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"Genetically Modified Crops: Harmful or Helpful?" Argumentative/Persuasive Writing

LDC Task

"Genetically Modified Crops: Harmful or Helpful?" Argumentative/Persuasive Writing

Grade Levels

11th Grade, 12th Grade

Course, Subject

Biology, English Composition, Science
Related Academic Standards
CC.1.2.11-12.A CC.1.2.11-12.A
Determine and analyze the relationship between two or more central ideas of a text, including the development and interaction of the central ideas; provide an objective summary of the text.
CC.1.2.11-12.B CC.1.2.11-12.B
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and beliefs.
CC.1.2.11-12.F CC.1.2.11-12.F
Evaluate how words and phrases shape meaning and tone in texts.
CC.1.2.11-12.L CC.1.2.11-12.L
Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently.
CC.1.4.11-12.G CC.1.4.11-12.G
Write arguments to support claims in an analysis of substantive topics.
Expand
  • Big Ideas
    A technological world requires that humans develop capabilities to solve technological challenges and improve products for the way we live.
    Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text
    Each area of technology has a set of characteristics that separates it from others; however, many areas overlap in order to meet human needs and wants.
    Purpose, topic and audience guide types of writing
    Technological design is a creative process that anyone can do which may result in new inventions and innovations.
    Technological literacy is the ability to use, assess and manage technology around us.
    Technology is created, used and modified by humans.
  • Concepts
    Bio-related technologies are the processes of using biological organisms to make or modify products.
    Communication is the process of composing, sending, and receiving messages through technology.
    Construction is the process of turning raw materials into useful structures.
    Decisions about the use of products and systems can result in known and unexpected consequences.
    Energy and power technologies are the processes of converting energy sources into useful power.
    Essential content, literary elements and devices inform meaning
    Focus, content, organization, style, and conventions work together to impact writing quality
    In a technological world, inventions and innovations must be carefully assessed by individuals and society as a whole.
    Innovation is the process of modifying an existing product, process, or system to improve it.
    Invention is a process of turning ideas and imagination into new products, processes, or systems.
    Manufacturing is the process of turning raw materials into useful products.
    People select, create, and use science and technology and are limited by constraints (e.g. social and physical).
    Persuasive writing attempts to influence the audience by presenting an issue and stating and supporting a position.
    Safety is a preeminent concern for all technological development and use.
    Science and technology are inextricably connected and are driven by human decision making
    Technological design & problem solving includes both formative and summative analysis.
    Technological design & problem solving requires the ability to clearly communicate engineered solutions.
    Technological design & problem solving requires the application of hands-on abilities such as sketching, prototyping, and fabricating.
    Technological design & problem solving transforms an idea into a final product or system.
    Technological design & problem solving utilizes a series of steps that take place in a well-defined sequence.
    Technological literacy is a lifetime endeavor.
    Technological literacy is necessary for a productive 21st century skilled workforce.
    Technological literacy is required for all citizens in a democratic society for shared decision-making.
    Technological literacy is the ability to understand, use, assess, design, and produce technology (i.e. Invention & Innovation).
    Technology and society mutually impact each other.
    The abilities required in a technological world include diagnosing, troubleshooting, analyzing and maintaining systems.
    The goal of technology is to improve the human condition by maximizing positive impacts and minimizing negative one.
    The study of the impacts of technological systems enables us to plan and direct technological developments.
    Transportation is the process of safely and efficiently moving people and products.
    While science is the study of the natural world, technology is the study of the human designed world.
  • Competencies
    Analyze decisions related to the use of technology, predict consequences and compare with the results of the designed system
    Apply scientific and mathematical principles to an advanced engineering design problem then build and assess it.
    Assess the origins and importance of specific technological inventions and innovations and predict future impacts of proposed technologies.
    Debate current technological issues and opportunities using informed decision making in a democratic society.
    Demonstrate, model and communicate how societies depend on technology to use information, physical and bio-related systems to create desirable solutions to human needs and wants.
    Design a message, select a communication channel, produce and disseminate it and analyze its effectiveness.
    Design, build, and test/evaluate a technological system to analyze its positive and negative consequences and impacts on individuals, societal institutions and our environment.
    Design, produce and transmit a message through a technological channel then analyze the effectiveness in terms of the initial goals
    Design, produce, test and analyze a technological solution that has desirable impacts on a culture that improves local, regional, or global economic conditions.
    Design, produce, test and analyze systems that use technological resources for the purpose of improving on existing technologies to impact individual lives, societies, our world, and the environment.
    Document progress through the engineering design process using a journal that synthesizes the process and results.
    Employ engineering design and problem solving skills to solve complex technological challenges.
    Evaluate the effectiveness of engineered solutions through written, spoken, mathematical, and graphical means.
    Evaluate the effects of inclusion and exclusion of information in persuasive text
    Evaluate the relevance and reliability of information, citing supportive evidence and acknowledging counter points of view in texts
    Identify how specific technological inventions and innovations are constrained by the natural and legislative world in various societies.
    Maintain an engineering design journal that documents the complementary roles of science and math concepts in the engineering design process.
    Persuasive Writing: Develop substantial, relevant and illustrative content that demonstrates a clear understanding of the purpose (content).
    Persuasive Writing: Employ a thoroughly elaborated argument that includes a clear position consistently supported with precise and relevant evidence where rhetorical persuasive strategies are evident (content).
    Persuasive Writing: Employ effective organizational strategies and structures, such as logical order and transitions, which develop a controlling idea (organization).
    Persuasive Writing: Use proper conventions to compose in the standard form of the English language (conventions).
    Persuasive Writing: Write with a sharp, distinct controlling point made about a single topic with evident awareness of task and audience (focus).
    Persuasive Writing: Write with precise control of language, stylistic techniques, and sentence structures that create a consistent and effective tone (style).
    Select and safely and effectively use appropriate tools, materials, and processes to design, engineer, communicate, test, and analyze messages to meet human needs and wants.
    Select and safely and effectively use appropriate tools, materials, and processes to design, engineer, construct, test, and analyze structures that meet human needs and wants.
    Select and safely and effectively use appropriate tools, materials, and processes to design, engineer, manufacture, test, and analyze products that meet human needs and wants.
    Select and safely and effectively use appropriate tools, materials, and processes to design, engineer, test, and analyze bio-related products and systems to meet human needs and wants.
    Select and safely and effectively use appropriate tools, materials, and processes to design, engineer, test, and analyze systems to transport people and products.
    Through a structured engineering design process, select an existing product and design, build, and assess an improved version.
    Transform ideas into technological products and/or systems using a focused engineering design process.
    Use and maintain technological products and systems and describe their functions, advantages/disadvantages and hazards/benefits.
    Use current technological systems efficiently, identify undesirable results, then design, produce, test and utilize engineering analysis to optimize solutions.
    Use tools and machines safely and explain the common and particular hazards of specific technological devices.
    Utilize a structured innovation process to create a new product, process or system.
    Utilize computer-aided engineering design software to solve advanced, real-world technological problems.
    Write to influence the audience by:• stating and supporting a position with detailed evidence, examples, and reasons. • using persuasive techniques (e.g.: emotional appeal, statistics, description, anecdote, example, expert opinion) to strengthen the argument. • employing a distinct structure to organize the argument and the opposing viewpoints. • acknowledging and refuting opposing arguments. • evaluating sources for validity, perspective, bias, and relationship to topic.• documenting sources of information responsibly and ethically. • using sources to achieve a balanced and authoritative argument. • supporting judgments with relevant evidence and detail.
    Write to influence the audience by:• stating and supporting a position with detailed evidence, examples, and reasons. • using persuasive techniques (e.g.: emotional appeal, statistics, description, anecdote, example, expert opinion, analogies and illustrations) to strengthen the argument. • employing a distinct structure to organize the argument and the opposing viewpoints. • acknowledging and refuting opposing arguments. • evaluating primary and secondary sources for validity, perspective, bias, and relationship to topic. • documenting sources of information responsibly and ethically. • using sources to achieve a balanced and authoritative argument. • supporting judgments with relevant evidence and detail. • presenting the position in either a deductive or an inductive framework.
    Focus, content, organization, style, and conventions work together to impact writing quality

Description

The Literacy Design Collaborative teaching task provides a blueprint for seamlessly integrating literacy and content standards in a rigorous, authentic classroom experience. After determining the discipline, course, and grade level, educators use teaching tasks built around predefined template prompts. The teaching task requires students to read, analyze and comprehend written materials and then write cogent arguments, explanations or narratives in the subjects they are studying.

 

Crops have been genetically modified for many years. Recent technologies including bioengineering have increased crop yields in many ways. However, side-effects have become evident as these techniques are further developed. Students should determine whether industry should continue to produce genetically modified crops for human use by utilizing genetic engineering.

Objectives

In this extended writing task, students will read, analyze, and gather relevant information from text(s) and write an argumentative essay. Students will:

  • Apply knowledge about genetic engineering of plants in relation to human use
  • Analyze the relationship between genetics and crop production
  • Read, analyze and cite relevant information from multiple texts
  • Write an evidence-based argumentative essay including competing views

Vocabulary

biotechnology - the use of living organisms in the manufacture of products

 

Genetically Modified Organism (GMO) - pertaining to a living organism whose genetic material has been altered

 

genetic engineering - the direct insertion or removal of genes in order to alter the traits of an organism

 

recombinant DNA – DNA combined from different sources

 

transgenic - an organism containing genetic material artificially transferred from another species

 

genome- all of the genes responsible for the traits of an organism

 

plasmid - short loops of DNA found naturally in bacteria, are used to genetically bacteria

 

vector - biological or mechanical vehicle to transport genes into the host cell

Duration

500 minutes/10 periods

Materials

  • Schneider, Keith R., and Renee Goodrich Schneider. "Genetically Modified Foods." Electronic Data Information Source. University of Florida, Nov. 2006. Web. 29 July 2011. <http://edis.ifas.ufl.edu/fs084>.

Related Materials & Resources

Suggested Instructional Strategies

W:

The students will analyze and discuss the teaching task to identify what the task is asking them to do and to help students access background knowledge. Sample student papers or texts will be used as models. Students will work with the teacher to interpret the Literacy Design Collaborative rubric.
H:

The teaching task, which is both relevant and rigorous, engages students in subject specific reading, research, and writing. The teaching task requires the application of content knowledge to a new scenario.
E:

The teacher will engage students through reading and discussion, note-taking, and the development of a rough draft of the assignment.
R:

Students will use active reading strategies (e.g., "Talking to the text"), discussion protocols (e.g., think-pair-share, Paideia/Socratic seminar), and writing strategies (e.g., peer editing, teacher modeling and guided practice) with appropriate scaffolds as they develop their final written product.
E:

The students will create an extended writing assignment which incorporates both their content understanding and text-based information. The Literacy Design Collaborative rubric will be used to provide feedback to students.
T:

The Literacy Design Collaborative teaching task is a tiered assignment. Individual tasks can be made simple or complex by varying the task demand, with up to three tiers of difficulty. For leveled tasks, teachers can choose to teach Level 1 (L1) alone or add demands to the prompt by including Level 2 (L2) and/or Level 3 (L3).

  • Level 1 (L1) refers to the most fundamental levels of difficulty.
  • Level 2 (L2) refers to a "next step-up" skill or cognitive demand.
  • Level 3 (L3) adds additional demand to the task in which writers are asked to make connections and use background knowledge.
O:

The teaching task is designed to help students apply subject area content through reading and writing. The teaching task might be sequenced toward the end of a content unit. The teaching task is an extended, multiple day classroom assignment.

Instructional Procedures

Teacher Preparation
Prior to launching the teaching task in the classroom, a teacher should consider the following questions:

 

How much support will students need to successfully complete the task?

 

What parts of the process can be completed independently (during or outside of class)? What parts of the process represent new learning or substantial challenge and warrant direct instruction or guided practice during class?

 

What content and vocabulary instruction and activities will be provided so that students are able to successfully complete the task?

 

How will reading be scaffolded for my students? (Read together? Read in groups? Read independently?)

 

What note-taking method will students use, and does that method align with the writing task?

 

How will students make the transition from the reading to the writing? (outline, graphic organizer, etc.)

 

What writing instruction is needed to help students write their thesis statements, organize their notes, embed quotes, and cite evidence?

 

How will students receive feedback at various stages of the writing process to make sure they are answering the prompt, their papers are focused, their ideas are fully developed with details, examples, etc.?

 

Daily Plan
The daily plan is flexible based on students' prior knowledge, experience and skills in reading, research and writing as well as their ability to apply subject area knowledge to a new scenario. The amount of time, in class instruction, and scaffolds needed can be increased or decreased to provide the appropriate level of challenge and support for students.

Teaching Task

Task 2 Template (Argumentation/Analysis L1, L2, L3):  Should industry continue to produce genetically modified crops for human use by utilizing genetic engineering? After reading several current articles and scientific sources, write an essay that addresses the question and support your position with evidence from the text. L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate or clarify your position.

Day 1

Task Engagement and Analysis
The teacher introduces the teaching task to students by linking the task to the class content that has been taught previously and to existing knowledge, skills, and interests. The teacher asks students to read the teaching task and make notes or discuss with peers things they already know about this issue or topic.

The teacher helps the students to understand the expectations of the teaching task by asking students what they think a good response to the task might include and creating a classroom list. The teacher may share examples of the type of texts the students will produce (either actual student samples or commercially published texts).  Sharing the rubric with students will clarify the expectations.  (Clicking on each performance level of the rubric will enable teacher access to annotated student writing for that level.)

The teacher explains the timetable and supports available for completing the task.

Text Selection
The teacher has either preselected the texts or will provide access to research sources for students to select texts. The teacher asks students to begin to record information about the sources (e.g., using notebooks, note cards, technology). The teacher may need to provide models or instruction on creating a bibliography or works cited. The students should identify author, title, publisher, date, and any other needed information (e.g., volume, editor) A discussion about the credibility or merit of sources may be needed.

 

Days 2-3

Preview texts
The teacher can provide students with all of the texts or offer students a list of acceptable sources from which to choose. The teacher briefly highlights each text with a summary to assist students in making appropriate text selections. The teacher asks the students to skim through each text to identify the genre, purpose, and text structure. A teacher think-aloud explaining rationale for making certain text selections may be beneficial to students.

Note-taking
The teacher provides or suggests that a note-taking method be used that is consistent with the expectations for the task and the type of writing (e.g. argumentative-pro/con t-chart). Students should be encouraged to refer to the teaching task so that their notes are relevant to the prompt. Students should be encouraged to include both textual information and their own connections and implications. Students should continue to add to their bibliography or works cited.

Teachers may need to teach or reinforce practices to promote academic integrity and to help students avoid plagiarism. The ability to use and credit sources appropriately shows respect for the work of others and adds credibility to a student's argument and/or research.

Reading and Research
The teacher assigns the reading, research and note-taking to students and provides instruction to support analysis and synthesis of texts. The teacher may ask students to reflect orally or in writing on key questions including:

 

Which parts of the text provide evidence that relates to the prompt?

 

What historical or current examples did you notice that relate to the prompt?

 

What is the text explicitly saying? What gaps or unanswered questions do you see?

 

What competing arguments have you encountered or thought of based on the text (argumentative)?

 

How do you know your sources are credible?

 

Depending upon the needs of students in the classroom, additional scaffolds may be necessary (e.g. whole-group reading and teacher modeling of note-taking, paired in-class reading, talking to the text, small group discussion). The teacher may either provide students with print source options or make electronic texts available to them through the use of Web 2.0 tools (e.g., Wikis, Nings) or online library databases (e.g., EBSCO, ProQuest).

 

Day 4

Transition to Writing
The teacher uses discussion based strategies such as the Paideia/Socratic seminar or small group discussions to help students make connections between their research and notes and the teaching task.

Developing a Thesis or Claim
Students write an opening paragraph that includes a controlling idea and sequences the key points that will be made throughout the writing assignment. The teacher may provide models of opening paragraphs and analyze them with the class. Students may provide feedback to each other on their opening paragraphs. Students should compare their opening paragraph to the teaching task and assess whether the paragraph fully address the main points of the prompt (e.g., define and explain, compare, take a position).

Organizing Notes/Planning
Students organize their notes into a graphic organizer or outline that establish a logical structure for the assignment. An outline begins with the thesis or claim, sequences key points and includes supporting evidence from texts.

 

Days 5-6

Development of rough drafts
Students begin writing their rough drafts. The teacher frequently checks in with students to answer questions, offer feedback, and provide writing instruction as needed. Through planning, the teacher embeds opportunities for students to receive feedback on their writing prior to the submission of the final draft either through peer conferencing, teacher conferencing, or written teacher feedback. Students revise their drafts based on the feedback they receive. The amount of time needed for the development of rough draft varies and may include time during and outside of class.

 

Day 7

Completion of Final Draft
Students either self or peer-edit their papers for conventional errors and complete the final draft.

Assessment and Reflection
The teacher uses the LDC rubric to assess the students' writing and provide feedback to help students improve their performance. Patterns in student performance guide further instruction.

Analytic Scoring
The rubric is structured to facilitate analytic scoring - the awarding of separate scores by readers for each of the seven scoring elements. Scorers should keep in mind that the description of work quality within any particular "cell" of the rubric may still address more than one idea, and therefore may not match a particular essay perfectly. The scorer must identify the descriptor that is the best match to a paper based on the preponderance of evidence. If the decision is truly a "coin toss," the scorer should feel free to use the "in-between" or "half" scores. A variation of analytic scoring might be used in a situation in which the emphasis of instruction at a particular time might be on a subset of the seven scoring elements. For example, if instruction is focused on development and organization, then a teacher might simply award scores for those two scoring elements.

Holistic Scoring
Holistic scoring is assigning a single, overall score to a paper. Analytic and holistic scoring rubrics look much the same. The holistic scorer's job is to pick the single score (1, 2, 3, 4) that corresponds to the set of descriptors for scoring elements that best matches a paper. Again, in-between or half scores can be used. Ideally, holistic scorers are thinking about all the scoring elements as they read papers, but over time they find that they can assign holistic scores very rapidly, yet still fairly accurately. This is one of the advantages of holistic scoring. However, analytic information is not generated by this method.

Score Recording and Feedback
It would be good practice for teachers to share the rubrics with students and discuss "criteria for success" relative to the scoring elements. However, it is not intended that a clean scoring rubric would be attached to every paper that is scored in all situations. It might be more appropriate to attach score slips that list the scoring element names with blank spaces after them for the recording of scores (and a space for a total score, too, perhaps). A customized rubber stamp could accomplish the same. Analytic scores do provide useful information to the students since they reference descriptors in the rubric. However, nothing beats descriptive comments that are best written in the margins of the papers where they are most appropriate.

Cut Scores for Proficiency Levels
Scorers can readily compute a total score (the sum of the seven element scores) or an average score (that sum divided by 7). If translating scores to performance levels is desired, then the structure of the rubrics lends itself to the use of the following cut scores:

Performance Level Total Score Cut* Average Score Cut*
Not Yet 10.5 1.5
Approaches Expectations 17.5 2.5
Meets Expectations 24.5 3.5
Advanced N/A N/A
* The cut scores above are the highest scores possible within their associated performance levels. To score at the Advanced level, a student would have to earn more than 24.5 total points or an average score greater than 3.5 points. The highest scores possible for Advanced (28 and 4.0) are not cut scores because there is no higher performance level than Advanced.

LDC Scores and Grades
LDC scores could be translated to grades contributing to students' course grades. How this would be done is an individual teacher's decision. Teachers could establish their own cut scores for letter grades or just re-label the four performance levels as A, B, C, D. They could come up with their own way to convert LDC scores to numerical grades consistent with whatever numerical scale they use for other class work.

 

Rubric

Click on each performance level below (Not Yet, Approaches Expectations, Meets Expectations, Advanced) to view annotated student samples.

 

Not Yet

Approaches Expectations

Meets Expectations

Advanced

Scoring Elements

1

1.5

2

2.5

3

3.5

4

Focus

 

Attempts to address prompt, but lacks focus or is off-task.

 

Addresses prompt appropriately and establishes a position, but focus is uneven.

 

Addresses prompt appropriately and maintains a clear, steady focus. Provides a generally convincing position.

 

Addresses all aspects of prompt appropriately with a consistently strong focus and convincing position.

 

Reading/ Research

 

Attempts to reference reading materials to develop response, but lacks connections or relevance to the purpose of the prompt.

 

Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness.

 

Accurately presents details from reading materials relevant to the purpose of the prompt to develop argument or claim.

 

Accurately and effectively presents important details from reading materials to develop argument or claim.

 

Controlling Idea

 

Attempts to establish a claim, but lacks a clear purpose.

(L2) Makes no mention of counter claims.

 

Establishes a claim.

(L2) Makes note of counter claims.

 

Establishes a credible claim.

(L2) Develops claim and counter claims fairly.

 

Establishes and maintains a substantive and credible claim or proposal.

(L2) Develops claims and counter claims fairly and thoroughly.

 

Development

 

Attempts to provide details in response to the prompt, but lacks

sufficient development or relevance to the purpose of the prompt.

(L3) Makes no connections or a connection that is irrelevant to argument or claim.

 

Presents appropriate details to support and develop the focus, controlling idea, or claim, with minor lapses in the reasoning, examples, or explanations.

(L3) Makes a connection with a weak or unclear relationship to argument or claim.

 

Presents appropriate and sufficient details to support and develop the focus, controlling idea, or claim.

(L3) Makes a relevant connection to clarify argument or claim.

 

Presents thorough and detailed information to effectively support and develop the focus, controlling idea, or claim.

(L3) Makes a clarifying connection(s) that illuminates argument and adds depth to reasoning.

 

Organization

 

Attempts to organize ideas, but lacks control of structure.

 

Uses an appropriate organizational structure for development of reasoning and logic, with minor lapses in structure and/or coherence.

 

Maintains an appropriate organizational structure to address specific requirements of the prompt. Structure reveals the reasoning and logic of the argument.

 

Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt. Structure enhances development of the reasoning and logic of the argument.

 

Conventions

 

Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics. Sources are used without citation.

 

 

Demonstrates an uneven command of standard English conventions and cohesion. Accuracy and/or appropriateness of language and tone is uneven. Inconsistently cites sources.

 

Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using appropriate format with only minor errors.

 

Demonstrates and maintains a well-developed command of standard English conventions and cohesion, with few errors. Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using appropriate format.

Content Understanding

 

Attempts to include disciplinary content in argument, but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate.

 

Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of content; minor errors in explanation.

 

Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding.

 

Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding.
                     

Author

Lisa Cook and Jen Peiffer, Wallenpaupack Area School District; Rebecca Kretschmer, Wayne Highlands School District; Barabara Moss, Abington Heights School District; Anastasia Zabielski, Valley View School District

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