- Spanish Language Arts and Reading
- Grade 5
- Author's purpose and craft
explain the purpose of hyperbole, stereotyping, and anecdote.
explique el propósito de la hipérbole, el estereotipo y la anécdota.
Pídales a los estudiantes que trabajen en grupos pequeños para leer textos que incluyan anécdotas. Asígneles la tarea de identificar la anécdota en el texto que tengan, de explicar cómo contribuye al texto y de discutir por qué creen que el autor decidió incluir la anécdota en el texto.
En esta expectativa estudiantil, se espera que los estudiantes reconozcan qué elementos de una anécdota son relevantes para las intenciones mayores del autor en su texto y por qué el autor eligió incluir la anécdota como parte de su historia, explicación o argumento.
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.