Samuel Clemens’s “Two Ways of Viewing the River

often anthologized as the essay "Two Ways of Seeing a River."

Two ways of viewing the river thesis statement in fostering

This is one of my favorite assignments! It involves writing and drawing. I usually assign paired groups to do these. The assignment stresses that there are various sides to arguments and each side has reasons for their positions. The components are two versions of the same statement, two drawings, and two "Because" sections with three reasons each (Bower, 2004:78). The students are given unlined paper that they fold in half width-wise. At the top of one side they write, "From the perspective of settlers, Manifest Destiny was like. . ." and they finish the statement with a simile. Under the simile they illustrate their statement. This means the simile has to be visual. Under the illustration they write "Because" and provide three reasons to support the simile. On the other half of the sheet the top statement reads, "From the perspective of Native Americans, Manifest Destiny was like. . ." The same steps are followed. This is an open ended assignment that has them consider points of view from multiple perspectives (Bower, 2004:78). It is also an assignment that can easily be broken down. I could have them write similes without the drawings. I could have them do just the drawings which often make a good political cartoon.

often anthologized as the essay "Two Ways of Seeing a River." ..

Two Ways Of Viewing The River Thesis Statement – 172000

Students can view this painting in two ways. They can focus on the evils of Euro-Americans and how they brought about the downfall of the Native American race, which was Catlin's point of view. The other option is to focus on the weakness and vulnerability of Native Americans when confronted with Euro-American culture that would cause them to gravitate to the worst that Euro-American culture had to offer, i.e. alcoholism.

A two ways of viewing the river thesis statement step-by-step guide to writing ..

Probably one of the most common ways of assessing students is by having them write. Writing has the students clarify, organize and express what they have learned (Bower, 2004:56). I want my students to write at a level which requires them to use the higher level thinking skills as they make connections, analyze and synthesize the information. In formal writing assignments, like an essay or DBQ, my students use a thesis statement which I explain is an argument. I then stress that they need evidence or specific factual information (SFI) to support their position. We look at examples of opposing viewpoints with strong supporting arguments for each side. Because many of them are anxious about being wrong, I explain the argument is not the key to the validity of statement. The key is the SFI. Because the writing is their thoughts and their reasons the students take ownership of it (Bower, 2004:58). This is not always the case when they are assigned to answer the questions at the end of a textbook section.

two ways of viewing the river by samuel