2017 NNETESOL Conference
Date: November 4, 2017
Location: University of Vermont
For a map, please see the following link: University of Vermont, Burlington
Roundtable Discussions: LET US KNOW what you would like to talk about during our lunchtime roundtables! Fill out the form at this link.
Judith B. O’Loughlin will be speaking on Writing to Persuade: Teach Argument with Fiction and Nonfiction Texts
Compare/contrast essays were developed on observations of two or three, objects, events, or characters, and required the writer to list and order important factual and observational information. Students generated lists, placing information on two or three intersecting Venn Diagram circles. Students discovered similarities between the individual items and listed them in the overlapping oval. Synthesis of information provided evidence of similar and different evidence, did not go as far as persuading the reader, nor was an argument for a choice, position, or procedure.
Moving from compare/contrast to persuasion and argument students engage in higher order thinking skills, particularly analysis and synthesis. Although students often practice persuasion in their daily lives—through bribery, flattery, or reverse psychology, as Brandi Clark suggests in Should We Let the Pigeon Stay Up Late? (Hyperion, 2014), they are not frequently asked to analyze the elements of persuasion, nor practice persuasive writing.
Persuasive writing begins with a thesis statement. Students need to list and describe reasons to support the thesis statement. Each reason should be supported with facts or specific examples. The conclusion should support the thesis statement and bring together the facts and evidence to support the thesis.
It is important to provide ELLs with models of well-written examples of persuasive writing. Authentic children’s literature, particularly picture books, provides excellent examples of persuasive writing, including the visuals that support persuasion. From simple stories, such as the Pigeon series to the wolf’s version of facts in The True Story of the 3 Little Pigs (1989), to a sophisticated Martin’s Big Words: The Life of Dr. Martin Luther King, Jr.(2007), to Faithful Elephants ((1988) and other well-written picture book literature, teaching persuasion is possible because of the language and illustrations. The presenter models persuasive writing, with well-crafted picture books. Handouts include persuasive writing templates and book list.
Get to know our keynote speaker:
Judith B. O’Loughlin, M.Ed., an independent education consultant, has more than twenty-five years experience as an English, ESL, and special education teacher. She has taught ESL at the K-12, adult education, and graduate levels in university endorsement programs and as an eCoach for pre-service candidates in The Ohio State University “Transition to Teaching” grant project.
As a consultant,Ms. O’Loughlin focuses on standards-based curriculum, instructional strategies, differentiated instruction for newcomers, and collegial collaboration for ESL and mainstream co-teaching. She is a certified WIDA Consultant in Standards and Assessment, as well as a Pearson SIOP Certified Trainer.
Ms. O’Loughlin is the author of the Academic Language Accelerator (2011, Oxford University Press) and the co-author of Students with Interrupted Formal Education: Bridging Where They Are and What They Need (2017, Corwin), as well as chapters in several edited series (Information Age, Corwin, TESOL). She owns the website http://www.newcomer-ell-services.com/ and manages newcomer and SIFE (Students with Interrupted Formal Education) Facebook pages.
Ms. O’Loughlin was the 2015 CATESOL Sadae Iwataki Service Award recipient and named one of the TESOL “50 at 50” recognized leaders in the field.