A student is gathering reasons and evidence to support the claim that their library should start a chess club. They have a number of colored paper strips that represent different ideas. The student organizes these ideas logically by grouping them together based on their relevance. The reasons identified are that chess is a great thing for people to learn and that there is a need for more activities for kids who don't like sports. The evidence includes the fact that a chess club would provide an opportunity for home-schooled and school students to hang out outside of sports, and that the library already has multiple sports teams. The student feels better after organizing the ideas and is now focused on the task of convincing others.
In the transcript, the student carefully organizes their ideas by placing the colored paper strips on the left and right side of the desk based on their relevance to the reasons mentioned. The student highlights that chess is a great thing for people to learn and that there is a need for more activities for non-sporty kids. They support this reasoning with evidence such as the potential for home-schooled and school students to socialize through a chess club, as well as mentioning the existence of multiple sports teams already in place at the library. By visually organizing their thoughts, the student feels more confident about their argument and proceeds to focus on the challenging task of convincing others.
The student's task is to organize their thoughts and convince others to start a chess club at the library. They sort the colored paper strips into two groups based on the relevance to their reasons. One group is centered around the reason that chess is a great thing to learn, while the other group focuses on the need for more activities for kids who do not like sports. The student then identifies evidence to support each reason, such as the potential for interactions between home-schooled and school students, and the popularity of chess globally. The student expresses relief at having their ideas more organized and acknowledges the challenge of persuading others.
A STUDENT sits at a desk with a number of colored paper strips in front of them.
STUDENT: Okay, I’ve gathered my reasons and evidence. Hopefully, they all will support my claim: our library should start a chess club. Let’s see if I can get it all organized logically. So, the ideas are grouped together in an order that makes sense. Here’s what I have.
The STUDENT holds up each strip of paper as she reads them aloud.
STUDENT: It provides a way for home-schooled students and students from schools to hang out outside of sports. Chess is known to make people smarter. Chess is a great thing for people to learn. We need more activities for kids who don’t like sports. We already have basketball, running, tennis, and soccer teams. Chess is popular all around the world.
STUDENT: Okay, let’s get this organized. What are my reasons? Chess is a great thing for people to learn. I’ll put this one here.
The STUDENT moves the strip of paper to the right-hand side of the desk.
STUDENT: And we need more activities for kids who don’t like sports. I’ll put this one over here.
The STUDENT puts the strip of paper on the left-hand side of the desk.
STUDENT: What else do I have? It provides a way for home-schooled students and students from schools to hang out outside of sports. This is evidence that supports the reason that we need more activities for kids who don’t like sports.
The STUDENT places the strip of paper on the left-hand side of the desk with the other strip.
STUDENT: What other evidence supports this reason? We already have basketball, running, tennis, and soccer teams.
The STUDENT places this strip of paper on the left-hand side of the desk.
STUDENT: Then I have these two pieces of evidence.
The STUDENT picks up the final two strips of paper and reads them aloud.
STUDENT: Chess is known to make people smarter, and chess is popular all around the world. These both support this reason, chess is a great thing for people to learn.
The STUDENT places these final two strips of paper on the right-hand side of the desk.
STUDENT: Okay, that’s more organized!
The STUDENT moves all of the strips of paper into the middle of the desk, in two columns.
STUDENT: I feel better. Now, the hard part: the convincing!
Summarize this transcript in 3 paragraphs. Each should be different.
5 answers
Main point
The main point of the transcript is that a student is organizing their reasons and evidence to support the claim that their library should start a chess club. They group their ideas logically and place colored paper strips on the desk to represent each idea. The student identifies two main reasons: the benefits of learning chess and the need for more activities for non-sporty kids. They gather evidence such as the socializing opportunities for different students and the popularity of chess globally. The student feels more confident after organizing their thoughts and is now focused on the task of convincing others.
I meant the main point. So, it's technically about how organizing your reasons and evidence can make it sound more logical?
Yes, the main point of the transcript is the importance of organizing reasons and evidence in a logical manner. The student realizes that by grouping their ideas together and placing them in a systematic order, they can present a more cohesive and persuasive argument. The organized structure helps the student see the connections between their reasons and evidence, enabling them to build a stronger case for starting a chess club at the library. The transcript highlights the value of organizing thoughts and ideas to create a more logical and effective argument.
1 answer