Using Source Material:
Student Response Tool
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Using Source Material-Student Response Tool
• Using source material is a key move in college
and career writing. This response tool is
intended to help your students use sources to
support their argument stance. This tool is a
student version of the Using Sources Tool. It
includes a common language for your
classroom.
• This tool is designed for students to reflect on
their own writing as they plan for revision. The
following slides are a model for guiding
students in responding to their writing in order
to revise their argument for sources.
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Modeling the Using Source
Material Student Response
Tool
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Modeling the Using Source MaterialStudent Response Tool
1. Pass out the student sample of the Wild
Horses on demand writing task.
2. Pass out the student self-reflection sources
tool.
3. Pass out 2 different colored highlighters.
4. Guide students through each number of the
self-reflection source tool and discuss as a
class each answer.
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Before We Begin…
Highlight the claim.
If there is not a clear, debatable,
defensible claim then
and revise the claim.
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Student Response Tool
1. I will read the written response to the prompt.
As I read, highlight (in a different color than your
claim) any words that are not the writer’s own or
any information that comes from someone else.
*If there is not any information that is not
the author’s own, then we will need to STOP, read
back over the text set to add in evidence to
support the claim.
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2. Now that we have read the
response, does the writing use
information from other sources? Look
for any highlighted words. (Circle one)
• No Sources (No information is used from any of
the articles.)
• One Source (Information is used from one of the
articles.)
• Two Sources (information is used from two of the
articles.)
• Three or More Sources (Information is used from
three or more of the articles.)
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3. When using ideas or information
from others, how often is credit given
(tell the readers where/who the
information comes from) to those
sources? (Circle one)
See examples on the next 2 slides.
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Credit is NOT given.
“At this time, about 40,600 wild horses
roam lands in 10 Western states.”
or
At this time, about 40,600 wild horses
roam lands in 10 Western states.
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Credit is given.
According to the U.S. National Wild
Horse and Burro Advisory Board, “at
this time, about 40,600 wild horses
roam lands in 10 Western states.”
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4. How often does the writer use
quotation marks to indicate where
source material is used?
1. Direct quotes must include
quotation marks “”and give credit to
the source.
2. Paraphrasing must be in your own
words and give credit to the source.
See examples on the next slide.
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• Direct Quote: According to the U.S. National
Wild Horse and Burro Advisory Board, “At this
time, about 40,600 wild horses roam lands in
10 Western states.”
• Paraphrase: Based on a New York Times Wild
Horse article by Dan Frosch, the West holds
almost 50,000 wild horses on its land.
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5. Before the source material is used,
how often does the writer introduce
the writer introduce the quote with his
or her own writing?
• According to the U.S. National Wild Horse and
Burro Advisory Board, “at this time, about 40,600
wild horses roam lands in 10 Western states.”
• The government is seeking “advice on how to best
keep the number of horses from growing too
rapidly—because the lands cannot support larger
herds,” says the U.S. National Wild Horse and
Burro Advisory Board.
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6. After the source material is used,
does the writer comment on it or
explain it? (Circle one)
• According to the U.S. National Wild Horse and
Burro Advisory Board, “at this time, about
40,600 wild horses roam lands in 10 Western
states.” Because of this high population of
wild horses, the land cannot support such a
significant number of herds which will result
in food and water shortages.
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7. When quoting from source material, how often
does the writer explain why the source is credible
or is not credible?
Example: Dr. Guy Palmer, a veterinarian at
Washington State University and the chairman of
the committee that conducted the study on fertility
control drugs on horses recently stated, “it [fertility
control] needs to be used in a consistent,
widespread manner, which has not been done
today.”
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8. Does the Writer Use Source
Material for Any of These Purposes?
• Illustrating
• Authorizing
• Extending
• Countering
• None of the Above
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Next Steps
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9. Based on our reading and our
responses here, what do you see as
the next steps for this writer?
• Look at questions 2-8. Which areas could
the writer improve? List them here.
• What is the writer ready to try? List here.
• For example: commenting, using
quotations marks, providing credit when
paraphrasing, using more sources, etc.
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Now it is YOUR Turn
• Pull out the argument you are working on.
• Use the Student Response Tool to assess your
writing in its current state just as we did with
the Wild Horse prompt.
• I will walk around to support you and answer
any questions.
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Your Turn!
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Revision
Once you have # 9 completed on the
Student Response sheet. Choose up to
3 things you want to try again or new
things you want to try.
• What skill does your writing need
first?
• What comes next?
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Sticky Note Revision
• Begin with the first skill you chose.
• Use the sticky notes to add your revisions and
place on your paper where it belongs.
• Move on to the next skill, revise on sticky
note, and place on paper.
• Move on to the next skill, revise on sticky
note, and place on paper.
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