Read the transcript and summarize it, focusing on the organizing reasons and evidence pieces, make it SHORT
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!