English Language Arts and Reading.8.1.C

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The student is expected to

advocate a position using anecdotes, analogies, and/or illustrations employing eye contact, speaking rate, volume, enunciation, a variety of natural gestures, and conventions of language to communicate ideas effectively; and

oral language TEKS talk image

Knowledge and Skills Statement

Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking -- oral language. The student develops oral language through listening, speaking, and discussion.

Have students participate in a class debate in which they take a specific position on a topic. Ensure students understand that they are expected to support their opinions with anecdotes, analogies, or illustrations. Task students with presenting their positions in a manner that uses agreed-upon conventions of language, appropriate speaking rate, volume, and enunciation.

Note:

Consider providing a checklist for students to use while preparing for their debate to ensure they include all expected elements.

Further Explanation

This SE requires students to defend or advocate a position by selecting appropriate examples such as anecdotes from personal experiences, analogies, metaphors, describing a situation, or using illustrations.

Students should be able to orally discuss a topic following a clear and well-thought-out structure. Verbal and nonverbal techniques are expected in order to capture and hold the audience's attention throughout the debate. Students should be able to demonstrate their understanding of appropriate classroom language as well as expectations regarding eye contact, volume, enunciation, and speaking rate. As students participate in the debate, note whether they use the desired behaviors during the discussion: supporting their critique with facts and using appropriate speaking rate, volume, enunciation, and eye contact. Review and reteaching of communication skills should occur as needed.

Students are expected to provide an oral presentation that advocates, or supports, a point of view on a topic. Students should know how to appropriately provide evidence or add development for their ideas by integrating relevant stories, comparisons, or descriptions into their communication.
rhetorical device that compares two dissimilar ideas or objects for the purpose of explaining or clarifying an idea; by making an analogy, a writer is able to explain one element by comparing it to another that is more familiar (e.g., “the effect of pollution in our environment is like that of a cancer in the body”)
a short narrative or story that relates a relevant incident to make or support a larger point
the rules broadly agreed upon as standard for communicating in written or oral form
Students are expected to use verbal techniques (e.g., proper articulation and speed) and nonverbal techniques (e.g., making eye contact and using gestures) when giving a presentation to capture the audience's attention and keep it engaged throughout the presentation. An effective presenter should face the audience and be attentive to its reaction. While presenting, students should also be able to use appropriate verbal and nonverbal techniques to emphasize key concepts and make the message clear and easy to understand.

Research

Jonassen, D. H., & Bosumg, K. (2010). Arguing to learn and learning to argue: Design justifications and guidelines. Educational Technology Research and Development, 58(4), 439–457. doi:10.1007/s11423-009-9143-8 

Summary: This study examines the developmental processes of argumentation and cognition. The study revealed that students draw upon prior knowledge when developing an argument, and this allows students to consolidate prior knowledge to explain their arguments in abstract terms. Teachers should consider students' content-specific experiences and prior knowledge, and ask students probing questions to make stronger connections and stronger arguments.