EDU6215 Journal #3

Fink, R. (2017). Rap and Technology Teach the Art of Argument. Learning Disabilities -- A Contemporary Journal, 15(1), 39-53.

SUMMARY
The main focus of this article was how the utilization of rap songs and technology in ELA can help assist students who have learning disabilities with their understanding of effective argument writing. I am going to focus more on the technology piece. 

tT

RECOMMENDATIONS
While there is a big focus on literary analysis writing in high school English, it has become apparent with common core standards and state testing that it is actually more important for students to be able to write clear and convincing argumentative essays that include credible evidence. This article touches on the fact that it is difficult for students to grasps the different steps of argumentation (1 . Identify the author’s perspective. 2 . Identify the author’s claims. 3 . Identify the evidence. 4 . Identify the closing argument). It is hard for ANY student to be able to identify someone else's perspective and prove it with evidence, let alone for a student with a learning disability to do so. This research shows that using digital/multi-model argument projects in the classroom will better help students understand how to WRITE argumentative essays. The article states that a  multimodal argument is "the presentation of a thesis with a clear point of view—utilizing various modes, such as expository writing, poetry, song, rap, movement, dance, images, and video. As with traditionally written expository arguments, multimodal arguments are presented and supported by logical, clearly presented details and evidence. The main difference is that multimodal arguments include digital evidence". By having students analyze and create arguments through technology, they will be more engaged throughout the learning process, and will then remember the steps when writing an essay.

REACTION
During this year's SAT I sat with a group of students who each had a learning disability, and therefore had extended time on the test. Throughout the first testing day, you wouldn't have been able to tell that any of the students had a disability. They stayed on pace, followed directions, and bubbled in their answers as they went along. On the second day (writing) however, I couldn't help but feel sorry for these poor students. They opened the essay prompt, and sat there with glazed over eyes and had utterly confused looks on their faces. Students were so used to writing their opinion on topics, and had no idea how to take someone else's opinions and evidence to prove a topic. I think that both the rap idea and multi-modal project ideas would really assist some of the students in my class.

D