If you’re finding it difficult to teach students in any Key Stage what an argued piece of writing that offers a substantiated judgement looks like, you need to meet someone. She’s called the Old Lady in the Post Office and nothing I’ve tried has been more effective in helping students understand what a line of argument looks like when it runs throughout an essay. Here is the monologue as a PPT: The Old Lady in the Post Office . It has a screen and handout version.
Inspired by the work of Daisy Christodoulou, and her argument that we can teach and formatively assess specific elements within longer pieces of writing, the Old Lady is an attempt to characterise the line of argument, helping students self- and peer-assess this particular element of writing judgement essays in History.
The task is simple – the student with the best ‘Old Lady’ voice reads out the argument and the other students have to identify the core problem she has with the Post Office. They can then identify how she acknowledges subsidiary factors and how she brings them into her argument and builds her opinion from start to finish.
Once they have done this ten-minute task, they are able to identify the line of argument in their own and other essays by answering questions like ‘Can you ‘hear’ the Old Lady coming through?’ and ‘Has she got a clear answer to this question?’ Consequently students are far quicker at identifying their own and other lines of argument.
Bonus Tip 1: To exemplify a ‘real historian’ doing this, look no further than The Old Man in the Army Uniform. He can be found presenting an argued case about the causes of the American Civil War on YouTube for Prager University. (YouTube clip)
Bonus Tip 2: This characterisation of a line of argument as the ‘Old Lady in the Post Office’ is showing promising signs in the task of analysing written interpretations and looking for the overarching interpretation. It seems particularly useful for distinguishing between the interpretation and the evidence offered in support of it.
Teaching students analytical and discursive writing has been the topic of much thought and work by history teachers over the years. In 1997 Christine Counsell wrote a seminal pamphlet on the topic. HA members can access it HERE. Recently, Jim Carroll has been at the forefront of the discussion about helping students to structure their historical writing. These teaching challenges are best tackled together and there is both a wealth of past thinking to draw upon and a lively professional network to be part of offered by @histassoc www.history.org.uk. Do get involved!
Thanks to Hugh Richards, Head of History at Huntington School, for this blog.