If your students are anything like mine, they\u2019re probably pretty good at finding evidence from a text for their essays but terrible at using it effectively once they\u2019ve found it. They tend to drop it into a paragraph like a brick, occasionally introduced and perhaps cited correctly, but not explained. If you\u2019re already nodding your head, I needn\u2019t go much further describing the problem.<\/p>\n
I recently had that a-ha-lightbulb-not-quite-transcendental-but-close moment in class.<\/p><\/blockquote>\n
Before I describe the breakthrough, a little background. Trafalgar Castle School has been implementing a tailored-to-age version of the University of Chicago\u2019s Little Red Schoolhouse (LRS) writing programme, and I recently settled on the wording for the 5 elements of effective argumentation that we discuss. (The elements themselves have been filtered through the LRS, based on Toulmin\u2019s theory, augmented with\u00a0George Hillocks, Jr., and others, massaged and handed over to me by a wonderful former colleague, Theresa Fuller, who is now at Branksome Hall.) It\u2019s the fourth element that\u2019s relevant here. (The other questions are for another post at another time.)<\/p>\n
4. Have\u2026?<\/p><\/blockquote>\n
As in \u201cHave you explained your thinking?\u201d, which can be expanded to, \u201cHave you explained how your evidence supports your reason and how your reason supports your claim?\u201d\u00a0In order to show the importance of this question, I usually require\u00a0my Grade 12 students to write their first essay on a short piece, so they\u2019re forced to deal with the same bits of evidence, no matter what they\u2019re arguing.<\/p>\n