CER: Claim, Evidence, And Reasoning (Multiple-Choice .
LDC Mini-taskCER: Claim, Evidence, and Reasoning (Multiple-Choice Scaffolding)GRADESDISCIPLINECOURSEPACING6 - 12Any Any 50minSKILL AND DEFINITIONPRODUCT AND PROMPTDEVELOPMENT BODY PARAGRAPHS:Ability to construct a paragraph that makes apoint and supports this point through evidenceand reasoning.CER: CLAIM, EVIDENCE, ANDREASONING (MULTIPLE-CHOICESCAFFOLDING)Defend your responses to multiplechoice questions by articulating yourevidence and reasoning that thisanswer (claim) is correct.SCORING GUIDEMeets expectations ifstudent:Chooses the correctanswer.Cites evidence fromthe question itself, anarticle read in class, ora lab, and uses thatevidence to supportthe answer that theychose.Reasoning ties theevidence back to theclaim and/or explainswhy other answerschoices are incorrect. INSTRUCTIONAL STRATEGIESTeacher Note:The following is an example of the CER formula (Claim, Evidence andReasoing) being scaffolded for students using multiple choice questions.The example is from a science class. However, it can be used in anydiscipline or class.1. Model how to use the CER strategy by reading and thinking aloud witha sample multiple choice question.Claim [the answer to your question] The correct answer is.Evidence [this supports your claim and is based on things you can see(e.g. observations made in lab or from an article, words within thequestion itself, diagrams within the question itself)] I know this because.Reasoning [this links your evidence to your claim. It may also explainwhy other answer choices are incorrect] This evidence supports myclaim because.As a class, use the CER routine to complete the additional multiplechoice questions.Practice, have students work individually or in pairs to complete CER forthree questions.Share out.Standards:CCR.R.1 : Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence whenwriting or speaking to support conclusions drawn from the text.CCR.W.1 : Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficientevidence.CCR.W.9 : Draw evidence from literary or informational texts to support analysis, reflection, and research.Additional Attachments:Literacy Design Collaborative1 of 3https://s.ldc.org/u/887kfvao32uiw3xijx0olsqgq
Name:Date:Claim/Evidence/Reasoning Routine1. Question: [Insert Relevant Question]Claim: The correct answer is .Evidence Reasoning: (Try to begin with “According to.” or “Based on.”)2. Question: [Insert Relevant Question]Claim: The correct answer is .
Evidence Reasoning: (Try to begin with “According to.” or “Based on.”)3. Question: [Insert Relevant Question]Claim: The correct answer is .Evidence Reasoning: (Try to begin with “According to.” or “Based on.”)
LDC Mini-taskJustifying and Explaining Evidence GRADESDISCIPLINECOURSEPACING5 - 12AnyAny 60minSKILL AND DEFINITIONPRODUCT AND PROMPTSCORING GUIDECONNECTING EVIDENCE TO THE CLAIM:The ability to explain the relevance of theevidence (e.g. facts, statistics, expert quotes)to the writer's claim.JUSTIFYING AND EXPLAININGEVIDENCEUse the Argument Planner to record2-3 pieces of compelling evidencefrom a selected text. Explain theconnection between the evidenceand your claim, projecting theoutcome if we accept your analysis.Exceeds expectations:Identifies evidence that isstrong and clearly relevantto the claim. Explainshow and why the evidencesupports the claim usingcontextual information thathelps demonstrate therelevance. Projects theimpact of acting on thisevidence or of acceptingthe logic that the writerdelineated.Meets expectations:Identifies evidence that isrelevant to the claim.Explains how and why theevidence supports theclaim using contextualinformation that helpsdemonstrate therelevance.Not Yet: May identifyevidence that is notrelevant to the claim. Maysimply introduce evidencewith no commentary orexplanation. Maysummarize evidencerather than analyze it.May make generalcomments about theevidence, but does notshow how the evidence isLiteracy Design Collaborative1 of 3INSTRUCTIONAL STRATEGIESModeling:1. Class reads a common text. This should be short, and ideally should besomething the class has already read before.2. Give students a copy of the handout, Argument Planner. Have a modelclaim planned out and printed on the paper.3. For the first piece of evidence, model using the handout on the commonarticle. Students merely watch and listen.4. For the second piece of evidence, work together as a class to completethe row.5. For the third piece of evidence, assign students a partner to completethe row with. Tell them which piece of evidence to use, but have themcomplete the rest of the row on their own. Give them a few minutes.Then, go over the row together.Practice:1. Instruct students to use the same process on an article they share withanother student.2. Once they have one or two pieces of evidence analyzed have studentsmeet with you to check their work. This will help you to see if studentsare understanding the process.3. When students are finished with this process working with their partner,ask them to work individually on another article.4. When they are finished, have them share their work.Ticket out the door:Give students a 3x5 note card or a scrap of paper. Have them respond tothe prompt: How do you think this activity will make your paper a strongerpiece of bw5
LDC Mini-taskapplicable to the situationbeing written about.Standards:W.8.1 : Write arguments to support claims with clear reasons and relevant evidence.W.8.9 : Draw evidence from literary or informational texts to support analysis, reflection, and research.CCR.W.1 : Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficientevidence.CCR.W.9 : Draw evidence from literary or informational texts to support analysis, reflection, and research.Additional Attachments: Connecting evidence to claim ARGUMENT PLANNER.docx Model Connecting Evidence to Claim.docxby Jean WolphAdapted from "Commentary on evidence" by LDC Mini-Task TeamLiteracy Design Collaborative2 of 3https://s.ldc.org/u/3mzlk5z915tle84r7foppzbw5
Jean Wolph, Louisville Writing Project,for NWP CRWP, funded by the Dept. of EducationConnecting Evidence to a Claim: Argument PlannerClaim:Source:1.2.Title, author, publication, website URL, date, page numbers, etc.EvidenceConnection:Possible Outcome or Result:How could you connect the evidence to yourpurpose? How can you help readers see theRELEVANCE or importance of this fact to thecontext or situation? How and why does thisevidence support your claim? Give examples.What might happen if we use thisevidence to make a decision about howwe’ll think, act, or believe?The text says Here’s how it applies to my claim:If we do this The text says Here’s how it applies to my claim:If we do this The text says Here’s how it applies to my claim:If we do this from the article(fact, statistic, quote, etc.)
Jean Wolph, Louisville Writing Project,for NWP CRWP, funded by the Dept. of EducationConnecting Evidence to a Claim: Argument PlannerClaim: Sligo Creek is polluted and students should help clean it up.Source: Watershed Wednesday: Friends of Sligo Creek (Takoma Park, tershed wednesday friends of sligo creek takoma park md1.2.Title, author, publication, website URL, date, page numbers, etc.EvidenceConnection:Possible Outcome or Result:How could you connect the evidence to yourpurpose? How can you help readers see theRELEVANCE or importance of this fact to thecontext or situation? How and why does thisevidence support your claim? Give examples.What might happen if we use thisevidence to make a decision about howwe’ll think, act, or believe?The text says Here’s how it applies to my claim:If we do this “In addition to its manyneighborhood events,FOSC holds a "Sweep theCreek" trash cleanup twicea year. During last fall’sSweep the Creek, 222FOSC volunteers collected167 bags of trash. “This supports my claim because it provesthat there is a lot of trash in Sligo Creek. Ifthe volunteers had only found a little bit oftrash, then maybe someone could arguethat Sligo Creek wasn't that polluted. Butthey filled 167 bags with trash from thecreek. That’s a lot!If students reflect on how muchtrash is in the creek, they mightdecide to help out. Sligo Creek isreally close to our school, andsome students live right on thecreek. Maybe they will join thevolunteers next year, or at leastbe less likely to litter.The text says Here’s how it applies to my claim:If we do this from the article(fact, statistic, quote, etc.)
LDC Mini-taskLinking Claims and Evidence With Analysis GRADESDISCIPLINECOURSEPACING6 - 12 Social StudiesAny 50minSKILL AND DEFINITIONCRAFTING A THESIS AND ORGANIZINGIDEAS CONNECTING EVIDENCE TOCLAIM: The ability to analyze evidence inorder to connect it to a particular claim.PRODUCT AND PROMPTLINKING CLAIMS AND EVIDENCEWITH ANALYSISWhen given specific claims andevidence, compose a "bridge" thatconnects them, clearly explaininghow the particular piece of evidencesupports the claim.SCORING GUIDEMeets Expectations ifstudent:Composescoherent analysesthat clearly showhow the evidencesupports the claim.Defend theiranalyses orally byrespondingappropriately to theprompts.INSTRUCTIONAL STRATEGIESProcedureNote: This strategy is best used immediately after the Building Argumentsstrategy.1. After completing the card activity, ask students to link the claims with theevidence. Which evidence proves which claims? Use a three-columnchart to record answers. (See Reproducible 16.1.)Left: Claims. Teacher completes in advance, listing claims studentsneed to prove.Middle: Evidence. Students complete first. They either paste in evidencethat has been cut up into strips or write in evidence they gatherthemselves.Right: Analysis. Students complete last. This is where they explain howthe evidence in the middle connects or proves the claim on the left.Ask them to justify their choices, using the following prompts:What does this piece of evidence prove? What makes you say that?How does this piece of evidence prove X? Explain your thinking.What else might this evidence prove?Why is this evidence important?What does this evidence show?RationaleAnalysis/explanation is the link or the “glue” that holds the evidenceand claim together,(1) explaining how and why the evidence helpsprove the claim. The ability to analyze evidence is central to the study ofhistory; students need to read data or source documents and be able toform interpretations or conclusions. Students benefit from opportunities toanalyze and explain evidence orally, as “thinking,” before trying to put thatthinking into more formal written form in the body paragraphs of theiressays. Students need to learn how to craft “warrants,” (2) a basicexplanation of how their evidence proves their claim. One good way forthem to learn this is to give them various pieces of evidence and variousclaims and have them practice connecting the two.Literacy Design Collaborative1 of 3https://s.ldc.org/u/bk54fcmvwuz91b7asrjgkp1q7
LDC Mini-task(1) Andrea A. Lunsford and John J. Ruszkiewicz, Everything’s anArgument, 2nd ed. (New York: Bedford/St. Martin’s, 2001), 95.(2) Stephen Toulmin, The Uses of Argument I (Cambridge, UK: CambridgeUniversity Press, 1958).Standards:CCR.W.1 : Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficientevidence.WHST.11-12.1.B : Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each whilepointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience'sknowledge level, concerns, values, and possible biases.Additional Attachments: Facing History & Ourselves: Common Core Writing Prompts & Strategies (Strategy #16) Facing History and Ourselves Three-Column Chart.pdfby Facing History and OurselvesAdapted from "FH Strategy Name" by LDC Mini-Task TeamLiteracy Design Collaborative2 of 3https://s.ldc.org/u/bk54fcmvwuz91b7asrjgkp1q7
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LDC Mini-taskOutline for Writing an Argument GRADESDISCIPLINECOURSEPACING6 - 12AnyAny 50minSKILL AND DEFINITIONPLANNING OUTLINING THE WRITING:Ability to develop a line of thought and textstructure appropriate to an argumentationtask.PRODUCT AND PROMPTOUTLINE FOR WRITING ANARGUMENTCreate an outline based on yournotes and reading in which youstate your claim, sequence yourpoints, and note your supportingevidence.SCORING GUIDEINSTRUCTIONAL STRATEGIESWork Meets ExpectationsIf:Provide and teach one or more examples of outlines or organizers. Pass outthe Argument Outline Handout. Invite students to generate questions inpairs about how the format works, and then take and answer questions.Creates an outline ororganizer.Supports controllingidea.Uses evidence fromtexts read earlier.Students complete Argument Outline Handout. Mini-conferencing withstudents while they work. Approve completed outlines and take home toread if needed.Notes:The Argument Outline is an LTF adapted template for writing thepersuasive essay.Earlier in the year it would be helpful to read several articles during whichyou dissect ALL elements of an argument and counter-argument. Inaddition, students should analyze all components of an argument byreading exemplar models written by published authors (theinformational texts included in this module).Accommodations and Interventions:Students needing extra support will benefit from the format of theOutline. More advanced students have the option to be more creative withtheir writing and don't necessarily have to follow the outline perfectly.Standards:CCR.W.1 : Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficientevidence.CCR.W.2 : Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through theeffective selection, organization, and analysis of content.CCR.W.5 : Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.Additional Attachments: Outline for Writing an ArgumentLiteracy Design Collaborative1 of 3https://s.ldc.org/u/1ag9j3qkt62fljprsb3rshyp0
Name:Outline for Writing an ArgumentIntroduction: Use the trial introduction you wrote that includes a thesis/claim sentence.Body Paragraph 1: (Should include a topic sentence)Topic sentence (which may include a concession/counterargument):Evidence 1 to support claim:Explanation of how evidence 1 supports claim:Transition to next idea:Evidence 2 to support claim:Explanation of how evidence 2 supports claim:Mrs. CoxEng I/II
Complete this statement; however, this sentence is NOT included in your paper.This paragraph uses as evidence to support the claim.Body paragraph 2:Transition to the next paragraph (which may include concession/counterargument):Topic Sentence:Evidence 3 to support claim:Explanation of how evidence 3 supports claim:Transition to next idea:Evidence 4 to support claim:Explanation of how evidence 4 supports claim:Mrs. CoxEng I/II
Complete this statement; however, this sentence is NOT included in your paper.This paragraph uses as evidence to support the claim.Body Paragraph 3:Transition to the next paragraph (which may include concession/counterargument):Topic Sentence:Evidence 5 to support claim:Explanation of how evidence 5 supports claim:Transition to next idea:Evidence 6 to support claim:Explanation of how evidence 6 supports claim:Complete this statement; however, this sentence is NOT included in your paper.This paragraph uses as evidence to support the claim.Mrs. CoxEng I/II
Conclusion: Use one of the strategies we have discussed.Complete this statement; however, this sentence is NOT included in your paper.This conclusion uses strategy to provide a strong ending for the essay.Mrs. CoxEng I/II
LDC Mini-taskRevising for Tone GRADESDISCIPLINECOURSEPACING6 - 12AnyAny 40minSKILL AND DEFINITIONPRODUCT AND PROMPTREVISION, EDITING, AND COMPLETION REVISION: Ability to refine text, including lineof thought, language usage, and tone asappropriate to audience and purpose.REVISING FOR TONEOne thing good writers do is theymake sure their writing is the correcttone for their audience. Your paperhas a formal tone. Revise it to makesure it reads as formalSCORING GUIDEStudent meetsexpectations if:At least five words arechanged.The replacementwords are formal intone.INSTRUCTIONAL STRATEGIES*Need dictionaries, thesauri, or the internet!1. Provide students with a definition of tone: the way a text (or voice)sounds. Today, we will think about two tones: casual and formal. Casual ishow you talk with friends and family. Formal is how you talk when you aretrying to get a job, or an A on an essay.2. Which is casual? Which is formal? Why?She walked to the store and got candy.She ambled to the corner market and purchased confections.Explain how a thesaurus works, invite students to try in the next step.**Be sure to remind students not to use words that they don't know!2. With a partner: Consider the following phrases, and try to rephrase themso they are formal using a thesaurus.I got football after class so I wont be catching the bus until late. -- She always gets mad when I make a joke -- 3. When you made these phrases more formal, what changed? (how longthey were, the vocabulary)4. Now, using the same tools, go back to your essays and make them moreformal.5. End of class: share out your best revision.Standards:CCR.W.4 : Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, andaudience.CCR.W.5 : Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.Literacy Design Collaborative1 of 3https://s.ldc.org/u/dadaj5o8p7u7ff34382idcokm
LDC Mini-taskSmall Peer Group Workshop GRADESDISCIPLINECOURSEPACING6 - 12AnyAny 30minSKILL AND DEFINITIONREVISION, EDITING, AND COMPLETION PEER EDITING: Add your own definition herePRODUCT AND PROMPTSMALL PEER GROUPWORKSHOPStep One:Read each essay and addcomments, suggestions, andquestions between the lines or inthe margins.Please try to add at least threecomments per page.You may use the journalist’squestions (What? When? Why?Where? Who? How?) when youwant the essay’s writer to providemore details.Also, attempt to point outawkward phrases, confusingideas, or otherwise unclearpassages as you mark thewriter’s rough draft.Step Two:Once you have read the entireessay and hand-marked thepaper, write a half page letter tothe essay’s writer; your goalshould be to provide the writerwith specific possibilities forrevision.Make your letter as specific aspossible so that the writer knowsexactly which section of theessay you’re addressing.In your responses, deal withareas such as purpose, feeling,Literacy Design CollaborativeSCORING GUIDEFeedback meetsexpectations if:includes at least threecomments per pagequestions are asked toprompt the writer toprovide more detailsand to get the author toreflect on his/her ownwriting.comments and letterprovides useful andconstructive feedbackfor the writerINSTRUCTIONAL STRATEGIES1. Distribute the Peer Group Workshop Handout to all students and readaloud the handout to the group.2. Arrange students into groups.3. Have them revise a paper for between 10 and 20 minutes, then pass thepaper to the next group member for further revision.4. When all of the members of the group have read an essay, have themdiscuss their feedback.5. The author will take notes silently on the discussion.6. Then, when the discussion is over, the author asks those who revisedhis/her paper clarifying questions and about any other aspects that didnot come up in discussion.Module Author and School - Jacqueline Goods, Adrian Constant, MarilynMénélas, Jennifer Rygalski (Academy of Innovative Technology)10th Grade - ELApositive comments areexplained.it avoids broadsweeping commentssuch as “Your writingis awesome,” “Keep itup!” or “This draft isreally good”it targets aspects of theessay targeted induring the revisionprocess likeorganization, content,and focus, rather thanediting for typos,misspellings, andgrammatical errors.1 of 2https://s.ldc.org/u/6kjf3sicgmek266wreymo99k5
LDC Mini-tasktone, content, organization,title/introduction/conclusion, andstyle.Write your feedback in completeand clear sentences.Standards:CCR.W.5 : Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.CCR.W.2 : Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through theeffective selection, organization, and analysis of content.CCR.W.7 : Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subjectunder investigation.Additional Attachments: Peer Group Workshop - Student HandoutLiteracy Design Collaborative2 of 2https://s.ldc.org/u/6kjf3sicgmek266wreymo99k5
Small Peer Group Workshop GuidelinesPurpose: Simply put, our goal is dialogue. As a group, you will operate as a focus group, helpingeach other identify sections of your drafts that succeed at this point and, on the other hand, areasthat may require revision. If this exercise works, you will receive multiple perspectives on yourwriting—on your purpose, structure, ideas, evidence, and the like. As a writer, you have theopportunity to ask questions, offer alternative ideas, and to engage with other writings working withsimilar issues.Your peers may offer similar responses or contradictory advice, but whatever the situation, youwill receive multiple ideas to consider in revising your work before final submission. Ultimately, thedecisions remain up to you, the writer; however, the multiple perspectives you receive may help youfocus your attention on certain sections of your essay as you revise.Finally, your workshop session offers a foundation for conversations that you may have with meabout your work, as I will be interested in the feedback you received from your peers.Directions: Before each project’s workshop days, you will receive copies of your group members’discovery drafts in advance. For each draft, complete the two steps described below in advance.Step One: Read each essay and add comments, suggestions, and questions on the essay (betweenthe lines or in the margins). Please try to add at least three comments per page. You may use thejournalist’s questions (What? When? Why? Where? Who? How?) when you want the essay’s writerto provide more details:Who?Where? Why?After work that night, I met two of my friends to go to a party.Also, attempt to point out awkward phrases, confusing ideas, or otherwise unclear passages as youmark the writer’s rough draft.Step Two: Once you have read the entire essay and hand-marked the paper, I want you to write ahalf page letter to the essay’s writer; your goal should be to provide the writer with specificpossibilities for revision. Make your letter as specific as possible so that the writer knows exactlywhich section of the essay you’re addressing. In your responses, deal with areas such as purpose,feeling, tone, content, organization, title/introduction/conclusion, and style. Write yourfeedback in complete and clear sentences. See advice for writing valuable feedback below.You will give me the handwritten note so that I may make copies of it and give it back to the writerthe following day as well as have a copy for your classwork grade.Suggestions and Guidelines for Written Feedback: Your goal for your responses should be toprovide useful and constructive feedback for the writer. Remember, your job is to help the writerimprove the draft; your job is not to evaluate the quality of the writer’s work. As you read, youshould look for places in the essay that could be improved; you are not looking for “mistakes” or“errors.”1.Ask Questions: In many cases, the best feedback you can offer comes in the form ofquestions. Your goal should not be to tell the writer what to do; rather, you want to get thewriter to think about parts of his or her writing and ponder ways to make improvements. Byasking questions, you will be able to simultaneously offer suggestions and create room forthe writer to think of improvements on his or her own.Why do you wait until the 4th page to begin talking about ?What did do when she found out about ?
2.Show where the Writer could Provide More Information: An effective approach wouldbe to ask for more information and to explain why you think the information would behelpful:I would like to know more about . . . because . . .3.Be Positive: Remember to provide positive feedback. Don’t fall into the trap of merelylooking for “what’s wrong” with the draft. When writers know where they succeed, then theycan try to improve other areas of their writing in the same manner. However, don’t just saythat you like something, but just like with your questions, explain why:I like . . . because . . .Some DON’Ts for Workshop Responses: For the most part, you can respond to essays as youwish. As you’ll see on the “Sample Peer Workshop Feedback” handout, students have used a varietyof approaches, tones, and styles in their responses, and the variety helps make the workshopexperience valuable, personal, and interesting. If responses are overly formulaic, writers may loseinterest in them, so feel free to explore different ways of responding. However, you should avoidthe following two strategies.1.2.Broad sweeping comments such as “Your writing is awesome. Keep it up” or “This draft isreally good” will not aid the writer’s revision work, so please avoid using them. The more yourefer to specific passages and ideas in the essay, the more you will help the writer makechanges.Your impulse may be to concern yourself with grammar and mechanics in responding to yourgroup members’ drafts, but remember that the focus of the peer workshops is not copyediting or proofreading. Rather, we want to focus on revision—“seeing the essay” again—which will lead to large scale changes in feeling, organization, content, focus, etc. If thewriter successfully makes large changes, the typos, misspellings, and grammatical errorsmay disappear because the content could drastically change.Procedure for Workshop Sessions: Each group member’s essay will receive an equal amount of attention—somewhere between10 and 20 minutes, depending on your group’s size.When your peers are discussing your essay, you should avoid over-talking and/or defendingyour draft; instead, take notes on their feedback. This step is important so that you canremember the advice you received later on when you are making your changes. Often, goodideas come up in discussion that no one had written down in their advice to the writer.Remember, you want to gain your group members’ perspectives, so be open to theirsuggestions and insights; later on, you can decide which to use in your revision.When your peers have finished going through their comments for you, then you may askthem questions to help focus your revision efforts or you may then respond to issues theybrought up or misunderstandings they had. Ask them to clarify points they made or askthem about aspects of your essay that didn’t come up in discussion.When you leave class after your essay has been work-shopped, make sure that you receivethe hand-marked copy of the rough draft.In making your revisions for the final submission of your essay, you should consider thefeedback from your peers. You’ll never be able to use all of the feedback you receive in youressay, but you should carefully weigh your options and use the suggestions that best helpyou fulfill the intended purpose of your essay.The success of small group peer workshops directly depends on the effort put forth by each memberof the group. During workshop session, I will visit each group, join in the discussion whennecessary, answer questions, give advice, and check to make sure that each group member isactively involved in the workshop process.
LDC Mini-taskUsing ARMS to Revise GRADESDISCIPLINECOURSEPACING6 - 12Any Any 50minSKILL AND DEFINITIONREVISION, EDITING, AND COMPLETION REVISION: Ability to revise text, including lineof thought, language usage, and tone asappropriate to audience and purpose.PRODUCT AND PROMPTUSING ARMS TO REVISEYou will use the ARMS strategy tosystematically revise your writingand give feedback to others abouttheir writing.SCORING GUIDEComplete:Evidence of feedback:Added words orsentencesRemoved words orsentencesMoved words orsentencesSubstituted wordsor sentencesNot CompleteMissing or incompletefeedbackINSTRUCTIONAL STRATEGIESExplain: When we revise our writing, we are looking at the ideas andprogression of the writing. To help you revise your writing, we are goingto use the ARMS strategy.Display ARMS strategy:Add words or sentences where information is missing or lackingdevelopmentRemove words or sentences that do not fit or are repetitiveMove words or sentences around to help the flow of the essaySubstitute weak words and/or sentences with more specificvocabularyBriefly review the ARMS strategy with the students (if it has been taughtbefore).For students unfamiliar with this stra
evidence and reasoning that this answer (claim) is correct. Meets expectations if student: Chooses the correct answer. Cites evidence from the question itself, an article read in class, or a lab, and uses that evidence to support the answer that they chose. Reasoning ties the evidence back to the cla
the evidence to the claim, but leaves out important details, and/or Restates the evidence without connecting it to the claim Does not provide reasoning, or only provides reasoning that does not connect evidence to the claim, and/or Provides an incomplete generalization. Writ
Description Logic Reasoning Research Challenges Reasoning with Expressive Description Logics – p. 2/40. Talk Outline Introduction to Description Logics The Semantic Web: Killer App for (DL) Reasoning? Web Ontology Languages DAML OIL Language Reasoning with DAML OIL OilEd Demo Description Logic Reasoning Research Challenges Reasoning with Expressive Description Logics – p. 2/40. Talk .
CLAIMS, EVIDENCE & REASONING (CER) Claims, evidence and reasoning (CER) is a strategy for students to explain the results of an investigation. This is the language of scientists and engineers who’s practice centers
The claim does not include any explanation, reasoning, or evidence. The evidence is the data used to support the claim. It can be either quantitative (numerical, measured) or qualitative (descriptive). Evidence should directly support the claim. The reasoning is the explanation of “why and how” the
Use inductive reasoning to make a conjecture about the sum of a number and itself. Then use deductive reasoning to show that the conjecture is true. 11. Decide whether inductive reasoning or deductive reasoning is used to reach the conclusion. Explain your reasoning. All multiples of 8 are divisible by 4. 64 is a multiple of 8. So, 64 is .
How to Write a Scientific Explanation Components Make a claim about the problem. Provide evidence for the claim. Provide reasoning that links the evidence to the claim. Definitions Claim: An assertion or conclusion that answers the original question Evidence: Scientific data that supports the student’s
1. Mr. Reddy is the Chief Forest Offi cer of Ranthambore. He is a brave and upright offi cer. Vikram sees bruises and cuts on the of fi cer‛s face. It is obvious to Vikram that Mr. Reddy has been beaten up. Why was Mr. Reddy beaten up? Who beat him up and why? 2. In this chapter the offi cer, Ramve
GeneArt Strings DNA Fragments 8 Gene assembly 9 Mammalian expression systems 10 Selecting a mammalian expression system 10 . the five protein classes. The selected genes were individually optimized using the GeneOptimizer algorithm [2]. For comparison, the corresponding wild type genes were subcloned using native sequences available from the NCBI database. Each gene was then .
