- English Language Arts and Reading
- Grade 5
- Author's purpose and craft
explain the purpose of hyperbole, stereotyping, and anecdote.
Have students work in small groups to read text that includes an anecdote. Task students with identifying the anecdote in the selected text, how it contributes to the text, and why the author may have chosen to include the anecdote.
With this SE, students are expected to recognize which elements of an anecdote are relevant to the author’s larger point and why the author may have chosen to include the anecdote as part of their story, explanation, or argument.
1. Battersby, M., & Bailin, S. (2013). Critical thinking and cognitive biases. OSSA Conference Archive. (10)16. Retrieved from https://scholar.uwindsor.ca/ossaarchive/OSSA10/papersandcommentaries/16/
Summary: The authors examine how reasoning and fallacies are easily embedded in writing. The article is an overview of a pedagogy that helps students to identify reasoning errors.
2. Composition Writing Studio. Argumentative Essay/Commentary. University of Purdue’s Online Writing Lab. Retrieved from https://owl.purdue.edu/owl/purdue_owl.html
Summary: This online resource offers a complete overview of the writing processes and the components involved in each. The overview includes definition of terms, examples, graphs and charts as appropriate, and additional resources.
3. VanDerHeide, J., & Juzwik, M.M. (2018). Argument as conversation: Students responding through writing to significant conversations across time and place. Journal of Adolescent & Adult Literacy, 62(1), 67–77. doi:10.1002/jaal.754
Summary: In this article, the author presents an instructional model that reconnects to the why of writing. The model of information reasoning requires students to learn how to make claims, provide supporting evidence of that claim, and create additional examples of the claim through the use of analogies and stories. In this study, students were asked to write a letter in response to an ongoing conversation that was of particular importance to them. Personal experience helps to develop the students' ability to advocate for a position through writing. The approach requires scaffolding on argumentative writing instruction. This study includes multiple templates to guide the writing of the responses. This approach fosters the opportunity for students to participate in conversations that have a historical background. In doing so, students engage in topics of debate that have continued over time and in various spaces. Students are invited to participate in these discussions through their writing positions as arguing for or against a position.