Welcome to Lucian's Pedagogy.

This site contains information to help you understand the marking process in humanities, creative arts and science essays.

Please read the Table of Contents (Welcome!) . To earn A, (in an assignment, to have a healthy baby or use 50 As to earn a job) please visit the Anarchy Quiz.

Sunday, December 30, 2012

Paragraph structure: paraphrase quotes and comments and find out connections and arguments from lecturers in essays


The following lesson needs students to paraphrase quotes (Q1) and comments (Q1) and find out connections (Q3) and arguments (Q5) from lecturers in essays.
Philosophy of Pedagogy 15–minute lesson
This is an essay-writing and argument mapping activity for year-4 primary school students. It is in critical, creative and caring thinking skills, which are from the Philosophy for Children (or P4C) program.
Today we will read my philosophical play, Autoluna and write a short essay about it. Autoluna was formerly called Autocalypse and was about the 2011 Japanese tsunami, but was rewritten as a philosophically themed play. This scene is about the theme of stability (making sure both of two angles on an idea, or the idea and its reason are explored). This is given by the example of a family finding a dog before going on holiday, e.g. where both states of an idea are checked to find the dog. Note: both the Japanese tsunami and finding the dog should be bracketed, but the play lines should be examined in themselves.
I will read excerpts of the play, followed by questions helping you to write the essay.
EMILY: I am knocking on Gady’s door. (This is about a room.)
1a. Give a reason (agreement-type-aphor or α-aphor) for or an objection (disagreement-type-aphor or b-aphor) against this. (1) e.g. The searcher should draw a map of part of the house.
EMILY: I am looking for my dog. (This is about an object.)
1b. Give an α-aphor for or a b-aphor against this. (2) e.g. The searcher should use the torch to explore.
EMILY: Is he at your house? (This is about the universe, meaning the house.)
1c. Give an α-aphor for or a b-aphor against this. (3) e.g. The searcher should check for the dog in the front garden.
2a-c. Organise α-aphors or b-aphors 1-3 into an argument map consisting of a conclusion aphor (CA) with two α-aphors or b-aphors (A1, A2) as reasons. e.g. the searcher should check for the dog in the front garden (3 as CA) because the searcher should draw a map of part of the house. (1 as A1) and the searcher should use the torch to explore (2 as A2).
image
Structure of reasons in an argument.
3a-b. Write co-premises (inferences) between CA and A1, and CA and A2. (Note, if connecting objections, think of solutions to these to connect with inferences.) E.g. CA and A1: the searcher should check for the dog in the front garden by drawing a map of part of it. CA and A2: the searcher should check in the front garden by using the torch.
image
Structure of reasons in an argument, with co-premises between reasons.
4. Write a thesis statement agreeing or disagreeing with the theme of the scene. E.g. I will argue for the theme of stability in Green’s Autoluna.
5. Relate your conclusion (CA) to the philosophical theme of the scene, stability. E.g. The theme of stability is correct because of the rollcallisation of nature, which is correct because of checking in the front garden to find a lost dog.

No comments:

Post a Comment