Week 10: Narrative and Argumentative Writing

Summary

McKeough Article: 
Narrative stories usually have all of the following: sequentiality, particularity, intentional states, and canonicity/breach. The article claims that while the CCSS addresses the first three, it fails to account for canonicity and breach. These are key in the development of writers at all stages, since "character development is an integral component of plot when seamlessly linked to breach" (78). Developmentally, even pre-k children "have a considerable understanding of the narrative genre" (79). By third grade, they often include complicating events and problems in their stories. By fifth grade, students usually also include a resolution to those complications. Finally, by middle school and high school, students are exploring characterization and include indications of "higher level characteristics such as personality traits" (85). In terms of instructional approaches, the article suggests Reading with a Writer's Eye, which "supports students to take a metacognitive stance toward story."

Ferreti & Lewis Article: 
Argument is an "inherently social activity" that involved controversial issues, but it is not haphazard (115). On the other hand, arguments "possess a structure and organization... [and] are acts of reason" (115). The article recommends a dialogic approach to teaching argumentative writing, which supports the argumentative thinking behind their writing (115). In terms of self-regulated writing, argumentative writing can be approaches as a "problem-solving process" (116). Students should also be supported in gaining disciplinary knowledge so that they can engage in thoughtful, well-informed arguments about each of the disciplines, like many disciplinary experts do. In terms of supporting students in their writing (particularly, students with learning disabilities), teachers can use the following strategies and models: self-regulated strategy (SRSD) (explicit instruction for scaffolding), the TREE strategy (a framework for presenting arguments), the STOP and DARE strategy (for pre-writing reflection), the AIMS strategy (for constructing introductions), the SCAN strategy (for revisions), and the ASCQ strategy.

Response

McKeough Article: 
In high school, we are asked to focus a lot on analyzing character development in texts, but I feel like we aren't really asking our students to create well-developed characters in their own writing. As the article said, narrative writing is fairly neglected at the high school level. I think that it could be easily used to help teach characterization, at the very least. I do think we would have to better equip high school teachers to teach the complex aspects of narrative before asking them to teach narrative, though. Most teachers that I know don't see it as being relevant to the standards that they are supposed to be teaching. I hadn't really given it a ton of thought, myself. I would love to do more narrative writing with my classes.

Ferreti & Lewis Article:
Thinking back on our discussions in class this weekend, I really do support the idea of trusting students to handle controversial topics maturely and thoughtfully. I think dialogue is absolutely critical to their argumentative development and investment in their writing. Before asking students to make any sort of argument in writing, I have them think about controversial topics related to our reading by doing 1-2 days of "four corners." I present them with opinionated statements about controversial topics and have them stand on the "agree" or "disagree" side of the room (both sides are divided into "strongly" and "slightly"). Then, they present their arguments. I regulate it by saying that they will not get credit for their participation if they do not have a logical, factual, or textual basis for their argument, and I provide structure for the debates by requiring that they use "talking tickets" I give them. That way, everyone talks about the same amount, and no one is shouting over anybody else. I've never had four corners fail me, and I'm always thoroughly impressed by the thoughtful approaches that many of my students take to their arguments, especially when they take the time to consider counterarguments. I've seen them talk about very controversial topics in very thoughtful and nuanced ways--racism, rape, censorship, victim blaming, and justified violence, just to name a few. I think that the writing samples I receive after these discussions would not be of nearly as high quality if we did not begin by setting aside time for these debates.

Questions
- How do/would you work narrative writing into a curriculum that requires so much expository and argumentative writing?
- In my responses, I talked about the structure I most often use for argumentative debates in my class. What other approaches could you take to quell the issues we brought up this weekend?
- How do/would you approach disciplinary argumentative writing so that students have sufficient background knowledge to make an informed argument about their topic? I'm especially curious about how to approach this if students are all making a wide variety of arguments.