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Argument in the Real World: Teaching Adolescents to Read and Write Digital Texts [Pehme köide]

4.04/5 (92 hinnangut Goodreads-ist)
(Central Michigan University USA),
  • Formaat: Paperback / softback, 160 pages, kõrgus x laius x paksus: 234x185x13 mm, kaal: 340 g, Illustrations
  • Ilmumisaeg: 01-Nov-2016
  • Kirjastus: Heinemann Educational Books
  • ISBN-10: 0325086753
  • ISBN-13: 9780325086750
Teised raamatud teemal:
Argument in the Real World: Teaching Adolescents to Read and Write Digital TextsSuurem pilt
  • Formaat: Paperback / softback, 160 pages, kõrgus x laius x paksus: 234x185x13 mm, kaal: 340 g, Illustrations
  • Ilmumisaeg: 01-Nov-2016
  • Kirjastus: Heinemann Educational Books
  • ISBN-10: 0325086753
  • ISBN-13: 9780325086750
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9780325086750.html
Märksõnad:

Every day, our students are inundated by information-as well as opinions and misinformation-on their devices. These digital texts influence what they buy, who they vote for, and what they believe about themselves and their world. Crafting and analyzing arguments in a digital world could be our greatest possibility to improve dialogue across cultures and continents... or it could contribute to bitter divides.

In this book, Kristen Hawley Turner and Troy Hicks draw from real world texts and samples of student work to share a wealth of insights and practical strategies in teaching students the logic of argument. Whether arguments are streaming in through a Twitter feed, a Facebook wall, viral videos, internet memes, or links to other blogs or websites, Turner and Hicks will guide you-and your students- in how to engage with and create digital arguments.

The authors' companion wiki provides all of the links to the web-based examples referenced in the book, as well as additional resources to support you as you implement instruction in digital arguments.

Acknowledgments x
A Tool for You: The Companion Wiki 1(1)
Chapter 1 The Nature of Argument in a Digital World
2(15)
What Is Argument in a Digital World?
6(2)
A Brief Overview of Argument (or, What Makes a Strong Argument, Anyway?)
8(1)
The What and How of Writing: Declarative and Procedural Knowledge
9(1)
Declarative and Procedural Knowledge in Digital Writing
10(4)
Why Teach Digital Arguments?
14(3)
Chapter 2 Analyzing Arguments That Are Born Digital
17(25)
"Born Digital" Arguments
18(7)
Gateway Activities for Digital Arguments
25(16)
Looking Ahead
41(1)
Chapter 3 The Moves of Argument in Web-Based Text
42(18)
Characteristics and Content: What Do Blog Posts Look Like?
46(5)
The Craft of Composing: What Does a Student Need to Know and Be Able to Do to Read and Write a Blog Post?
51(3)
Practical Matters: How Does a Writer Attend to Issues of Citation, Plagiarism, and Fair Use When Crafting Web-Based Text?
54(4)
Taking It to the Classroom
58(2)
Chapter 4 The Moves of Argument in Infographics
60(22)
Characteristics and Content: What Do Infographics Look Like?
62(8)
The Craft of Composing: What Does a Student Need to Know and Be Able to Do to Read and Write Infographics?
70(6)
Practical Matters: How Does a Writer Attend to Issues of Citation, Plagiarism, and Fair Use When Crafting Infographics?
76(4)
Taking It to the Classroom
80(2)
Chapter 5 The Moves of Argument in Video
82(19)
Characteristics and Content: What Do Videos Look Like?
84(4)
The Craft of Composing: What Does a Student Need to Know and Be Able to Do to Read and Write a PSA?
88(4)
Practical Matters: How Does a Writer Attend to Issues of Citation, Plagiarism, and Fair Use When Crafting Video?
92(5)
Taking It to the Classroom
97(4)
Chapter 6 The Moves of Argument in Social Media
101(22)
The Problems of Misinformation and Confirmation Bias
103(3)
A Possible Solution: Engaging as Readers and Writers in Arguments Presented Through Social Media
106(7)
Developing Arguments via Social Media
113(3)
Practical Matters: How Does a Writer Attend to Issues of Citation, Plagiarism, and Fair Use When Crafting Social Media?
116(3)
Taking It to the Classroom
119(4)
Chapter 7 Coaching Students' Work with Digital Arguments: Coaching Students as They Read and Write Digital Arguments
123(15)
Coaching Through Formative Assessment
124(1)
Are We Assessing Declarative or Procedural Knowledge? Form or Substance?
125(12)
Conclusion
137(1)
Works Cited 138(6)
Programs/Websites Mentioned 144(3)
Index 147