Marking the Text. Fold a Piece of Paper into 4’s with a “Diamond” in the Middle Prereading Prereading Marking the Text Evidence Marking Margin Marking.

Marking the TextMarking the Text

Fold a Piece of Paper into Fold a Piece of Paper into 4’s with a “Diamond” in the 4’s with a “Diamond” in the

MiddleMiddle PrereadingPrereading Marking the TextMarking the Text

Evidence MarkingEvidence Marking Margin MarkingMargin Marking

What is What is Prereading?Prereading?

PrereadingPrereading

Prereading are the things Prereading are the things we do before we read to we do before we read to better prepare ourselves better prepare ourselves and gain better and gain better comprehension.comprehension.

How Do we Preread?How Do we Preread?

Establish a reading purpose (why Establish a reading purpose (why are we reading this?)are we reading this?)

Make PredictionsMake Predictions Read author’s background info/bias?Read author’s background info/bias? Circle unknown vocabulary Circle unknown vocabulary (if needed)(if needed)

# pars.# pars.

What is Marking What is Marking the Text?the Text?

Marking the TextMarking the Text

An active reading strategy that asks An active reading strategy that asks students to identify information in the students to identify information in the text that is relevant (relates to) the text that is relevant (relates to) the reading purpose.reading purpose.

It has 3 distinct marks It has 3 distinct marks 1) Numbering Paragraphs1) Numbering Paragraphs 2) Underlining 2) Underlining 3) Circling3) Circling USE PENCILUSE PENCIL

(Marking the Text)(Marking the Text)What Do I Circle?What Do I Circle?

Key TermsKey Terms Names of People/PlacesNames of People/Places Dates/StatisticsDates/Statistics Repeated WordsRepeated Words VocabularyVocabulary

Marking the TextMarking the TextWhat Do I Underline?What Do I Underline?

Underline an author’s claimUnderline an author’s claim CounterargumentsCounterarguments Underline information that is Underline information that is

relevant (relates to the topic) to the relevant (relates to the topic) to the reading purposereading purpose

Definitions and explanationsDefinitions and explanations Items you are going to (or could) use Items you are going to (or could) use

for quotes in your own writing.for quotes in your own writing.

(Marking the Text)(Marking the Text)What is a Claim?What is a Claim?

Statement(s)/ argued or Statement(s)/ argued or stated by the authorstated by the author

Claims are OPINION basedClaims are OPINION based A claim can be found A claim can be found

anywhere in the articleanywhere in the article A claim may not be directly A claim may not be directly

written in the articlewritten in the article

(Evidence Marking)(Evidence Marking)What do I bracket?What do I bracket?

Bracket EvidenceBracket Evidence

(Information that supports (Information that supports the authors main ideas)the authors main ideas)

Evidence MarkingEvidence MarkingDifferent Types of EvidenceDifferent Types of Evidence

1. Personal Experience (anecdotes/stories/writers 1. Personal Experience (anecdotes/stories/writers self or others/commentary)self or others/commentary)

2. Statistic/Reason/Fact/Logic/Data2. Statistic/Reason/Fact/Logic/Data 3. Allusion (Reference to Historical Event or Well 3. Allusion (Reference to Historical Event or Well

Known Person)Known Person) 4. Authority/Quotes ( expert information; 4. Authority/Quotes ( expert information;

testimonials)testimonials) 5. Examples/Quotes (Specific cases; draw parallels)5. Examples/Quotes (Specific cases; draw parallels) 6. Analogy (comparison…like a long simile)6. Analogy (comparison…like a long simile) 7. Hypothetical Situation 7. Hypothetical Situation (Say… What if… Imagine… (Say… What if… Imagine…

Suppose…)Suppose…) 8. Commentary (comments from author or others)8. Commentary (comments from author or others) * Ethos, Logs, Pathos* Ethos, Logs, Pathos

Evidence MarkingEvidence Marking

Evidence MarkingEvidence Marking[ bracket] & label evidence[ bracket] & label evidence1. Personal Exp. (anecdotes/stories)1. Personal Exp. (anecdotes/stories)2. Statistic/Fact2. Statistic/Fact3. Allusion (historical reference)3. Allusion (historical reference)4. Authority (expert info)4. Authority (expert info)5. Examples/quotes5. Examples/quotes6. Analogy (comparison…like a long simile)6. Analogy (comparison…like a long simile)7. Hypothetical Situation 7. Hypothetical Situation * Ethos, Logs, Pathos* Ethos, Logs, Pathos

What do I Write What do I Write in The Margins?in The Margins?

(Margin Marking)(Margin Marking)What to Write in the What to Write in the

MarginsMargins 1. 1. VisualizeVisualize (non-linguistic representations) (non-linguistic representations) 2. 2. SummarizeSummarize (describe what author is (describe what author is doingdoing)) 3. 3. ClarifyClarify (define key terms, paraphrase, etc) (define key terms, paraphrase, etc) 4. 4. ConnectConnect (how does it relate to me or world) (how does it relate to me or world) 5. 5. Respond Respond (to ideas, arguments, claims, etc)(to ideas, arguments, claims, etc) 6. 6. QuestionQuestion (what is author saying?, what do I (what is author saying?, what do I

understand, what is purpose, etc)understand, what is purpose, etc) 7. 7. Chart the TextChart the Text (what author is saying/doing) (what author is saying/doing)

Fold a Piece of Paper into Fold a Piece of Paper into 4’s with a “Diamond” in the 4’s with a “Diamond” in the

MiddleMiddle ChartingCharting Argument Argument

StatementStatement

Rhetorical Rhetorical PrécisPrécis

Socratic Socratic SeminarSeminar

What is Charting the Micro-What is Charting the Micro-Structure?Structure?

Distinguish between what the author Distinguish between what the author is is sayingsaying (the what) and (the what) and doingdoing (author’s actions) in a par.(author’s actions) in a par.

Saying ?s: what is this section about?, Saying ?s: what is this section about?, what info is being presented?, mini what info is being presented?, mini summary of what is being said, etcsummary of what is being said, etc

Doing ?s (begin w/ VERB): Giving an Doing ?s (begin w/ VERB): Giving an example, interpreting data, example, interpreting data, summarizing research, etcsummarizing research, etc

Sample VERB’s Sample VERB’s (What is the Author Doing?)(What is the Author Doing?)

12 Power Words:12 Power Words: TraceTrace AnalyzeAnalyze InferInfer EvaluateEvaluate FormulateFormulate DescribeDescribe SupportSupport ExplainExplain SummarizeSummarize CompareCompare ContrastContrast PredictPredict

AcknowledgingAcknowledging ArguingArguing Asserting thatAsserting that ClarifyingClarifying Comparing/ContrastingComparing/Contrasting ClassifyingClassifying ConveyingConveying DiscussingDiscussing HighlightingHighlighting IntroducingIntroducing ProvidingProviding Proving/SupportingProving/Supporting SuggestingSuggesting

Saying & DoingSaying & Doing

““Of all the sobering facts Of all the sobering facts in The Post series on in The Post series on childhood obesity, this childhood obesity, this one stood out: ‘For the one stood out: ‘For the first time in history, first time in history, American children American children could have a shorter could have a shorter life span than their life span than their parents.’ In just two parents.’ In just two decades, obesity has decades, obesity has become an epidemic become an epidemic touching every stratum touching every stratum of society. “ of society. “

SayingSaying:: (Example)(Example)

Childhood obesity has Childhood obesity has become an epidemic in become an epidemic in America and parents America and parents may outlive their may outlive their children.children.

DoingDoing: (Example): (Example)

Providing a direct Providing a direct quotation from a quotation from a research project on research project on childhood obesitychildhood obesity..

Saying & Doing Saying & Doing Example 2Example 2

According to acting Surgeon According to acting Surgeon General Steven Galson, the General Steven Galson, the prevalence of obesity has prevalence of obesity has tripled among children ages tripled among children ages 6-11 since 1980. A 2000 6-11 since 1980. A 2000 report from the Centers for report from the Centers for Disease Control and Disease Control and prevention revealed that the prevention revealed that the average weight for 10 year-average weight for 10 year-old boys and girls is 11 old boys and girls is 11 pounds more than it was in pounds more than it was in 1963. As post writer Levin 1963. As post writer Levin reported, almost a quarter of reported, almost a quarter of children through age 17, and children through age 17, and more than a third of 2-5 year-more than a third of 2-5 year-olds are considered obese. olds are considered obese.

SayingSaying: (Example) : (Example)

““Research from various Research from various sources point to an sources point to an increase in childhood increase in childhood obesity. The average obesity. The average weight among children weight among children ages 6-11 has increased.”ages 6-11 has increased.”

DoingDoing: :

(Fill out the “Doing” on (Fill out the “Doing” on your own)…..your own)…..

Saying & DoingSaying & DoingExample 3Example 3

““The extra weight The extra weight devastates health. devastates health. Type 2 diabetes has Type 2 diabetes has increased tenfold increased tenfold among children and among children and teens, and gallbladder teens, and gallbladder disease has tripled in disease has tripled in children ages 6 to 17. children ages 6 to 17. That’s on top of the That’s on top of the increased risk of increased risk of asthma, high blood asthma, high blood pressure and heart pressure and heart disease.” disease.”

Saying:Saying:

(Complete this on your (Complete this on your own)own)

DoingDoing::

(Complete this on your (Complete this on your own) own)

What is an What is an Argument Argument

Statement?Statement?

Argument StatementArgument Statement Step 1Step 1: Introduce the text, the author, : Introduce the text, the author,

and provide comments about the author and provide comments about the author or textor text

Step 2:Step 2: Paraphrase or directly quote the Paraphrase or directly quote the author’s main claim (use a verb)author’s main claim (use a verb)

Example:Example: In the expository article “The In the expository article “The Drug that Pretends it Isn’t,” Anna Drug that Pretends it Isn’t,” Anna Quindlen-a Pulitzer Prize-winning Quindlen-a Pulitzer Prize-winning journalist and novelist argues that journalist and novelist argues that “booze and beer are not the same as “booze and beer are not the same as illegal drugs; They’re worse”illegal drugs; They’re worse” (par. 4). (par. 4).

How is an How is an Argument Argument Statement Statement

Different From a Different From a Thesis?Thesis?

ThesisThesis

A Thesis is A Thesis is youryour DIRECT and DIRECT and STRONG statement which clearly STRONG statement which clearly provides your view-point on a provides your view-point on a subject.subject.

Students should be strip searched for illegal items Students should be strip searched for illegal items such as drugs or weapons only under probable such as drugs or weapons only under probable cause, and after notifying the legal guardian, for cause, and after notifying the legal guardian, for the safety of all other students and staff members. the safety of all other students and staff members.

Everyone must be educated about the environments Everyone must be educated about the environments limited resources and the mass destruction limited resources and the mass destruction society has created in order to take a step in society has created in order to take a step in conserving the planet and the welfare of mankind.conserving the planet and the welfare of mankind.

How to Write an Argument How to Write an Argument StatementStatement

Step 1Step 1: Introduce the text, the author, : Introduce the text, the author, and the main idea of the text.and the main idea of the text.

Step 2:Step 2: Paraphrase OR directly quote Paraphrase OR directly quote the author’s main claim (use a verb)the author’s main claim (use a verb)

In her expository article “The Drug In her expository article “The Drug that Pretends it Isn’t,” Anna Quindlen-that Pretends it Isn’t,” Anna Quindlen-a Pulitzer Prize-winning journalist and a Pulitzer Prize-winning journalist and novelist argues that “booze and beer novelist argues that “booze and beer are not the same as illegal drugs; are not the same as illegal drugs; they’re worse”they’re worse” (par. 4). [Direct Quote] (par. 4). [Direct Quote]

Rhetorical PrecisRhetorical Precis

Rhetorical PrecisRhetorical Precis A rhetorical précis is a concise summary A rhetorical précis is a concise summary

of an argument which demonstrates of an argument which demonstrates comprehension of complexities and comprehension of complexities and nuances.nuances.

Part 1: Introduce the writer/speaker, the Part 1: Introduce the writer/speaker, the text and the central claimtext and the central claim

Part 2: Explain how the author Part 2: Explain how the author develops/advances the argumentdevelops/advances the argument

Part. 3: State the author’s purposePart. 3: State the author’s purpose Part 4: Describe intended audience and Part 4: Describe intended audience and

the author's relationship to the audiencethe author's relationship to the audience Part 5: Explain the significancePart 5: Explain the significance