WRITING IN SOCIAL STUDIES
Ashley Flood
AP Human Geography
Franklin High School
Franklin, TN
ashley.flood@wcs.edu
DISCUSS
 On a scale of 1-5, how often do you use writing in your
classroom?
(Never) 1 2 3 4 5 (Almost every lesson)
 What prevents you from assigning more writing?
 What kinds of writing do you assign?
 How often do the writing assignments focus on geography?
 How do you grade writing?
AGENDA
 Creating and using prompts with a
geographic focus
 Assessing writing with rubrics
 Encouraging students to improve the
quality of their writing
CREATING PROMPTS WITH A
GEOGRAPHIC FOCUS
WHAT IS “SPATIAL PERSPECTIVE?”
 National Geographic:
“A historical perspective focuses on the temporal
dimension of human experience (time and chronology),
while geography is concerned with the spatial dimension
of human experience (space and place).
The space of Earth’s surface is the fundamental
characteristic underpinning geography. The essential
issue of whereness—embodied in specific questions such
as, “Where is it? Why is it there?” —helps humans
contemplate the context of spatial relationships in which
the human story is played out.”
GERSHMEL’S SPATIAL THINKING CONCEPTS
USE PROMPTS FROM AP COURSES
 Use the prompt as it appears
 Structure prompt’s in a similar way
 AP Courses to pick prompts from:
 World History
 US History
 Human Geography
 Government
PROMPTS FROM AP HUMAN GEO
 2014
 2013
ASSESSING WRITING
It’s all about efficiency
WHY USE A RUBRIC?
 Gives student a clearer picture of their
strengths and weaknesses
 Helps with consistency
 Saves time from writing out comments
 Students can help you grade!
HOW TO STRUCTURE A RUBRIC
 Rubric based on skills
 Introduction, supporting evidence, conclusion, etc…
 Rubric based on content
 Looking for certain ideas, vocabulary, people, etc…
 Rubric Resources
 Rubistar
 Kathy Schrock’s Guide to Everything
PROMPTS FROM AP HUMAN GEO
 2014
PROMPTS FROM AP HUMAN GEO
 2013
STUDENT PEER GRADING
 Everyone’s score starts at 0
 Each item in the paper that is also on the rubric earns a
+1
 Have students underline what specifically they are
giving credit for and write +1 when a point is earned
 Have students total the points
 Let students keep the rubric as notes to study
*Make the rubric early, but be flexible when grading
IMPROVING QUALITY
OF STUDENT WRITING
FHS STUDENTS LEARN THE ABC’S
OF REBEL WRITING…
Attack and take apart the Prompt/Create
Thesis
Brainstorm ideas and collect evidence
Categorize and create the order of ideas
ATTACK THE PROMPT
Before writing anything, know your
assignment— READ THE
PROMPT! What are you being asked
to do?
Responses requires a careful,
critical look at the reading/text.
THE PROMPT
 THE QUESTION THAT MUST BE ANSWERED OR THE
TASK THE STUDENT MUST UNDERTAKE.
 THESE WILL BE DIFFERENT FOR EACH SUBJECT AREA.
 STUDENTS WILL LEARN TO TAKE THE PROMPT APART
TO MAKE SURE THEY UNDERSTAND WHAT THE
PROMPT IS ASKING THEM TO DO.
 STUDENTS WILL USE THE PROMPT TO FORMULATE
THESIS STATEMENTS.
THE PROMPT
Step 1: Label the type of writing
- Persuasive, Expository, Business Letter, Narrative, Lab
Report
Step 2: Label the parts of the prompt
- “Situation” and “Directions”
Step 3: Circle verbs/key words and underline the act
THE THESIS STATEMENT
 SUBJECT + CLAIM/OPINION = THESIS
 Common confusion
 Doesn’t have to be three-pronged
 Must have a subject AND claim/opinion (you must
“opine” something—SOMETHING ESSAY WILL PROVE)
 Placement—Put thesis at end of your Introduction.
FHS STUDENTS LEARN THE ABC’S
OF REBEL WRITING…
Attack and take apart the Prompt/Create
Thesis
Brainstorm ideas and collect evidence
Categorize and create the order of ideas
EVIDENCE = CONCRETE DETAILS (CD)
 THE “WHAT”
 FACTS
 EXAMPLES
 ILLUSTRATIONS
 EVIDENCE
 SUPPORT
 TEXT REFERENCES
 PARAPHRASES
 CITATIONS
 QUOTATIONS
 TEXT SUMMARY
BRAINSTORM/COLLECT EVIDENCE
(CONCRETE DETAILS)
Beneficial to start school later
Detrimental to start school later
1.
1.
2.
2.
3.
3.
FHS STUDENTS LEARN THE ABC’S
OF REBEL WRITING…
Attack and take apart the Prompt/Create
Thesis
Brainstorm ideas and collect evidence
Categorize and create the order of ideas
ONCE YOU BRAINSTORM/COLLECT THE CDS,
HOW DO YOU CATEGORIZE THE CDS?
 LOOK AT YOUR LIST OF CONCRETE DETAILS
 WHAT CATEGORIES OR COMMONALITIES DO YOU SEE?
CATEGORIZE AND CHOOSE ORDER
• Introduction
• Category 1 = Topic of Body Paragraph #1 (Reason #1)
▫ CD #1
▫ CD #2
• Category 2 = Topic of Body Paragraph #2 (Reason #2)
▫ CD #1
▫ CD #2
• Category 3 = Topic of Body Paragraph #3 (Reason #3)
▫ CD #1
▫ CD #2
• Concluding Sentence
CONCRETE DETAILS (CD)
• Specific details that form the backbone or core of
your body paragraphs.
• Concrete details can include facts, specifics,
examples, descriptions, illustrations, support, proof,
evidence, quotations, paraphrasing, or plot
references.
• Example CD #1 for Body Paragraph #1:
For example, if students were able to get more rest,
they would be more awake in class and apt to engage
in lessons without feeling drowsy.
COMMENTARY (CM)
 THIS COMES AFTER CATEGORIZING
THE CONCRETE DETAILS
ALSO KNOWN AS:
 STUFF FROM YOUR HEAD
 INTERPRETATION
 SHOWS THINKING
 WHAT IS HIDDEN OR IMPLIED UNDER
THE SURFACE OF THE TEXT
 ANALYSIS
 EVALUATION
 OPINION
 THE “SO WHAT?”
 INFERENCE
 THE “WHY?”
 INSIGHT
 THE “SPIN”
 SIGNIFICANCE
 EXPLANATION
RATIOS OF CD TO CM IN WRITING
THESE DIFFER DEPENDING ON THE TASK.
SUGGESTED - For every 1 CD : 2 CM
COMMENTARY #1 (CM #1)
• The commentary sentences are your opinion or
comment about the concrete detail. They include
your opinion, insight, analysis, interpretations,
inference, personal response, feelings, evaluations,
explication, and reflection.
• This is when you explain the
quote/statistic/paraphrase that you included in the
concrete detail.
• Example CM #1 for CD #1:
This means that students would be more awake and able to
pay attention to lessons, improving the quality of their
engagement.
COMMENTARY #2 (CM #2)
• Further explains the concrete detail and sets the
reader up to read the next concrete detail.
• Must start with a link or transition!
• Example CM #2 for CD #1:
Furthermore, when students’ levels of
engagement increase, they are more
likely to understand the material that is
being taught.
TRANSITION WORDS
 THESE ACT AS
INDICATORS FOR THE
CONCRETE DETAILS
 AT FIRST, STUDENTS USE
THEM IN A SPECIFIC
ORDER
 THESE CAN BE USED IN
ANY ORDER ONCE
STUDENT INTERNALIZES
THE FORMULA
•
•
•
•
•
•
•
•
•
•
•
FOR EXAMPLE
IN ADDITION
FURTHERMORE
CONSEQUENTLY
IN FACT
MOREOVER
OF COURSE
ON THE OTHER HAND
STILL
THEREFORE
ALTHOUGH
REBEL WRITING FORMULA FOR
BASIC BODY PARAGRAPHS
(WITH TRANSITIONS)
 TOPIC SENTENCE (subject + claim)
 Concrete Detail (CD #1: For example,)
 Commentary (CM #1)
 Commentary (CM #2)
 Concrete Detail (CD #2: In addition,)
 Commentary (CM #1)
 Commentary (CM #2)
 CONCLUDING SENTENCE
THE FORMULA
 THIS IS A TOOL FOR NOVICE WRITERS TO USE—
THUS THE REPETITION.
 OUR EXPECTATION IS THAT THE MORE
PRACTICE STUDENTS GET WITH THE METHOD,
THE MORE THEY WILL INTERNALIZE THESE
TOOLS , AND THE LESS THEY WILL NEED THE
REPETITIVE FORMULA.
THANK YOU FOR
PARTICIPATING IN TODAY’S
WRITING SESSION!