Rigorous Real-World Teaching and Learning
Arguments Are Only as Credible as Their Sources: Teaching Students to Choose Wisely
Diane Lapp, Marisol Thayre, Thomas DeVere Wolsey, & Douglas Fisher
In the age of (mis)information, it is difficult for students with only surface-level understanding of a topic to discern credible from noncredible sources when forming an evidence-based argument—even when they have been introduced to credible source selection criteria. This article will show you how to assess and increase students' background knowledge using outlining, note-taking from various sources, and a thinking plan that will inspire self-questioning by asking students to identify their initial knowledge, assess the credibility of various sources, and evaluate their growing knowledge. The thinking plan will guide your students step by step toward writing persuasive, evidence-based argumentative essays.
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