Title: Writing in Social Studies
1Writing in Social Studies
- Ashley Flood
- AP Human Geography
- Franklin High School
- Franklin, TN
- ashley.flood_at_wcs.edu
2Discuss
- On a scale of 1-5, how often do you use writing
in your classroom? - (Never) 1 2 3 4 5 (Almost every
lesson) - What prevents you from assigning more writing?
- What kinds of writing do you assign?
- How often do the writing assignments focus on
geography? - How do you grade writing?
3Agenda
- Creating and using prompts with a geographic
focus - Assessing writing with rubrics
- Encouraging students to improve the quality of
their writing
4Creating Prompts with a Geographic Focus
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6What is Spatial Perspective?
- National Geographic
- A historical perspective focuses on the temporal
dimension of human experience (time and
chronology), while geography is concerned with
the spatial dimension of human experience (space
and place). - The space of Earths surface is the fundamental
characteristic underpinning geography. The
essential issue of wherenessembodied in specific
questions such as, Where is it? Why is it
there? helps humans contemplate the context of
spatial relationships in which the human story is
played out.
7Gershmels Spatial Thinking Concepts
8USE Prompts from AP courses
- Use the prompt as it appears
- Structure prompts in a similar way
- AP Courses to pick prompts from
- World History
- US History
- Human Geography
- Government
9Prompts from AP Human Geo
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11Prompt from AP Government
8.32 Explain the ratification process and
describe the conflict between Federalists and
Anti-Federalists over ratification, including the
need for a Bill of Rights and concern for states
rights, citing evidence from the Federalist
Papers No. 10 and 51 and other primary source
texts. (H, P)
12Take some time to work on creating 3-5 writing
prompts you could use in your courseBe sure
The prompts are tied to a standard
13Assessing Writing
14Why use a rubric?
- Gives student a clearer picture of their
strengths and weaknesses - Helps with consistency
- Saves time from writing out comments
- Students can help you grade!
15How to structure a rubric
- Rubric based on skills
- Introduction, supporting evidence, conclusion,
etc - Rubric based on content
- Looking for certain ideas, vocabulary, people,
etc - Rubric Resources
- Rubistar
- Kathy Schrocks Guide to Everything
16Prompts from AP Human Geo
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18Prompts from AP Human Geo
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20Student Peer Grading
- Everyones score starts at 0
- Each item in the paper that is also on the rubric
earns a 1 - Have students underline what specifically they
are giving credit for and write 1 when a point
is earned - Have students total the points
- Let students keep the rubric as notes to study
- Make the rubric early, but be flexible when
grading
21Improving quality of student writing
22FHS students learn the ABCs of Rebel Writing
- Attack and take apart the Prompt/Create Thesis
- Brainstorm ideas and collect evidence
- Categorize and create the order of ideas
23 ATTACK the Prompt
- Before writing anything, know your assignment
READ THE PROMPT! What are you being asked to do?
Responses requires a careful, critical look at
the reading/text.
24THE PROMPT
- THE QUESTION THAT MUST BE ANSWERED OR THE TASK
THE STUDENT MUST UNDERTAKE. - THESE WILL BE DIFFERENT FOR EACH SUBJECT AREA.
- STUDENTS WILL LEARN TO TAKE THE PROMPT APART TO
MAKE SURE THEY UNDERSTAND WHAT THE PROMPT IS
ASKING THEM TO DO. - STUDENTS WILL USE THE PROMPT TO FORMULATE THESIS
STATEMENTS.
25The Prompt
- Step 1 Label the type of writing
- - Persuasive, Expository, Business Letter,
Narrative, Lab Report - Step 2 Label the parts of the prompt
- - Situation and Directions
- Step 3 Circle verbs/key words and underline the
act
26The Thesis Statement
- SUBJECT CLAIM/OPINION THESIS
- Common confusion
- Doesnt have to be three-pronged
- Must have a subject AND claim/opinion (you must
opine somethingSOMETHING ESSAY WILL PROVE) - PlacementPut thesis at end of your Introduction.
27FHS students learn the ABCs of Rebel Writing
- Attack and take apart the Prompt/Create Thesis
- Brainstorm ideas and collect evidence
- Categorize and create the order of ideas
28Evidence Concrete Details (CD)
- THE WHAT
- FACTS
- EXAMPLES
- ILLUSTRATIONS
- EVIDENCE
- SUPPORT
- TEXT REFERENCES
- PARAPHRASES
- CITATIONS
- QUOTATIONS
- TEXT SUMMARY
29Brainstorm/Collect Evidence (Concrete Details)
Beneficial to start school later Detrimental to start school later
1. 1.
2. 2.
3. 3.
30FHS students learn the ABCs of Rebel Writing
- Attack and take apart the Prompt/Create Thesis
- Brainstorm ideas and collect evidence
- Categorize and create the order of ideas
31Once you brainstorm/collect the CDs, how do you
Categorize the CDs?
- LOOK AT YOUR LIST OF CONCRETE DETAILS
- WHAT CATEGORIES OR COMMONALITIES DO YOU SEE?
32Categorize and Choose Order
- Introduction
- Category 1 Topic of Body Paragraph 1 (Reason
1) - CD 1
- CD 2
- Category 2 Topic of Body Paragraph 2 (Reason
2) - CD 1
- CD 2
- Category 3 Topic of Body Paragraph 3 (Reason
3) - CD 1
- CD 2
- Concluding Sentence
33Concrete Details (CD)
- Specific details that form the backbone or core
of your body paragraphs. - Concrete details can include facts, specifics,
examples, descriptions, illustrations, support,
proof, evidence, quotations, paraphrasing, or
plot references. - Example CD 1 for Body Paragraph 1
- For example, if students were able to get more
rest, they would be more awake in class and apt
to engage in lessons without feeling drowsy.
34COMMENTARY (CM)
- ALSO KNOWN AS
- ANALYSIS
- INTERPRETATION
- EVALUATION
- OPINION
- INFERENCE
- INSIGHT
- SIGNIFICANCE
- EXPLANATION
- THIS COMES AFTER CATEGORIZING THE CONCRETE
DETAILS - STUFF FROM YOUR HEAD
- SHOWS THINKING
- WHAT IS HIDDEN OR IMPLIED UNDER THE SURFACE OF
THE TEXT - THE SO WHAT?
- THE WHY?
- THE SPIN
35RATIOS OF CD to CM in writing
- THESE DIFFER DEPENDING ON THE TASK.
- SUGGESTED - For every 1 CD 2 CM
36Commentary 1 (CM 1)
- The commentary sentences are your opinion or
comment about the concrete detail. They include
your opinion, insight, analysis, interpretations,
inference, personal response, feelings,
evaluations, explication, and reflection. - This is when you explain the quote/statistic/parap
hrase that you included in the concrete detail. - Example CM 1 for CD 1
- This means that students would be more awake and
able to pay attention to lessons, improving the
quality of their engagement.
37Commentary 2 (CM 2)
- Further explains the concrete detail and sets the
reader up to read the next concrete detail. - Must start with a link or transition!
- Example CM 2 for CD 1
- Furthermore, when students levels of engagement
increase, they are more likely to understand the
material that is being taught.
38TRANSITION WORDS
- FOR EXAMPLE
- IN ADDITION
- FURTHERMORE
- CONSEQUENTLY
- IN FACT
- MOREOVER
- OF COURSE
- ON THE OTHER HAND
- STILL
- THEREFORE
- ALTHOUGH
- THESE ACT AS INDICATORS FOR THE CONCRETE DETAILS
- AT FIRST, STUDENTS USE THEM IN A SPECIFIC ORDER
- THESE CAN BE USED IN ANY ORDER ONCE STUDENT
INTERNALIZES THE FORMULA
39REBEL WRITING FORMULA for BASIC Body Paragraphs
(with transitions)
- TOPIC SENTENCE (subject claim)
- Concrete Detail (CD 1 For example,)
- Commentary (CM 1)
- Commentary (CM 2)
- Concrete Detail (CD 2 In addition,)
- Commentary (CM 1)
- Commentary (CM 2)
- CONCLUDING SENTENCE
40THE FORMULA
- THIS IS A TOOL FOR NOVICE WRITERS TO USETHUS THE
REPETITION. - OUR EXPECTATION IS THAT THE MORE PRACTICE
STUDENTS GET WITH THE METHOD, THE MORE THEY WILL
INTERNALIZE THESE TOOLS , AND THE LESS THEY WILL
NEED THE REPETITIVE FORMULA.
41Thank you for participating in todays writing
session!