Counterexamples Try to AVOID: thinks, believes, says, etc.! Consider using the following construction: This paragraph [VERB] [IDEA] by [EXPLAIN HOW] . Also see They Say/ I Say for verbs organized by use for when authors make claims, are in agreement, question or disagree, and when they make recommendations (see page 37). Charting a Text Charting involves annotating a text in order to show the each paragraph, group of “work” paragraphs, or section is doing. Charting helps identify what each part of the text is as well as what it is us move away from summary to analysis. doing saying—helping There are two strategies for charting that we’ll look at: and macro-charting MACRO-CHARTING How do we do macro-charting? Break text down into sections--identify or parts of the text “chunks” that seem to work together to DO something for the overall argument. Draw lines between sections and label each one, annotating them with verbs: providing context, making a claim, “doing” supporting a claim, rebutting counter argument, illustrating with personal anecdote, describing the issue, etc. Why do we do Macro-charting helps with understanding structure of argument, as well as locating claims, supporting evidence, and main argument. Macro-charting guides students toward identifying relationships between ideas. Macro-charting brings awareness that behind every sentence there is an author with intent who makes rhetorical choices to achieve his/her aims. MICRO-CHARTING How do we do micro-charting? Break down sections of text by paragraph to analyze what each paragraph is for the overall argument. doing Detail the smaller and strategies made within paragraphs: “moves” note when, where, and how and author makes a claim, cites evidence, and/or supports his/argument using a rhetorical strategy. Why do we do micro-charting?
Counterexamples Try to AVOID: thinks, believes, says, etc.! Consider using the following construction: This paragraph [VERB] [IDEA] by [EXPLAIN HOW] . Also see They Say/ I Say for verbs organized by use for when authors make claims, are in agreement, question or disagree, and when they make recommendations (see page 37). Charting a Text Charting involves annotating a text in order to show the “work” each paragraph, group of paragraphs, or section is doing. Charting helps identify what each part of the text is doing as well as what it is saying—helping us move away from summary to analysis. There are two strategies for charting that we’ll look at: macro-charting and MACRO-CHARTING How do we do macro-charting? Break text down into sections--identify “chunks” or parts of the text that seem to work together to DO something for the overall argument. Draw lines between sections and label each one, annotating them with “doing” verbs: providing context, making a claim, supporting a claim, rebutting counter argument, illustrating with personal anecdote, describing the issue, etc. Why do we do Macro-charting helps with understanding structure of argument, as well as locating claims, supporting evidence, and main argument. Macro-charting guides students toward identifying relationships between ideas. Macro-charting brings awareness that behind every sentence there is an author with intent who makes rhetorical choices to achieve his/her aims. MICRO-CHARTING How do we do micro-charting? Break down sections of text by paragraph to analyze what each paragraph is doing for the overall argument. Detail the smaller “moves” and strategies made within paragraphs: note when, where, and how and author makes a claim, cites evidence, and/or supports his/argument using a rhetorical strategy. Why do we do micro-charting?
RWS100READER_fall2016_4.docx