Madden 1 Sara Madden Dr. Peter Smagorinsky ELAN 7408 December 7, 2009 Rationale Art has always been one of my favorite subjects, whether it is the art of words, or the art of painting, or the art of photography. The art of language has always held my interest as something which one can have a talent in, but also something which logically can be learned. Photography and drawing are similar in that, with training, most people can be accomplished in those areas. When teaching photography there are many ways to get the same exposure, or when painting there are many different brush strokes one can use to paint the still life in front of her. One student may decide to use acrylics, the other oils. The results, when taken from afar, may look similar, but when examined closely the brushstrokes will always be different. The teaching of literature, and its critical and rhetorical analysis, like that of painting can be achieved through many mediums. Writing skills, critical thinking, and communication likewise can also be acquired through different types of learning. The debate as to which medium is more effective could go on just as whether oils or acrylics are better. When teaching the art of literature and writing I believe that multiple approaches are best in teaching a specific subject. This gives all learning types opportunities to reach the same goal. In my unit, students must learn to identify theme as the GPS standards say, “The student identifies, analyzes, and applies knowledge of theme in literary works from various genres and provides evidence from the works to support understand-ing” (ELA9RL2). Students will also fulfill the discussion requirement in ELA9RC2, persuasion in ELA9W2, and using research and technol-ogy in ELA9W2. Students will have an opportunity to participate in research groups, fulfilling the requirement of learning good research techniques. Students will write and workshop a source quotations for a debate, giving them the opportunity to use research and persuasive skills. For the final project of the unit, students will participate in a semi-formal debate with a team. The debate and texts will be tied together by a specific theme, having students identify in a variety of works on literature this theme, as well as backing up their own literary analysis of what the texts are saying about a theme. This use of theme will fulfill many of the GPS standards in a nice packaged bundle. If the theme were a still life and the students were painters, they would learn how to examine it, paint it in a variety of mediums, on several surfaces. They will also learn something of which has been valued since B.C.E.: the art of rhetoric. The final product, being a semi-formal debate, takes some explanation. When I was working on my undergraduate degree I took two classes with a profes-sor whose classes I enjoyed very much. He taught a writing class as well as a conflict mediation class and had a background in speech-writing, formal debate, law, and professional conflict mediation. At one point in his career he was involved with the debate team of Emory University. He told my class of a project they under-took, and are still undertaking, along with Georgia State, in conjunction with the Atlanta Urban Debate Institute and the National Debate Project. He told the inspir-ing story of going into Atlanta‟s at-risk inner-city schools, taking students who were considered „problem cases‟ usually for violent behavior, and enrolling them in debate. It was a substitute for the usual institution of after school detention. Referrals meant debate team. He went on to talk about how the entire school environ-ment changed from students learning how to form and back up opinions without violence, but with reason in its stead. Ever since hearing that report from that particular professor about four years ago, I have thought debate to be a valuable tool in thinking skills and teaching. In teaching English and Literature students should learn debate techniques to increase their reasoning skills, use of persuasion techniques, and higher-level thinking skills. This will help them write better papers, communicate verbally in a more effective manner, and learn the important skill of solving problems through reason and not through physical means. The GPS standards state under ELA9W2: “The student produces persuasive writing and applies persuasive strategies acquired in previous grades to other genres of writing such as expository compositions, historical investigative reports, and literary analyses, by raising the level of critical thinking skills and rhetorical techniques.” The standards for Georgia are clear: critical thinking, persuasion and rhetoric are values which are required. The use of debate can not only fulfill applying „persuasive strategies‟ but accompanying persuasive writing can also aid in fulfilling this requirement. Students are also required to use research and technology to support their writing in ELA9W3. Using a unit which contains debate can also support this, as well as other Georgia Performance Standards, as well as critical thinking skills which are needed in every field. Jerome and Algarra (2005, p. 2) speaks of teachers being more of a facilitator or a debate chair when students are learning, citing research saying, “Students are then more likely to experience an increase in self-esteem, become more confident in offering speculative contributions, move on to higher levels ofMadden 2 thinking and reasoning, and experiment with different roles themselves (Harwood, 1998, pp. 164–165).” The standards will still be met, but students will have the benefit of mov-ing from a world of being taught to gaining the skills they need to actually learn themselves. The National Debate Project reports that debater‟s critical thinking test scores are “significantly higher than those of non-debaters” (www.nationaldebateproject.org, benefits page). The critical thinking skills gained from learning debate with help teenagers to better manage ideas that are not theirs and to learn to advocate ideas with information. Debate is prized to reach students from many different backgrounds, bring a diverse population into a coexistence which thrives on information, research and responsibil-ity. This responsibility is to treat all people and their ideas with respect but also examination. Peterson and Clower (2001, p.5) write in