Blog No. 10
How can I get students to support the case that they are making?
In most cases, I would focus on encouraging teenagers not to use vague or broad words when making an argument such as: it, stuff and something. Also, I would gently advise them not to define a word using the root word. According to Benjamin (2005), students must be taught to differentiate and or make logical connections between generality and detailed terminologies. Perhaps the trail and error approach that allow students to revise writing assignments is more effective than demanding that they avoid using certain words. Revisions take pressure off the writer to find effective words for the first draft, while creating time for a diagnosis and prescription (Benjamin, 2005).
In a desperate search for the most relevant words to make a strong case, students may struggle. General words become more specific as researchers of all ages dwell deeper into an academic discourse about specific disciplines. In my experience, children make valid arguments, but run out of words when rationalizing them. Students can explore a multitude of terms at this website: http://visuwords.com/. The website is a visual learning website that introduces students to: connection, general, transitional, quantitative and specific words. It is important for researchers not to lose themselves in the language of each subject area. When exposed to a host of ideas and concepts for one word, students will be able to justify ideas when words gradually transition from general / familiar to specific / unfamiliar.
I recently started using visuwords.com with some of my students for their response essays. Let me know what you think!
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