Transcript Academic Writing, Part 1 - North Bergen School District

Amy Benjamin
The Big Skills:
I. Academic Vocabulary: The “all-star” words
II. Meticulous Reading: About text complexity
III. Self-motivated Reading: Building up the reading muscles
IV. Academic Writing, Part 1: Cultivating an academic voice
V. Academic Writing, Part 2: Framing a task
VI. Academic Writing: Part 3: Paraphrasing
VII. Read, Write, Talk: A classroom sequence to
improve academic skills
Big Skill I: Academic Vocabulary
How Words Get Learned and Stay Learned:
The 4 E’s:
1. Repeated exposure in a variety
of contexts; use the target word in
multiple forms
2. Provide rich explanations of target
words, not just dictionary definitions:
3. Give lots of examples
4. Model the words with enthusiasm
Big Skill I: Academic Vocabulary
1. Facts and Figures
2. Vocabulary is the first hurdle to be overcome when
processing information.
3. There’s no such thing as a “hard word.”
4. Most words are learned effortlessly as a result of
repeated authentic exposure in variety of contexts and forms.
5. Words are learned incrementally, not on an “all or nothing” basis.
6.
Words are best learned in clusters: words with similar meanings,
words about the same topic
7. It pays to learn Latin and Greek prefixes and roots.
Language Acquisition:
Language Learning:
1.Unconscious growth through
1.Deliberate learning of definitions,
exposure and need to understand
examples, forms of specific,
messages
targeted words
8 Words a Day
2.Grows through “comprehensible
(3000 per year)
2. Deliberate practice in newly
input”
90% 10%learned words
3.Use, and response to feedback
3. Assessment on specific words
Dependent on the
learner being relaxed,
trusting, unselfconscious
Learning Words Through Repeated, Varied Context
1. And he said, nonchalantly
zeriliously ,”I can waltz.”
2. The next morning I hung around the house for a while, and then nonchalantly
zeriliously
whistled my way out to the barn.
3. I just got very cool and nonchalant
.
zerilious.
3. She was being verynonchalant
zerilious about picking the leaves off a bit of twig broken
from the bushes, careful not to look at Jack or me.
Emergence:
10-18 months
(words heard per hour)
Anna
Public
assistance
Cumulative,
by age 3
(collection of
spoken
words)
…by
age
5:
School age:
Predictive capacity
(number of words
expected to be learned
per year)
616
5 affirmative
11 prohibitive
500
2,000
750 (2 per day)
Sophie
1,251
Office and
Hospital
Workers
(not mgmt)
James
Col. profs
700
3,000
1500 (4 per day)
12 affirmative
7 prohibitive
2,153
32 affirmative
5 prohibitive
1,100
5,000
3,000 (8 per day)
More Numbers:
6;30
Number of exposures to a new word during the initial lesson;
Number of exposures during the ensuing month
10-15%
2-3
Realistic number of words learned in a school day through explicit instruction
90-95%
20
Your chances of learning a word after a single exposure in context
Percentage of words that need to be known for the text to be
considered “instructional level” for that reader
Number of paragraphs of instructional level text that need to be read to
add one word to your vocabulary
8-3000
Number of words that schoolchildren need to learn every day
(3000 words per year)
25-1-1000
A fifth grader who spends 25 minutes a day reading will grow
her vocabulary by 1,000 words in a year.
1st exposure,
one context
2nd exposure,
another context
3rd exposure,
another context
4th exposure,
another context
5th t exposure,
another context
2-3: Explicit Instruction
2-3: Reading 50 paragraphs
2-4 More Words
8 words a day
Some words are more important than others. Some words are essential for
school and business.
You are about to meet the Academic Word List:
1. The most commonly found (Tier II) words in college textbooks
2. 570 words, divided into 10 subsets; order of frequency in
academic textbooks
3. Compiled by Averil Coxhead, Essentials of Teaching Academic Vocabulary
(2006).
Academic Word List: Subset 1
analyze approach area assess assume authority available benefit concept consist
context constitute contract data define derive distribute economy environment
establish estimate evident factor finance formula function income indicate individual
interpret involve issue labor legal legislate major method percent period principle
proceed process policy require research respond role section sector significant
similar source specific structure theory vary
Academic Word List: Subset 2
achieve acquire administrate affect appropriate
aspect assist category chapter commission community
complex compute conclude conduct consequent construct
consume credit culture design distinct equate element
evaluate feature final focus impact injure institute invest item
journal maintain normal obtain participate perceive positive
potential previous primary purchase range region regulate
regulate relevant reside resource restrict secure seek select
site strategy survey tradition transfer
Think about how Now think about how Now think about how
these words apply these words apply
these words apply
to social studies. to science.
to math.
Academic Word List: Subset 3
alternative circumstance comment compensate component consent considerable
constant constrain contribute convene coordinate core corporate correspond criteria
deduce demonstrate document dominate emphasis ensure exclude fund framework
illustrate immigrate imply initial instance interact justify layer link maximize negate
outcome philosophy physical proportion publish react register rely scheme
sequence shift specify sufficient technical technique valid volume
Academic Word List: Subset 4
access adequacy annual apparent approximate attitude attribute civil code
commit concentrate confer contrast cycle debate despite dimension domestic
emerge ethnic grant hence hypothesis implement implicate impose integrate
internal investigate mechanism occupy option output overall parallel
parameter phrase prior principal professional project promote regime resolve
retain series statistic status stress subsequent undertake
Now, think about how the words apply to
English language arts.
Now, think about how the words apply to
music and art.
(Taking a little break from the list)
10% of the nouns, verbs, adjectives, and adverbs in academic textbooks and tests
are on this list.
4.5% of the nouns, verbs, adjectives, and adverbs in newspapers are on this list.
1.4% of the nouns, verbs, adjectives, and adverbs in fiction and poetry are on
this list.
80% of the words derive from Latin and Greek word components.
Academic Word List: Subset 5
academy adjust alter amend capacity clause compound consult decline discrete
enable energy enforce entity equivalent evolve expand expose external facilitate
fundamental generate liberal license logic margin modify monitor network notion
objective orient perspective precise prime psychology pursue ratio reject revenue
stable style substitute sustain symbol target transit trend version welfare whereas
Academic Word List: Subset 6
abstract acknowledge accuracy aggregate allocate assign bond capable cite
cooperate discriminate display diverse domain edit enhance estate exceed
explicit federal fee flexible furthermore gender incentive incorporate incidence
index inhibit initiate input interval mitigate minimum ministry motive neutral
nevertheless overseas precede presume rational recover reveal scope
subsidy trace transform underlie utilize
Word knowledge comes incrementally. As a formative assessment, ask your
students to characterize the extent to which they think they know these words.
“Strangers”
“Acquaintances”
“Friends”
Academic Word List: Subset 7
adapt advocate channel classic comprehensive comprise confirm contrary convert
decade deny differentiate dispose dynamic equip eliminate empirical extract finite
foundation gradient guarantee hierarchy identical ideology infer innovate insert
intervene isolate media mode paradigm phenomenon priority prohibit publication
quote release reverse simulate sole somewhat submit successor thesis transmit
ultimate unique voluntary
Academic Word List: Subset 8
abandon accompany accumulate ambiguous appendix appreciate arbitrary automate
bias chart clarify commodity complement conform contemporary contradict crucial
currency denote detect deviate displace eventual exhibit exploit fluctuate guideline implicit
induce inevitable infrastructure inspect intense manipulate minimize nuclear offset
predominant prospect radical reinforce restore revise tension terminate theme thereby
uniform vehicle via virtual widespread
Select three words that relate to what you are teaching this week.
Academic Word List: Subset 9
accommodate analogy anticipate assure attain behalf cease coherent coincide
commence compatible concurrent confine controversy converse device devote diminish
distort duration erode ethic found format inherent insight integral intermediate manual
mature mediate medium military minimal mutual norm overlap passive portion preliminary
protocol qualitative refine restrain revolution rigid route scenario sphere subordinate
supplement suspend trigger unify violate
Academic Word List: Subset 10
adjacent albeit assemble collapse colleague compile conceive convince depress
encounter forthcoming incline integrity intrinsic invoke levy likewise nonetheless
notwithstanding ongoing panel persist pose reluctance so-called straightforward undergo
whereby
There is no such thing as a hard word: Only infrequent words.
Effective Vocabulary Instruction Depends on the 4 E’s, anagrammed below:
Eesurpxo
Exposure:
Elevate your language when you speak in class
Ennoilaatxp
Explanation: Provide ample information about a word;
Exceed brief definitions
Emslxpea
Examples
Esshmaiunt
Enthusiasm Demonstrate your own excitement and
interest in words; model yourself as a learner
Give several examples and non-examples,
especially ones that evoke a visual image
Anagrams
1. egeutanra_________________
Cryptograms
1. otdazdp__ __ __ __ __ __ __
2. encoimsrevpeh_______________
2. ojylxtn__ __ __ __ __ __ ___
A cryptogram is a code.
Solve the puzzle by
breaking the code,
letter by letter. When
you see N in the
cryptogram, replace it
with C
3. nliiatmee___________________
3. pbfta__ __ __ __ __
4. ocprimes___________________
4. nzyqtcx__ __ __ __ __ __ ___
5. nwlddtn__ __ __ __ __ __ ___
5. nnehenomop_________________
AWL Puzzle Page: Subset 7
Word Find
Clueless Mini X-Word
(find 6 hidden words)
A T E
E N F
X T R A C T H P
E V I D U T D R
I E L A E T A L O S I
U I S T R T P M I V O
R D S G H F T E N L R
I A DI E C A D R F E I
C R T IW C O N V E R T
Y G N S Y E C
Y R E Y
R
Common Word Roots for Academic Subjects:
Basic Element:
Often combine with:
subreproexobperdea-; ab- cocone-; ex- trans-
Often end with:
-ive
-ation; -sion
-ate
-able; ible
-or
-ject (to throw)
-port (to carry)
-scrip, scribe (to write)
-vert, vers (to turn)
-pos, pon (to place)
-tract (to draw)
Case against teaching word roots:
-pel, pul (to drive)
-struct (to build)
Many words have wandered away from their roots:
-grad, gress (to step)
ex: mortgage; torture; vocation, adverse
-plic, plex (to fold)
Some word roots have multiple forms:
-flic, flex (to bend)
-fic, fac (to make)
Case for teaching word roots
-miss, mit (to send)
1. The more information you have about a word,
-sid, sed (to sit)
the more likely you are to remember it
-spec (to see)
2. The more you can associate words with their
-voc (to call)
look-alikes, the deeper your understanding
-dict (to say)
3. Root meanings reveal “deep truths” about a
-rupt (to break)
word
13 Words
PORT
GRESSIVE
SCRIBE
RE
A
PRE
CON
VERSE
DE
VERT
TRANS
13 Words
PORT
RE
A
PRE
VERT
TRANS
CON
SCRIBE
GRESSIVE
DE
VERSE
13 Words
PRE
VERSE
DE
SCRIBE
1.describe
2. transcribe
3. deport
4. regressive
5. avert
6. aggressive
7. report
8. converse
9. perverse
10. revert
11. averse
12. ascribe
13. transport
14. reverse
CON
TRANS
RE
PORT
GRESSIVE
VERT
A
Mapping the Master Words
See: www.amybenjamin.com
Can you think of at least 4 words for each of these roots?
subtract
tract
to draw extract
or drag attract
distract
port
impel
repel
propel
compel
mit
pel
to drive
gress
progress
congress
to step regress
aggressive
to carry
to send
tain
to hold
support
report
export
import
rupt
to break
remit
submit
remit
emit
duce
attain
maintain
contain
retain
struct
to lead
to build
disrupt
erupt
rupture
interrupt
produce
introduce
reduce
induce
construct
structure
instruct
obstruct
“All I know is what I have words for.”
Ludvig Wittgenstein
1896-1951
Big Skill II: Meticulous Reading
About text complexity
What features of text come to mind when you
think about text complexity?
About text complexity
What features of text come to mind when you
think about text complexity?
Outdated Measures:
1. Word length
2. Sentence length
Common Core Measures:
1. Quantitative:
Word length
Sentence length
2. Qualitative:
Uniqueness of style
Appearance of text
Subtleties
Levels of meaning
3. Reader and task
Background knowledge of
the reader
Purpose for reading
Three Elements of Comprehension:
Vocabulary: 90-95% of the words for instructional
level
Experience with the genre
Self-understanding as a reader:
How much time do I need?
What kind of environment do I need?
What kinds of assistance do I need?
Close Reading is Re-reading: Informational text
Skim: get the gist
Scan: look for specific information
5 Gears
Sample: Read the most interesting paragraph
Read, with awareness of how the text is organized and
its purpose
Study: Re-read for the purpose of greater
understanding, clarification, in response to q’s
Tips for Reading Informational Text
Use the visuals:
Graphics, pics, charts
Read all the headings first
Develop experience with the genre:
Anticipate where important information is to be found
In text-bookish reading, expect:
Definitions, examples
Classification of items in a system
A linear, outline-able organization
Technical vocabulary
In essays and editorials:
Consider that the tone may be satirical
Expect main points to be repeated
Expect anecdotes
Close Reading is Re-reading: Literary text
Visualize: Find pics of the setting
Attention to detail: “no extra pieces” ;Important events can happen
suddenly, buried within paragraphs.
Attention to diction: Different characters speak with different kinds of words
Attention to sequence: May go back and forth in time
Attention to setting: Know where the action is taking place at all times
Tips for Reading Pre-20C and Early 20C Text:
Slow down!: Establish a “reading budget” based on your rate
Expect lengthy sentences: attend to punctuation
Expect unfamiliar nouns: She gave birth to a bairn.
Social classes are important in understanding how characters live
and relate to each other.
Big Skill III: Becoming a Self-Motivated
Reader
More books + Time to read
= Higher rate of speed, more vocabulary,
more information about the world,
more models of well-written
sentences, better spelling, better
writing style, better grammar, better
punctuation, better test grades,
better performance in college, better
self-esteem, even better ability to
learn a foreign language
From Stephen D. Krashen, The Power of Reading, 2nd Ed. (Heinneman, 2004)
“Studies showing that reading enhances literacy development lead to what
should be an uncontroversial conclusion: Reading is good for you. The
research, however, supports a stronger conclusion: reading is the only
way, the only way we become good readers, develop a good writing style,
an adequate vocabulary, advanced grammatical competence, and the only
way we become good spellers.”
Big Skill V: Academic Writing, Part 1:
Cultivating an Academic Voice
Read, Read, Read in the targeted mode.
Point out the features of the language that
you want students to emulate:
Vocabulary
Sentence Styles:
3rd person p.o.v.
How punctuation is used
Construction of paragraphs
Teach “Language Upgrades”:
OK in speech, but not in academic style writing:
Any use of the word get (getting, got, gotten)
Any use of the word stuff; minimal use
of the word things
Any use of a lot, except when referring to
a tract of land
Nearly all animals need to get
four basic things. These things are
water, oxygen, and shelter. A lot of
water comes in food. They get
oxygen from the air or water they
breathe. They need shelter to
protect them from harsh weather,
predators and other harmful stuff.
Upgrade to:
Nearly all animals have four
basic needs: water, oxygen, and
shelter. A great deal of water comes
in food. Oxygen is drawn from the
air or water that animals breathe.
Animals need shelter to protect them
from harsh weather, predators and
other sources of harm.
What differences do you notice?
Any words from the AWL?
Teach “Language Upgrades”:
OK in speech, but not in academic style writing:
If you begin a sentence with because or to,
make sure it has two parts (clauses)
Q: Why do some animals mimic the
appearance of other animals or
plants?
A: Because they are hiding from
predators.
Q: Why do fish have gills?
A: To breathe in water.
Upgrade to:
Q: Why do some animals mimic the
appearance of other animals or
plants?
A: Because they want to hide from
predators, some animals mimic the
appearance of other animals and
plants.
Q: Why do fish have gills?
A: To breathe in water, fish have
gills.
Teach “Language Upgrades”:
OK in speech, but not in academic style writing:
In the book it says…
In the book it goes…
In the book it’s like…
Upgrade to:
The (story, poem, passage):
…states…
…explains…
…describes…
Big Skill VI: Academic Writing, Part 3:
Paraphrasing
Paraphrasing: Expressing someone else’s words in your own,
preserving the meaning
Paraphrase Example
Original: Education is what remains after one has forgotten what one
learned in school.
Albert Einstein
Not-so-good Paraphrase: Education is what is left after a person no longer
remembers what that person learned when that person went
to school. That is what Albert Einstein said.
Better Paraphrase: According to Albert Einstein, true education outlives
the forgettable details that we learn in school.
Tips for Paraphrasing:
1. Decide which are the words that cannot be replaced.
2. Replace the replaceable words with synonyms.
3. Alter the sentence structure by doing one or more of the following:
a. Rearrange: Move the phrases around in the sentence
b. Combine: Collapse the information in two or more sentences
of text into a single sentence.
c. Simplify: Remove the modifiers to express the main ideas as
simply as possible.
How would you paraphrase this sentence?
“Although the readability measure on a text may be relatively low, the
content can be quite challenging.”
Douglas Fisher and Nancy Fry
True/False
1. You need to place quotations marks around a paraphrase.
False
2. You need to provide a parenthetical citation for all paraphrases.
3. A parenthetical citation is not required if you make it obvious
to the reader where the paraphrase came from.
4. You have to let the reader know exactly where a paraphrase
begins and ends within a paragraph.
False
True
False
Big Skill V: Academic Writing, Part 2:
Framing a Writing Task
Let the directions be instructive.
Framing the Writing Task: A Three-Part Structure
Ineffective: (Vague, unscaffolded)
Write a report about an
American president.
Describe three uses of
titanium.
Identify and evaluate the
role reversals between
Macbeth and Lady Macbeth.
Framing the Writing Task: A Three-Part Structure
More Effective: (Scaffolded)
Minerals have certain properties that
make them useful. Select a mineral and
explain in a well-developed paragraphs
how its properties make it useful.
Suggested vocabulary:
application, manufacture
resistance, flexibility, withstand,
strength
Suggested sentence frame:
Because of its________, _______ is
used for_________.
One property of _____ is ______, which
makes it________.
I.
Directions:
--General focus statement
about the topic
--At least one “task verb”
delineating expectations
(select and explain…
identify and describe…
identify and analyze…)
II. Suggested vocabulary:
3-5 useful words that the
students might not have
thought of
III. Suggested sentence frame(2):
1-2 sentence templates that
will serve as good
“containers” for a key idea
Big Skill VII: Read, Write, Talk
A Classroom Procedure for Close Reading:
Preparation: Find a challenging text sample that students can read within fifteen
minutes
Compose four high-level thinking questions:
1. Vocabulary/diction: Look for words that are
used in unexpected ways and that are used in
a rich context, so that the careful reader can
figure them out. You can also ask about the
connotation of a word.
2. Part-to-whole: Look for details in the passage, and
ask students to figure out why the author chose to
include them.
3. Tone: If the tone requires the reader to perceive
satire, sarcasm, humorous intent, or strong emotional
feeling, ask a question about tone.
4. Linkage: Ask a question that causes the reader to
link cause and effect within the passage.
Big Skill VII: Read, Write, Talk
A Classroom Procedure for Close Reading:
Step 1: Give students a minute to skim the passage. (read)
Then, ask them to write two or three nouns that nail its main idea. (write)
Then, ask them to compare their nouns with those of a partner (talk)
Step 2: Then, give students 10-15 minutes to read the passage carefully, (read)
annotating and/or high-lighting key parts, such as: definition, example,
evidence, anecdote, cause-effect statement, implication,
metaphor, imagery, symbol, etc. (write)
Then, have them exchange their annotations with a partner (talk)
Step 3: Then, distribute the questions and have students work together.
Try to get the students to figure out the answers to
each question by talking and referring to the passage (rather than dividing
up the questions among themselves). Both students need to write the
answers.
Review: The Big Skills:
I. Academic Vocabulary: The “all-star” words
II. Meticulous Reading: About text complexity
III. Self-motivated Reading: Building up the reading muscles
IV. Academic Writing, Part 1: Cultivating an academic voice
Review: The Big Skills:
V. Academic Writing, Part 2: Framing a task
VI. Academic Writing: Part 3: Paraphrasing
VII. Read, Write, Talk: A classroom sequence to
improve academic skills
www.amybenjamin.com