process don’t waste time
© 2009 PARTNER IN EDUCATION
You only have 30 minutes at the end of
the ACT exam!
WRITING CHECKLIST15 – 20 MINUTES
√ Short hook to introduce Anecdote Shocking idea Quotation Ask a question Redefine a generally well-accepted idea or word
√ Develop ideas with multiple supports Never leave an ideas without an elaborating sentence
Explanation, example, description, elaboration
√ Use a variety of sentences Declarative, interrogative, exclamatory Short and long Begin sentences with a word that is not the subject
√ Link each sentence to the next using transitions, pronouns, connecting ideas
√ Use precise language: descriptive, exact, concrete
√ Short but memorable conclusion© 2009 PARTNER IN EDUCATION
EDITING: 5 – 8 MINUTES
Reread and hear how your words sound with a fresh ear Replace overused words Correct dangling modifiers, often the product of quick
writing After laboring in the hot sun, the pop was ice cold.
Check for parallel structure Lists grammatical in form Either/or, neither/ nor, whether/or, both/and, not only/but also
Active verbs to replace state of being Omit wordiness and repetition
What I mean is…. True fact… In regard to…
© 2009 PARTNER IN EDUCATION
37
BibliographyCrisis at the Core. (2007). Preparing all students for college and work. Iowa City: ACT,
Inc. http://www.act.org/path/policy/pdf/crisis_report.pdf.ACT Sample Test Site. http://www.actstudent.org/sampletest/test1/engl/englishtest.html.Educator’s Guide to the ACT Writing Test. (2006). Des Moines, Iowa: ACT, Inc. Erickson, H.L. (2007). Concept-based curriculum and instruction for the thinking
classroom. Corwin Press. Essley, Roger. (2008). Visual Tools for Differenting Reading & Writing Instruction. New
York: Scholastic.Gere, Anne. Ruggles, Christenbury, Leila & Sassi, Kelly. (2005). Writing on Demand.
Portsmouth, NH: Heinemann. Harvey, Gordon. (1999). Adapted from The Academic Essay: A Brief Anatomy.
Cambridge, MA: Harvard UP. http://www.fas.harvard.edu/~wricntr/documents/Counterarg.html.
How People Learn. (2000). Commission on Behavioral and Social Sciences and Education. Chapters 2 & 3. http://www.nap.edu/openbook.php?record_id=6160&page=17
Jenkins, Joseph E., Johnson, Evelyn & Hileman, Jennifer. (2004). When is reading also writing: Sources of individual difference on the new reading performance assessments. Scientific Studies of Reading 8(2), 125-151.
Magliaro, Susan and Neal Shambaugh. (2006).“Student Models of Instructional Design.”Nokes, Jeffrey, Dole, Janice A. & Hacker, Douglas J. (2007). Teaching high school
students to use heuristics while reading historical texts. Journal of Educational Psychology 99 (3), 492-504.
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