17 Generating Support for a Response
Learning Outcomes
- Identify the types of support that may be included in a response.
- Connect your experiences with the ideas in an academic text.
- Express your point of view about the ideas in an academic text.
Types of Support
In a previous chapter, you learned about the kinds of support that could be included in a response. They are listed below for review:
- Quotes or information from the article
- Your reasoning and commentary about ideas in the article
- Your life experiences
- Your observations of others
- Your prior knowledge
Brainstorming Ideas for Support
Before drafting your response paragraph, spend 5 to 10 minutes brainstorming ideas to use. Revisit your notes for the Response Questions, as you may have already recorded ideas for support.
Below are two examples. The support is labeled to illustrate the different types of support (e.g. quote, reasoning), but you do not need to do this when you brainstorm.
The examples use topic sentences developed from the response questions in a previous chapter for the article “Students Perceive Themselves As a ‘Math Person’ or a ‘Reading Person’ Early on – and This Can Impact the Choices They Make throughout Their Lives.”
Example 1
Topic sentence: Although Wan reports that many students view themselves as skilled in either math or reading but not both subjects, my experience has been the opposite and demonstrates that there are exceptions.
Possible support for the topic sentence:
- Quote: “In high school, students who reported high confidence and interest in language arts reported lower confidence and interest, on average, in math, and vice versa” (par. 6).
- Reasoning about quote: Any exceptions to this? Wan doesn’t discuss this.
- My life experience – I did well in math in high school/struggled when I started college; enjoyed English classes more in college than in high school; I see see myself as skilled in math and not necessarily as a math-only or reading-only person.
- My observations – friends who were math only, reading only, and both
Example 2
Topic Sentence: Based on Wan’s research, school leaders need to address the potentially harmful impact of tracking on students’ perceptions of their skills.
Possible support for the topic sentence:
- Quote: “This misconception can have a dark side…” (par. 9).
- Information from article: Students are less engaged if they perceive themselves as weak in a subject.
- Reasoning: This could impact the students long-term. Being tracked could change a person’s entire path and diminish their opportunities.
- Reasoning: School leaders need to give this attention.
- My experience: Tracking began early in school – middle school if not before.
Practice: Brainstorm Support for Your Response
On a piece of paper, write down your topic sentence.
Then, brainstorm ideas that you can use to support your response. Write down all ideas you have.
Don’t worry about whether you think they are good ideas or bad ideas; you can evaluate them later. You don’t have to use all of them when you write your response. If you are stuck, talk with a peer. Discussing your ideas with others can help you to think of more ideas.
After brainstorming, you are ready to move on to the next chapter where you will draft your response.
