Tag Archives: questioning/inquiry

Alright, this week’s Text is a lesson plan on the art of summarizing which is part of a bigger unit on argumentation that I wrote–but used only once–a couple of years ago.

This context clues worksheet on the verb concede (which is used transitively, but can be used intransitively, according to Merriam-Webster’s, by writing to make concession) opens the lesson. I use this exemplar of a summary, drawn from the book that informs this unit, Gerald Graff and Cathy Birkenstein’s They Say/I Say: The Moves that Matter in Academic Writing (New York: Norton, 2018) as a learning support and model text. This learning support on the verbs used in the rhetorical figures of argumentation supplies students with the vocabulary they require to postulate and write sound arguments. Here are the two exercises for summarizing that are at the center of this lesson. Finally, here is the worksheet for this lesson that contains the full text of the exemplar linked to above.

And that’s it for another week at Mark’s Text Terminal. Enjoy the weekend.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.