Thanks, Socrates!

Aim: How do we use discussion to evaluate what we've learned about mindset and public selective (magnet) schools?

Quick Write: Using one of the sentence starters ...I think....I wonder...I noticed....I believe..... on a post-it write two statements or open-ended questions regarding public selective (magnet) schools and/or mindset to get a discussion going during today's Socratic seminar.

The gif to the right is a cartoon of Socrates, the father of Greek philosophy. Socratic seminars are inspired by Socrates' belief in the power of questions to learn. In his view, questions are more important than facts and discussion is more productive than debate. Learning is achieved through inquiry (questioning).

Today we will have a Socratic seminar. We will divide up into coaching pairs. When one partner is participating in the discussion, the other will be evaluating her or his partner's participation using the observation form and the student-generated rubric on the back.

The most important point to remember is that a Socratic seminar is a discussion NOT a debate. We are learning through inquiry (questioning). As is always the case, opinions must be supported with hard evidence from the text and/or experience.

The guidelines for Socratic seminar are posted as a page on this blog. Hard copies also are available in the classroom.

During your discussion today, consider these critical questions......

• How do we even define "smart" using the mindset lens?
• Do selective schools promote a growth mindset? If so, how? If not, why not?
• How might selective schools affect students who do not get accepted to them?
• How might selective schools affect students who do get accepted to them?
• How might selective (magnet) schools benefit ALL students' intellectual growth. (Or does it?)
• How might ability tracking harm students' intellectual growth?  (Or does it?)

Final Reflection: Describe, analyze or evaluate how today's Socratic seminar clarified the issues of mindset and ability tracking for you. What still confuses you about these issues? Do you find mindset psychology useful? Explain.

Standards
CCSS.ELA-Literacy.SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
CCSS.ELA-Literacy.SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
CCSS.ELA-Literacy.W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Nearing the Finish Line

Aim: How do we draw our conclusions and edit and revise our argument essays?

Quick Write (emphasis on QUICK): Explain any problems, confusions, or concerns related to your argument essay.

Hooray! We are back online.

Today's Task: By now you should be drawing your conclusion and reinforcing for your readers the significance of your claim. Find yourself a peer editor, tell them your concerns or problems and have them review your essay. Ask them to score it according to the rubric below with comments supporting those scores. Everyone should have the experience of both editing someone and being edited by someone.

Here is the rubric by which it will be graded.       

Due Date: You will be expected to complete final drafts, including peer editing, by Friday. The essay should be uploaded to Google Drive and linked to your blog. Essays also should be emailed to msbecker4@gmail.com

TEN EXTRA CREDIT PARTICIPATION POINTS FOR ANYONE WHO COMES TO OPEN SCHOOL ON THURSDAY, 5:30-8 PM OR FRIDAY, 12:30-3 PM.

If you have read this far, you win the Keen Observer prize for the day. See me privately.

The So What? of Body Paragraphs

Aim: How do we identify strong evidence to support our claims?

Quick Write (emphasis on QUICK): What evidence do you have to support your reasons?

Today's Task: Write your body paragraphs supporting your claim. What strong evidence do you have to support your reasoning? What is strong evidence anyway?

Use the double-entry journal worksheet to analyze the "so what?" factor of your evidence. Why does your reason and evidence support your claims? Why is your evidence important? There are some writing templates available in the classroom to help you integrate your evidence into your body paragraphs. See the graphic below.
Remember: Your opinion is gold if it can be supported. If you have no evidence to support your opinion, it's just cheap aluminum.

Here is the rubric by which it will be graded.

Drop Dead Due Date: You will be expected to complete final drafts, including peer editing, by Friday. The essay should be uploaded to Google Drive and linked to your blog. Essays also should be emailed to msbecker4@gmail.com

Outlining Your Argument

Aim: What is supporting evidence and why do we need it?

Quick Write (emphasis on QUICK): Give two reasons you are taking the position you chose for your argument essay.

Today's Task: Draft your outline. (The graphic organizer counts.)This is where you give two reasons to support your position and dismiss one or more counterclaims that you anticipate. It is crucial to provide evidence to support your reasons.

Remember: Your opinion is gold if it can be supported. If you have no evidence to support your opinion, it's just cheap aluminum.

In addition, you will need to anticipate any counterclaims that might be made against your argument. How will you dismiss (disprove) these claims?

Yesterday, we collaboratively wrote introductory paragraphs. If you were not here, email me for access to your class' paragraph.

For your convenience, the challenge is re-posted below. You may tweak the question if you want. Just make sure that you take a strong position. Don't sit on the fence!

Question: Do you believe "smart" kids should have their own schools such as Stuyvesant and Bronx Science?

Take a position and support it with evidence from the facts and studies about mindset that we have read and discussed in class. You of course may use your own independent research as well. Use the claims-counterclaims graphic organizer and/or post-its to take notes on the relevant evidence and facts you will use to support your claims.

Here are some critical questions you should think about as you plan your essay:

• Would money spent on public selective high schools be better spent on programs for struggling students?
• How might segregating "smart" students benefit their intellectual growth?
• How might segregating all students between "smart" and "dumb" harm their intellectual growth?
• What is a "smart" student anyway?
• How do you evaluate the strength of supporting evidence?
• How do you effectively dismiss a counterclaim?

Argument Essay Guidelines

Write a 750 word essay in which you:

•  Explain what's at stake. Why is this question important?
•  Develop and state your own position.
•  Defend your position with a range of different types of evidence, facts, and information from       the first three chapters of Mindset: The New Psychology of Success, articles, and videos we  watched and discussed in class.
•  Include any other research that you may have conducted independently.
•  ADDRESS AND RESPOND TO COUNTERCLAIMS TO YOUR POSITION.
•  Draw your own conclusions.

Start with an outline. You may choose to use this graphic organizer to outline your essay.

Here is the rubric by which it will be graded.

You will be expected to complete final drafts, including peer editing, by Friday. The essay should be uploaded to Google Drive and linked to your blog. Essays also should be emailed to msbecker4@gmail.com

The Great Experiment in Collaborative Writing

Aim: How do we begin our argument essays?

Quick Write (emphasis on QUICK): Why do you think selective schools for "smart" kids is an important topic?


Today's Task: Draft your introductory paragraph to your argument essay. This is the all important paragraph that tells your reader why this topic is significant: what's at stake. It also provides a quick road map explaining to the reader where you are going to take them in order to argue your claim.

Why is this topic important? Here are two articles reviewing a book about selective public high schools that might provide some information as to why this topic is important. 


"New Book Offers Window into Selective Public High Schools"

Another article about the same book.


If you would like, we can write this first paragraph collaboratively using Google Drive. We can do this by sharing editing privileges with each other.

For your convenience, the challenge is re-posted below. You may tweak the question if you want. Just make sure that you take a strong position. Don't sit on the fence!

Question: Do you believe "smart" kids should have their own schools such as Stuyvesant and Bronx Science?

Take a position and support it with evidence from the facts and studies about mindset that we have read and discussed in class. You of course may use your own independent research as well. Use the claims-counterclaims graphic organizer and/or post-its to take notes on the relevant evidence and facts you will use to support your claims.

Here are some critical questions you should think about as you plan your essay:

• Would money spent on public selective high schools be better spent on programs for struggling students?
• How might tracking benefit students’ intellectual growth?
• How might tracking harm students’ intellectual growth?
• How do you identify and support a strong claim?
• How do you evaluate the strength of supporting evidence?
• How do you effectively dismiss a counterclaim?

Argument Essay Guidelines

Write a 750 word essay in which you:

•  Explain what's at stake. Why is this question important?
•  Develop and state your own position.
•  Defend your position with a range of different types of evidence, facts, and information from       the first three chapters of Mindset: The New Psychology of Success, articles, and videos we  watched and discussed in class.
•  Include any other research that you may have conducted independently.
•  ADDRESS AND RESPOND TO COUNTERCLAIMS TO YOUR POSITION.
•  Draw your own conclusions.

Start with an outline. You may choose to use this graphic organizer to outline your essay.

Here is the rubric by which it will be graded. You will be expected to complete final drafts, including peer editing, by Friday. The essay should be uploaded to Google Drive and linked to your blog. Essays also should be emailed to msbecker4@gmail.com

Getting Your Ducks in a Row

Aim: How do we identify the strength of supporting evidence?

Quick Write (emphasis on QUICK): Generate one question you have about the Argument Essay Challenge.

By now you should be familiar with the assignment. Today before sitting down to write your introduction, you might want to get your ducks in order by finding evidence to support your claim.
One way to do this is by creating a double-entry journal. State your claim at the top of the paper and then draw two columns. In the first column write down whatever facts, studies or evidence you found that supports your claim. In the second column explain the so what? factor. In other words, why does this evidence matter?

Hint: It is strongly suggested that no matter which side you are taking, you read about Carol Dweck's study of the danger of praise and positive labels on page 71 in Chapter 3. It provides relevant information on the argument essay topic regardless of where you stand on the issue. If you don't think it's relevant, then consider dismissing it as part of your counterargument.

For your convenience, the challenge is re-posted below. You may tweak the question if you want. Just make sure that you take a strong position. Don't sit on the fence!

Question: Do you believe "smart" kids should have their own schools such as Stuyvesant and Bronx Science?

Take a position and support it with evidence from the facts and studies about mindset that we have read and discussed in class. You of course may use your own independent research as well. Use the claims-counterclaims graphic organizer and/or post-its to take notes on the relevant evidence and facts you will use to support your claims.

Here are some critical questions you should think about as you plan your essay:

• How might tracking benefit students’ intellectual growth?
• How might tracking harm students’ intellectual growth?
• How do you identify and support a strong claim?
• How do you evaluate the strength of supporting evidence?
• How do you effectively dismiss a counterclaim?

Argument Essay Guidelines

Write a 750 word essay in which you:

•  Explain what's at stake. Why is this question important?
•  Develop and state your own position.
•  Defend your position with a range of different types of evidence, facts, and information from       the first three chapters of Mindset: The New Psychology of Success, articles, and videos we  watched and discussed in class.
•  Include any other research that you may have conducted independently.
•  ADDRESS AND RESPOND TO COUNTERCLAIMS TO YOUR POSITION.
•  Draw your own conclusions.

Start with an outline. You may choose to use this graphic organizer to outline your essay.

Here is the rubric by which it will be graded. You will be expected to complete final drafts, including peer editing, by Friday. The essay should be uploaded to Google Drive and linked to your blog. Essays also should be emailed to msbecker4@gmail.com

Today's Task: Line up your reasons and evidence for your body paragraphs before writing your introductory paragraph.

Argument Essay Challenge

Aim: How do we outline an argument essay?

Quick Write (emphasis on Q U I C K): Based on your research and yesterday's debate, where do you now stand on selective schools for "smart" kids? Explain.

Congratulations, Brainiacs! You are ready to take on the first challenge in this course.
Your mission is to write an argument essay answering the following question through the lens of mindset psychology.

Question: Do you believe "smart" kids should have their own schools such as Stuyvesant and Bronx Science?

Take a position and support it with evidence from the facts and studies about mindset that we have read and discussed in class. You of course may use your own independent research as well. Use the claims-counterclaims graphic organizer and/or post-its to take notes on the relevant evidence and facts you will use to support your claims.

Here are some critical questions you should think about as you plan your essay:

• How might tracking benefit students’ intellectual growth?
• How might tracking harm students’ intellectual growth?
• How do you identify and support a strong claim?
• How do you evaluate the strength of supporting evidence?
• How do you effectively dismiss a counterclaim?

Argument Essay Guidelines

Write a 750 word essay in which you:

•  Explain what's at stake. Why is this question important?
•  Develop and state your own position.
•  Defend your position with a range of different types of evidence, facts, and information from       the first three chapters of Mindset: The New Psychology of Success, articles, and videos we  watched and discussed in class.
•  Include any other research that you may have conducted independently.
•  ADDRESS AND RESPOND TO COUNTERCLAIMS TO YOUR POSITION.
•  Draw your own conclusions.

Start with an outline. You may choose to use this graphic organizer to outline your essay.

Here is the rubric by which it will be graded. You will be expected to complete final drafts, including peer editing, by Friday. The essay should be uploaded to Google Drive and linked to your blog. Essays also should be emailed to msbecker4@gmail.com

Today's Task: State the position you will take in your essay and begin your outline, using your notes.

The Great Debate

Although it wouldn't hurt to look them up, you don't have to understand the terms "libertarian" or  "socialist" to understand the humor behind this cartoon. An argument is silly unless opinions are supported with evidence and sound reasoning.

Today's Aim: How do we debate the issue of selective schools for "smart" kids?  

Do Now: Collect your notes and materials in preparation for a debate. 

Ready or not, we are debating. This week you will be working on an argumentative essay on the same debate topic through the lens of mindset. Listen closely to the claims and counterclaims made today for ideas that you may incorporate into your essay.

Debate question: Should smart kids have their own schools like Stuyvesant and Bronx Science? 

Carol Dweck does not address this question directly, but she has lots to say about ability levels and tracking in Chapter 3. Copies of the chapter were distributed last week.

Step 1: Class debate. It will stretch your mind in preparation for writing your argument essay.

Final Reflection (on your blog): Write a reflection on the strongest claim made during the debate. Why did you think it was the strongest? What would a counterclaim be and how would you dismiss it?

Anybody Out There?

S H O U T O U T   

to no one. No one posted yesterday. What happened?????? Is anyone out there? Please let me know (in some creative way) that you read this ..... 

Today's Aim: How do we judge a debate?  

Quick Write: Check out your progress on Engrade. See what work you were expected to complete in addition to the daily Quick Writes and final reflections. Putting yourself squarely into a growth mindset, write an evaluation of your progress, discussing what skills and content you learned this week. Are you better today than you were yesterday? 

Today we will prepare further for the debate by considering how it should be judged. There is a draft rubric available in the classroom. Look at it and analyze which elements are worth keeping and which elements should be discarded. Why? Let's ask ourselves how we can measure a great debate performance.

Debate question: Should smart kids have their own schools like Stuyvesant and Bronx Science? 

Be prepared to argue either side of this question through the lens of mindset. Don't forget, great debaters support their claims with evidence and facts and also anticipate and dismiss counterclaims.

Step 1: Check out the draft rubric and decide what can be eliminated, added, or tweaked.

Step 2: Let's debate!

Final Reflection: What do you think is the strongest claim that can be made for the debate question above? What would be a counterclaim to this and how would you dismiss it?

Debate Preparations

S H O U T O U T   

to Amy Ortiz  who manages a very organized blog. Notice how each day she posts, she organizes her Quick Writes and reflections and gives just enough context so that any reader anywhere in the world can understand. Also, check out Stephanie Tonwe's blog. Like Amy's, Stephanie's post on Wednesday was reader-friendly, and her summary of her reading was thoughtful and well organized. 

Today's Aim: How do we analyze tracking, ability grouping, and cluster grouping through the lens of mindset?  

Quick Write: In your opinion should smart kids have their own classrooms or schools like Stuyvesant or Bronx Science? Why or why not?

Today we will prepare for a debate tomorrow on an educational concept called tracking. Two related concepts are ability grouping and cluster grouping. There are two sides to these ideas and they can be very controversial. As you read about the pros and cons of tracking students according to ability or intelligence, put yourself in the shoes of "smart" students, parents of "smart" students, struggling students, and parents of struggling students. Also, research these ideas "through the lens" of mindset. How does Carol Dweck even define a smart student? Research to find out what if anything Dweck has to say about tracking. 

Step 1: Research these concepts, taking notes on the graphic organizer. Hard copies of the graphic organizer are available in the classroom.
Click here for the graphic organizer to help you identify claims and counterclaims.
Hint: You might begin your research by googling "tracking in education." 

Step 2: Before you leave today, summarize the major claims and counterclaims to these concepts. Come in tomorrow prepared to debate either side of the issue!!!!

Claims and Counterclaims

S H O U T O U T 
to Desiree  and Tajmah. Check out what they had to say about the impact of a growth mindset on grades.

Aim: How do we identify claims and counterclaims?  

Quick Write: Fill in the blanks: It is my strong opinion that the best thing ever invented was the ____________________. I say this because ________________________. Another reason I believe this is because __________________________.

An argument is a reasoned, logical way of demonstrating that a writer's position, belief or conclusion is valid. In ELA, students make claims about the worth or meaning of a literary work, defending their interpretation/opinion with evidence from the text. The same holds true for non-fiction works except that students defend their positions with facts, studies, and other information from the text.

A CLAIM is an argument or opinion that is powerful, unique, and can be supported by evidence. This is another word for "thesis" or "controlling idea."

A COUNTERCLAIM is any opposing idea. (The prefix "counter" means against.) Just as the best athletes anticipate what their opposing teams will do (the best defense is a good offense), good debaters anticipate what the opposing side will say and disprove their claims before they even get a chance to make them. This is what is called a counterclaim.

We will model techniques for identifying claims and counterclaims in class today.

Step 1: Read your next reading assignment in this class, identifying claims that are made in the text. You may tag them with post-its or use the claims-counterclaims graphic organizer.

Step 2: After you complete your reading for the day, summarize what you read. Highlight important claims that were made in the text and the facts, examples or studies that supported those claims. Also, mention any counterclaims that were discussed and dismissed.

Your Mindset and Grades: All in Your Point of View

S H O U T O U T 
to Mike Reyes who has presented his assigned reading of the "Inside Mindsets" chapter and already completed the final reflection. Check it out on his blog Mind of Psychology.

Aim: How can mindset help your grades?

Quick Write: Be honest. Do you really think changing your mindset can change your grades for the better? Why or why not?

Have you wondered how psychologists arrive at their theories and observations about the human mind? Psychology is considered a behavioral science--emphasis on science. Many psychological theories and principles are concluded from studies--scientific studies employing the Scientific Method.

As you probably already know, there are five basic components to the Scientific Method.
I. Problem
II. Hypothesis
III. Experiment design (What they did to test the hypothesis.)
IV. Data (What happened?)
V. Findings/Conclusions (What was learned by the study?)

Step 1: Read the article and listen to the accompanying podcast about a study analyzing the relationship between students' view of intelligence and grades. 
Click here to read the article and listen to the podcast.

Step 2: Deconstruct the study into the five components described above. A worksheet is available in the classroom if you prefer to do it that way.

Step 3: Write a final reflection stating whether you find the study's conclusions credible (believable) or not. Explain. Then apply the findings to yourself. Can you envision yourself getting better grades just knowing about mindset? Why or why not? Write a well-organized reflection responding to these questions and any other relevant thoughts on your growing mind.

Inside Mindsets Jigsaw

Aim: How do we teach each other about mindset?  

Quick Write: Write one question, important idea, or observation you will use to kick off your discussion of your assigned reading of "Inside Mindsets."

Today's Agenda Today, taking a Socratic seminar format, we will each lead discussions on our assigned sections of the second chapter of Mindset: The New Psychology of Success by Carol S. Dweck, Ph.D. Prepare for this by writing down at least one question, comment, or important idea to kick off your discussion. Don't worry if you didn't understand something. (Growth mindset!) Explain what confused you and we'll all try to figure it out together. You should have your copy of the chapter and notes with you during the discussion. Final Reflection: At the end of Chapter 2, there is a final section called "Grow Your Mindset" with five suggestions for growing your mindset. Choose one and do it! Then, write a three-paragraph reflection about your experience. Alternatively, you can create a PowerPoint or poster. If you have some other idea, run it past me. This assignment will be graded using the CCSS rubric posted on pages. ****Don't forget: You are responsible for completing all Quick Writes and reflections posted each day even when you are absent from class ****

Discussing "Inside The Mindsets"

Aim: How do we teach each other about mindset?  

Quick Write : Read below the (national) Common Core Standards you were expected to meet this week. Putting yourself into your growth mindset, assess your learning for the week. You of course will NOT get a low grade if you feel you have not met the standards. You will, however, get a low grade if you do not put in any effort, indicating you are in a fixed mindset. Please rate your learning this week using this rubric:

4 = Fully understand the concept/skill

3 = Understand most of the concept/skill

2 = Need help in some of the concept/skill

1 = Don’t understand the concept/skill

Then compare and contrast your own expectations for yourself to the Common Core Standards.

Common Core Standards

Reading for Information: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. Reading for Information: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.      Speaking and Listening: Present information, findings, and supporting evidence, conveying a     clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.     Writing: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. Today's Agenda Today, taking a Socratic seminar format, we will each lead discussions on our assigned sections of the second chapter of mindset: The New Psychology of Success by Carol S. Dweck, Ph.D. Prepare for this by writing down at least one question, comment, or important idea to kick off your discussion. Don't worry if you didn't understand something. (Growth mindset!) Explain what confused you and we'll all try to figure it out together. You should have your copy of the chapter and notes with you during the discussion. Final Reflection: At the end of Chapter 2, there is a final section called "Grow Your Mindset" with five suggestions. Choose one and do it! Then, write a three-paragraph reflection about your experience. Alternatively, you can create a PowerPoint or poster. If you have some other idea, run it past me. This assignment will be graded using the CCSS rubric posted on pages.

Teaching "Inside The Mindsets"

Aim: How do we grow out mindsets?

Quick Write: Watch the video and identify one specific aspect of mindset that you want to change. Explain why.

Today we will continue reading and analyzing the psychology of "mindset" by reading and analyzing our assigned sections of the second chapter in Mindset: The New Psychology of Success by Carol S. Dweck, Ph.D.

For your assigned section, complete this reciprocal reading worksheet.

Hard copies of the chapter and Cornell note-taking forms are available in the classroom.

Prepare to lead a discussion on your section.

Final Reflection (to be posted on your blog): What specific, concrete steps do you plan to take to change the aspect of your mindset that you identified in your Quick Write. Don't just say you plan to change. We know that! Stretch yourself and see if you can come up with a viable strategy. Explain why you think this strategy will work.

Inside the Mindsets

Aim: How do we truly push ourselves and not just give lip service to it?

Quick Write: Suggested by Melanie Thompson. Do you think you were born with a fixed or a growth mindset? Why?

Watch this video "Just Listen: Students Talk About Learning."

Today we will continue reading and analyzing the psychology of "mindset" by reading the second chapter in Mindset: The New Psychology of Success by Carol S. Dweck, Ph.D.

We will assign sections of the chapter. Each person will become the expert on that section. For your assigned section, complete this reciprocal reading worksheet.

Hard copies of the chapter and Cornell note-taking forms are available in the classroom.

Final Reflection (to be posted on your blog): Discuss one way teachers can show students that they truly believe in their potential--more than just giving "lip service." Then give one example of a way, perhaps without knowing it, teachers can cause students to feel discouraged or like a failure.

Discussing Mindset

Aim: How do we prepare for a Socratic Seminar?

Quick Write: Gather all your notes and materials on mindset. Analyze the graphic to the right. For your Quick Write, compose at least two essential (open-ended) questions for discussion about mindset. Remember: open-ended questions cannot be answered with one word. The best open-ended questions begin with "why" or "how." Why do you think this is so? ;-)

Socratic seminars are inspired by the philosopher Socrates' belief in the power of questions to fuel learning. In his view, questions are more important than facts and discussion is more productive than debate.

The guidelines for Socratic seminars are posted on this blog as a page. We also have hard copies available in the classroom.

Final Reflection: Write at least two paragraph reflecting on today's Socratic Seminar. In your first paragraph, you should reflect upon what was the most interesting comment and why? What could have improved the discussion? For your second paragraph, think about how participation should be graded? How can we measure critical thinking and effort and convert it into a quantitative score? Think about what exemplary critical thinking and effort looks like. Remember: you are responsible for completing whatever you do not finish in class as homework.

Standards
   CCSS.ELA-Literacy.W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
   CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one,  in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

CCSS.ELALiteracy.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.