Women’s Rights:
An Argument Writing Mini-Unit
Deborah Gandenberger and Jean Wolph, Louisville Writing Project for NWP CRWP, funded by the Department of Education, inspired by an
LDC module by Deborah Gandenberger, templates developed by Beth Rimer and Linda Denstaedt and including slides created by Leanne
Bordeleon
Mini-Unit Overview
Writing
Argument
MINI-UNIT
Emphasis
ARGUMENT SKILLS
PRODUCT
OF
2ELEMENTS
ARGUMENT
Reading
CLOSE READING
STRATEGIES
RESPONSE TO
READINGS
Close reading strategies
Writing & talking to
develop knowledge on
topic or issue
TOPICS
# of Lessons
Draft, Feedback, Revise,
Reflect
Attribute
evidence to
the source
5-7 Lessons
Entering Skills:
• Interpreting
graphs and
charts
• Drafting a
claim
• Identifying
evidence to
support the
claim
Foundational
Skills: Using
stems to attribute
evidence to the
source
Digging Deeper:
• Countering
Product: MultiClaim
paragraph
Evidence
draft of an
argument of
Use of
policy
sources:
• Illustrating
• Authorizing
• Countering
Guided
notetaking
They Say/
I Say
Partner
Sharing
Women’s
Rights
6 shared
readings (2
charts,
infographic,
podcast, 2
optional print
articles)
Writing Standards Emphasized in the
Mini-Unit
Write arguments to support claims with clear reasons and relevant evidence,
using valid reasoning. Support claim(s) with clear reasons and relevant
evidence…demonstrating an understanding of the topic or text.
Conduct short research projects to answer a question, drawing on several
sources ….
Gather relevant information from multiple print and digital sources…and
quote or paraphrase the data and conclusions of others while avoiding
plagiarism and providing basic bibliographic information for sources.
Draw evidence from …informational texts to support analysis, reflection, and
research.
Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range
of discipline-specific tasks, purposes, and audiences.
Mini-Unit Sequence
Days 1-2
Days 3-4
Review examples of
ways to use
sources,
emphasizing
sentence stems that
attribute info to
source
Listen to and
take “They Say/I
Say” notes on a
podcast,
focusing on what
different
AUTHORITIES
say
Study and write a
response to 2 charts
Take “They Say/I
Say” notes on an
infographic
Re-read notes
Day 5
Add relevant
evidence from
“They Say/I Say”
charts to Quick
Write
Use sentence
stems that
attribute info to
sources
Days 6-7
Optional: Make Post-It ©
notes (new evidence and
ideas to push back on)
using 2 additional articles.
Add relevant evidence to
Quick Write. Use sentence
stems that attribute info
to sources.
Quick Write
Partner Review:
Illustrating, Authorizing,
Countering
Claim Notecard
Reflection
Inquiry Question
●Argument of
Policy:
○What should be
done about
women’s rights,
if anything?
Jean Wolph and Deborah Gandenberger, Louisville Writing Project
In this mini-unit, we will
develop our…
●Research Skills: Learn how writers use sources effectively
to support a claim and make an argument.
●Critical Reading Skills: Explore selected sources to gather
and weigh evidence, then make an informed claim.
●Writing Skills: Learn how writers use frameworks to
organize an argument.
Jean Wolph and Deborah Gandenberger, Louisville Writing Project
Ways to Use Sources: Harris Moves
Illustrating – When writers use
specific examples or facts from a
text to support what they want
to say.
Examples:
●
The 18-wheeler carries
lots of cargo,
representing “material to
think about: anecdotes,
images, scenarios, data.”
(Harris)
●
●
●
●
●
●
“_____ argues that ______.”
“_____ claims that ______”
“_____ acknowledges that ______”
“_____ emphasizes that ______”
“_____ tells the story of ______ “
“_____ reports that ______”
“_____ believes that ______”
Jean Wolph and Deborah Gandenberger,
Louisville Writing Project
Example of Illustrating
from “The Early Bird Gets the Bad Grade” by Nancy
Kalish:
“When high schools in Fayette County in Kentucky
delayed their start times to 8:30 a.m., the number of
teenagers involved in car crashes dropped, even as
they rose in the state.”
Jean Wolph and Deborah Gandenberger, Louisville Writing Project
Ways to Use Sources
● Authorizing – When writers
quote an expert or use the
credibility or status of a source
to support their claims.
Joseph Bauxbaum, a researcher at the Mount Sinai
School of Medicine, found …
According to Susan Smith, principal of a school which
encourages student cell phone use, …
A study conducted by the Gulf Coast Center for Law &
Policy Center, a non-profit organization which monitors
environmental issues, revealed that …
Jean Wolph and Deborah Gandenberger, Louisville
Writing Project
Example of Authorizing
from “High schools with late start times help teens
but bus schedules and after-school can conflict”
[“T]he focus on logistics is frustrating for
Heather Macintosh, spokeswoman for a
national organization called Start School
Later…. “What is the priority?” she said. “It
should be education, health and safety.”
Jean Wolph and Deborah Gandenberger, Louisville Writing Project
Ways to Use Sources
● Countering – When a writer
“pushes back” against the text in
some way, by disagreeing with
it, challenging something it says,
or interpreting it differently than
the author does.
While parent groups often portray gaming negatively,
recent brain research indicates there are positive
effects.
Jean Wolph and Deborah Gandenberger, Louisville
Writing Project
Example of Countering
Acknowledge the opposition, then refute it:
While many people think ____, the research actually shows…
Or summarize the opposition, then give your case:
____ argues that ____. What the author fails to consider is …
____ says that ____. This is true, but …
____ suggests that ____. The author doesn’t explain why ….
____ argues that ____. Another way to look at this is …
____ found that ____. However, the study doesn’t explore
the connections between …
Jean Wolph and Deborah Gandenberger,
Louisville Writing Project
TEXT 1: Study this chart.
THINK:
What is the
author
saying?
What claim is
the author
making?
What claim
could YOU
make from
this chart?
Jean Wolph and Deborah Gandenberger, Louisville Writing Project
What do you think?
● What do you think about the chart? About
women in government?
● Share your writing.
● Add a “For example . . . .” (from the chart or
from your social studies background
knowledge)
● Share
Jean Wolph and Deborah Gandenberger, Louisville Writing Project
TEXT 2: Study this chart.
Students in
top level math
courses
Students in top
level computing
courses
Computer Science
Graduates, 2012
Information &
communication
technology work
-force
THINK:
●What is
the author
saying?
●What
claim is
the author
making?
●What
claim
could YOU
make from
this chart?
Jean Wolph and Deborah Gandenberger, Louisville Writing Project
What do you think?
● What do you think about the chart? About
men versus women in computer science?
● Share your writing.
● Add a “For example . . . .” (from the chart or
from your social studies background
knowledge)
● Share
Jean Wolph and Deborah Gandenberger, Louisville Writing Project
For Text 3: Make this chart in your notebook
Source: Women’s Rights, http://vimeo.com/66475816
(onebillionrising.org)
It Says
I Say
1.
2.
3.
4.
5.
6.
Jean Wolph and Deborah Gandenberger, Louisville Writing Project
TEXT 3: Women’s Rights
http://vimeo.com/66475816
onebillionrising.org
Infographic by Linda Shirar, graphic artist
Retrieved on 4-13-15
Infographic about global statistics on women's rights. Music: Ketto Revisited feat. Bonobo Kidkanevil For more info visit onebillionrising.org - See more at: http://visual.ly/womensrights#sthash.NYMlKCHN.dpuf
Jean Wolph and Deborah Gandenberger, Louisville Writing Project
TEXT 3: Women’s Rights
http://vimeo.com/66475816
onebillionrising.org
Infographic by Linda Shirar, graphic artist
Retrieved on 4-13-15
Infographic about global statistics on women's rights. Music: Ketto Revisited feat. Bonobo Kidkanevil For more info visit onebillionrising.org - See more at: http://visual.ly/womensrights#sthash.NYMlKCHN.dpuf
Jean Wolph and Deborah Gandenberger, Louisville Writing Project
Comparing Notes: Women’s Rights
It Says
I Say
1. Lots of progress for women in last 100
years
2. Women = 70% of world’s poorest
people
3. 2/3 of the world’s illiterates are
women
4. 107 million women are missing…more
than all of the men killed in wars in the
20th century
5. Claims women who are uneducated
are the world’s greatest unexploited
resource.
6. India: girls 1-5 are 50% more likely to
die than boys
7. ½ million women worldwide still die
from pregnancy-related problems each
year (99/100 in southern hemisphere)
Jean Wolph and Deborah Gandenberger, Louisville Writing Project
Women’s Rights
It Says
I Say
8. Women earn 69% of male salaries
worldwide.
9. 9% of police are women
10. 27% of judges are women
11. Claims male-dominated society is a
risk factor for women
12. Claims women are our best hope for
fighting world poverty and hunger in
Africa
13. Claims “women aren’t the problem;
they are the solution.”
Jean Wolph and Deborah Gandenberger, Louisville Writing Project
I SAY . . .
● Under “I Say”
○
Across from each “It Says” note,
•
Write your reactions, responses, comments,
questions, agreements, or disagreements to the
video notes
• Share!
Jean Wolph and Deborah Gandenberger, Louisville Writing Project
For Text 4: Make this chart in your notebook
Source: 50 Years After The Equal Pay Act, Gender Wage Gap Endures
by Yuki Noguchi (JUNE 10, 2013, NPR News)
It Says
1. Reach Advisors
2. Joan Williams, professor at the University of California Hastings College
of Law
3. David Lopez, general counsel for the Equal Employment Opportunity
Commission
4. Catherine Hill, research director for the American Association of
University Women.
5. Sabrina Schaeffer, executive director of the Independent Women's
Forum, a conservative and libertarian women's advocacy group.
6. Pew Research Center
I Say
Pay special
attention to the
AUTHORITIES who
provide the
information.
You will need their
names in order to
use AUTHORIZING
when you introduce
the evidence they
provide.
Jean Wolph and Deborah Gandenberger, Louisville Writing Project
50 Years After The Equal Pay Act, Gender Wage
Gap Endures
BY YUKI NOGUCHI / JUNE 10, 2013 2:56 AM ET / NPR NEWS
click here to listen to the story
Jean Wolph and Deborah Gandenberger, Louisville Writing Project
What did you record?
Source: 50 Years After The Equal Pay Act, Gender Wage Gap Endures
by Yuki Noguchi (JUNE 10, 2013, NPR News)
It Says
Reach Advisors found median salary of single, childless women under 30
was 8 percent higher than males because more women are going to college
than men. This is the only group that out-earns men. This advantage
soon disappears.
Pew Research Center study showed 40 percent of moms are
breadwinners — and that a majority of them are single.
I Say
Now
it’s
time
to
react—
what
do you
think?
Jean Wolph and Deborah Gandenberger, Louisville Writing Project
Refresh Your Memory
Reread your writing and notes
on Women’s Rights.
Jean Wolph and Deborah Gandenberger, Louisville Writing Project
Now I’m Thinking…
What do you think about women’s rights now?
Start a Quick-Write in response to this question:
What should be done
about women’s
rights, if anything?
Argument of Policy
Jean Wolph and Deborah Gandenberger, Louisville Writing Project
Exit Slip—Notecard Claim
● Read over your writing so
far and use the note card to
write a claim about women’s
rights.
● How might you qualify (or
limit) your claim?
Because research shows _______, we should
[do what].
NWP CRWP funded by the Department of Education
Jean Wolph and Deborah
Gandenberger,
Continue Your Thinking
● Look at the evidence you’ve
gathered (“I Say/They Say”).
● Add RELEVANT evidence to
support your claim.
● Use sentence frames to introduce
the information (see next slide).
● Comment on the evidence—
connect it to your claim.
Jean Wolph and Deborah Gandenberger, Louisville Writing Project
Use the sentence starters to include
information in your writing.
Think about ways to add information from a source to your
writing. Use a sentence starter to add evidence and
then explain your thinking.
Disagree
Agree
○
○
○
○
○
“The infographic by Linda Sharar on women’s rights
shows …”
“According to NPR News, …”
“Supporting my example, research on women’s pay
by Pew Research shows…”
“Although the chart “Women in Cabinet” shows …”
“While Yuki Noguchi of NPR News explains …”
Jean Wolph and Deborah Gandenberger, Louisville Writing Project
Adding to Our Thinking with a New Text
Text 5
2058: The year American
women might see equal
pay
by Danielle Paquette,
The Washington Post
2:53 p.m. EDT
March 20, 2015
Jean Wolph and Deborah Gandenberger, Louisville Writing Project
VIP Notes
(Very Important Post-It Notes)
●Use only 3 Post-it notes of
each color
●Yellow=Important New Info
●Blue= Things that strike you
or challenge your thinking
Jean Wolph and Deborah Gandenberger, Louisville Writing Project
2058: The year American women might see equal pay
Danielle Paquette, The Washington Post 2:53 p.m. EDT March 20, 2015
WASHINGTON — When it comes to equal pay, the American woman is stuck in a
proverbial waiting room. But the number on her ticket — the length of her stay — largely
depends on where she lives and to whom she was born.
A new report from the Institute for Women’s Policy Research, released last week, predicts
U.S. women won’t reach pay parity with men until 2058. And the wait could be much longer
for those in Wyoming and Louisiana, for example, where women on average make less
money than female peers in other states. Closing the gender wage gap is generations
away in Wyoming, the study’s authors predict. The projected year: 2159. Louisiana ranks
second to last by a half-century (2106) and is followed by North Dakota (2104).
To reach these dismal conclusions, researchers crunched U.S. census data: How many
women in a given area were working? In management roles? In science, technology,
engineering or math fields? At what pay? Rates of progress, the researchers found, varied
drastically by state, race and educational attainment.
The unifying theme: Women across the country have a long way to go.
Jean Wolph and Deborah Gandenberger, Louisville Writing Project
2058: The year American women might see equal pay,
continued
The analysis isn’t entirely bleak. As women’s earnings have grown (while men’s have stagnated), the
gender pay gap narrowed sharply in the 1980s and ‘90s. In 2013, women made 78.3 cents for every
dollar men earned, up from 60.2 cents in 1980.
During the past 3 decades, inflation-adjusted median earnings for women’s full-time, year-round work
spiked nationally from $30,138 to $39,157. Men’s earnings decreased slightly from $50,096 to
$50,033.
Since the early 2000s, though, progress toward wage equality has sputtered almost to a halt. Median
earnings for women have remained largely consistent. But female labor force participation declined
from 59.6 percent in 2002 to 57 percent in 2014, according to the Bureau of Labor Statistics.
Women also remain underrepresented in the highest-paying fields: engineering, technology and
medicine. Across industries, they hold far fewer upper-management positions. For example, only
16.9 percent of Fortune 500 board seats are female-occupied.
Parity appears closer for East Coast women. New York has the narrowest wage gap: Empire State
women earn 87.6 cents for every dollar banked by men. Maryland and the District of Columbia, trail
slightly with 87.4 and 87, respectively.
Jean Wolph and Deborah Gandenberger, Louisville Writing Project
2058: The year American women might see equal pay,
continued
Less urbanized states show the starkest disparities. The gender earnings ratio in Louisiana
is 66.7, ranking dead last. Women in West Virginia (67.3) and Wyoming (67.9) don’t fare
much better.
Florida women could reach equal pay first — in 2038. California and Maryland are tied for
second (2042).
Women’s earnings differ by race and ethnicity: Across the largest ethnic groups in the
United States, Asian Pacific Islander women earn the most annually at $46,000, making
88.5 cents for every dollar earned by men.
Native American and Hispanic women take home the least annual income at $31,000 and
$28,000, respectively. Hispanic women, though, face the widest wage gap of America’s
most prominent racial groups. The female-to-male ratio: 53.8 percent.
Women now outpace men in college enrollment. Those with a bachelor’s degree typically
earn twice as much as those with less than a high school diploma.
Jean Wolph and Deborah Gandenberger, Louisville Writing Project
2058: The year American women might see equal pay,
continued
But across all levels of education, men earn significantly more than women with equal
schooling. The wage gap is the largest for those with the most educational attainment:
Women with graduate degrees make only 69.1 percent of what men with graduate degrees
earn. The share jumps to 71.4 percent for women with bachelor’s degrees. (Both groups take
on comparable amounts of debt.)
The report’s conclusion: “These data indicate that women need more educational
qualifications than men do to secure jobs that pay well,” researchers wrote.
Millennial women face a narrower wage gap, earning 85.7 cents for every dollar earned by
male peers. More than 1 in 3 millennial women work in managerial or professional
occupations, compared with 1 in 4 millennial men. It’s important to note that many female
workers of this generation have not yet hit their childbearing years. Mixing motherhood and
employment is an oft-cited driver of pay disparities.
The majority of senior citizens — people older than 65 — are women. Many work full time: 14
percent worked year-round in 2013, according to census data. But on average, they made
less than younger demographics, or women 16 to 65: $37,000 annually, compared with
$38,000 annually.
Jean Wolph and Deborah Gandenberger, Louisville Writing Project
Continue Your Thinking
●Add to your writing using
information from the new text.
●Use sentence frames to
introduce the information.
●Connect the evidence to your
claim.
Jean Wolph and Deborah Gandenberger, Louisville Writing Project
Sentence Starters
●According to Danielle Paquette in an article titled, “2058:
The year American women might see equal pay,”…
●_______, [name and position or organization], was quoted
in the Washington Post as saying….
●The article “____________” explains …
●Although the article says …
●While the research study showed …
Jean Wolph and Deborah Gandenberger, Louisville Writing Project
Share your notes
with your neighbor.
Add any new ideas to
your notes.
Jean Wolph and Deborah Gandenberger, Louisville Writing Project
Adding to Our Thinking with a New Text
Stephanie Coontz | Women have
come a long way, but still have far to
go
by Stephanie Coontz,
McClatchy-Tribune News Service; 12:14
a.m. EDT March 16, 2014
Stephanie Coontz teaches history and family studies at The
Evergreen State College in Olympia, Wash. Her most recent
book is “A Strange Stirring: The Feminine Mystique and
American Women at the Dawn of the 1960s.” Readers may
send her email at coontzs@evergreen.edu.
Jean Wolph and Deborah Gandenberger, Louisville Writing Project
VIP Notes
(Very Important Post-It Notes)
●Use only 3 Post-it notes of
each color
●Yellow=Important New Info
●Blue= Things that strike you
or challenge your thinking
Jean Wolph and Deborah Gandenberger, Louisville Writing Project
Stephanie Coontz | Women have come a long way, but
still have far to go
McClatchy-Tribune News Service; 12:14 a.m. EDT March
16, 2014 (Photo: hugh haynie)
OLYMPIA, Wash. — This year marks the 50th anniversary of the Civil
Rights Act, which initially outlawed discrimination on the basis of race,
color, religion, or national origin — but not on the basis of gender. The
word “sex” was added to the act as a last-minute amendment by a
senator who opposed racial integration and may have hoped to thereby
kill the bill entirely. Even after the law passed, few people expected the
prohibition of gender discrimination to be enforced by the Equal
Employment Opportunity Commission, the group charged with
implementing the act.
Sure enough, the EEOC immediately outlawed race-segregated
employment ads, but refused to do the same for gender-segregated
ads. The head of the EEOC announced that the amendment banning
sex discrimination was “a fluke,” not to be taken seriously. The National
Organization for Women and other groups spent the next 20 years
struggling to get the anti-discrimination provisions of the act applied to
women.
Jean Wolph and Deborah Gandenberger, Louisville Writing Project
Continued
| Women have come a long way, but
still have far to go
Not until 1973 did the Supreme Court rule that it was illegal to divide employment ads into “Help
Wanted: Female” and “Help Wanted: Male.” Only in 1974, a full decade after the Civil Rights Act
was enacted, did Congress outlaw discrimination in housing and credit on the basis of sex. Until
1981, many states still designated the husband as the legal “head and master” of the
household. And it took until 1984 for the court to compel previously all-male organizations such
as the Rotary and Lions clubs to admit women. (That same year, the state of Mississippi finally
ratified the 19th Amendment, granting women the vote.)
Despite this uphill battle, women have come a long way, according to a report issued last month
by the Council on Contemporary Families. In 1964, fewer than 3 percent of all attorneys and just
three of the country’s 422 federal judges were women. Today half of law graduates and a full
third of the Supreme Court justices are female. The number of female senators has increased
tenfold.
In 1980, not a single woman occupied a corner office in a Fortune 100 company. According to
this month’s Harvard Business Review, women now hold nearly 18 percent of the top jobs in
those companies.
More women than men graduate from college today, and unlike 40 years ago, the average
female college graduate now earns more than the average male high school graduate.
Continued
| Women have come a long way, but
still have far to go
But we’re not “there” yet. At every educational level, women still earn less than men with
comparable credentials, even when they work the same number of hours a week in the same
kind of job. While women are now half of law school graduates and one-third of attorneys, they
are only 15 percent of equity partners and 5 percent of managing partners in law firms. And at
current hiring rates, it would take 278 years for men and women to fill equal numbers of CEO
slots.
Some women, having broken into exclusive careers, are still trying to crack the glass ceiling.
Many more women are still stuck in the basement, looking for an up escalator. Women
constitute 62 percent of all minimum-wage workers, and working-class jobs are as sexsegregated today as they were in 1964. In all racial groups and at every age, women are more
likely to live in poverty than men, although minority women are especially disadvantaged.
African-American women earn just 64 cents, and Hispanic women just 55 cents, for every dollar
earned by white, non-Hispanic men.
Many of these inequities still result from discrimination. While few Americans would now openly
claim that women are less capable than men, implicit bias tests consistently reveal that women
are perceived as less competent, decisive or assertive than men. Studies also show that
applications bearing female names are rated less qualified than identical applications bearing
male names.
Jean Wolph and Deborah Gandenberger, Louisville Writing Project
Continued
| Women have come a long way, but
still have far to go
Additionally, wage rates reflect the historical legacy of gender segregation. Occupations
traditionally associated with women pay less than men’s jobs even when they require the
same or greater levels of skill and stamina. In 2010, the people who cared for the grounds
surrounding our offices and homes (95 percent male) earned a median annual wage of
$23,400. Those who cared for our children (94 percent female) earned just $19,300.
In 2010, the median annual wage for light delivery drivers, 94 percent of whom are male,
was $27,500. Home health aides, 88 percent of whom are female, earned $7,000 less per
year, even though they have higher average levels of education than the delivery drivers,
do as much heavy lifting and spend more time on their feet. Among young childless
individuals working exactly the same hours, health aides still earn 13 percent less than
delivery drivers.
When couples have children, women fall even further behind, because policymakers have
not caught up with new family realities. Dual-earner families are now the norm, but work
policies are still designed for a labor force composed of full-time male workers with wives
at home to take care of family obligations. The lack of family-friendly work policies and
affordable quality child care, combined with men’s higher wages, encourages many women
to cut back when work conflicts with family obligations.
Continued
| Women have come a long way, but
still have far to go
But this reinforces gender inequality over the long run. On average, when a woman leaves the workforce
for a year to care for a child, she loses almost 20 percent of her lifetime earnings power. If she spends
three to four years away, this reduces her potential lifetime earnings by a full 40 percent. Mothers who
do not quit work are also penalized. Studies show that employers are less likely to hire or promote
mothers than childless women (or fathers) on the assumption that they are less committed to work.
So the bad news is that we have a way to go to reach equality. But the good news is that we have come
far enough in the past 50 years that men now have as much of a stake as women in reaching that goal.
As late as 1977, two-thirds of Americans thought men should earn the money and women should stay
home with the family. Today, only 30 percent of Americans favor such arrangements. Almost two-thirds
now say it is best for husbands and wives to share paid work and family obligations. Ninety-seven
percent support equal rights.
Since 1965, husbands have doubled their share of housework and tripled their share of child care.
Interestingly, men now report higher levels of work–family conflict than women, largely because of these
increased family commitments. But increasingly, men face the same discriminatory treatment as women
if they ask for work-family accommodation.
Jean Wolph and Deborah Gandenberger, Louisville Writing Project
Continued
| Women have come a long way, but
still have far to go
If we paid women the same wages as men for comparable work, that would halve the
poverty rate in American families. It would also raise the standard of living for males in twoearner working- and middle-class households. And if the United States adopted jobprotected, subsidized family leave, as more than 180 other countries in the world already
have done, men, women and children would all benefit. Pay equity, comparable worth
policies and family-friendly work reforms are not just “women’s issues” any more. They are
our next civil rights challenge — perhaps our next human rights challenge.
------------------------Stephanie Coontz teaches history and family studies at The Evergreen State College in
Olympia, Wash. Her most recent book is “A Strange Stirring: The Feminine Mystique and
American Women at the Dawn of the 1960s.” Readers may send her email at
coontzs@evergreen.edu.
Jean Wolph and Deborah Gandenberger, Louisville Writing Project
Continue Your Thinking
●Add to your writing using
information from the new text.
●Use sentence frames to
introduce the information.
●Connect the evidence to your
claim.
Jean Wolph and Deborah Gandenberger, Louisville Writing Project
Sentence Starters
●According to Stephanie Coontz, a professor of teaches
history and family studies at The Evergreen State College in
Olympia, Wash., …
●The opinion piece by Coontz explains …
●Although the commentary, “Women have come a long
way, but still have far to go,” says …
●While the author of A Strange Stirring: The Feminine
Mystique and American Women at the Dawn of the 1960s
showed …
Jean Wolph and Deborah Gandenberger, Louisville Writing Project
Share your draft
with your neighbor.
See next slide.
Jean Wolph and Deborah Gandenberger, Louisville Writing Project
Searching for Ways You Used Sources
● Trade papers with a partner.
● Partners read and code the ways the writer used
sources in the margin.
● Search draft for examples of
○ Illustrating= I
○ Authorizing= A
○ Countering = C
● DISCUSS: What have we learned about using
sources during this mini-unit? How can we use these
ideas in other writing experiences, including ondemand testing?
Jean Wolph and Deborah Gandenberger, Louisville Writing Project