Each Flipped Learning Module (FLM) is a set of short videos and online activities that can be used (in whole or in part) to free up class time from content delivery for greater student interaction. At the end of the module, students are asked to fill out a brief survey, in which we adopt the minute paper strategy. In this approach, students are asked to submit their response to two brief questions regarding their knowledge of the module.
In this FLM, students are asked to complete a fill-in-the-blank outline which accompanies all three videos, covering the topics of defining and writing an acknowledgment and response. The completed outline will enhance the students’ note-taking skills and will serve as a summary of the FLM that they may refer to in the future.
Argument, viewpoint, counterargument, signal phrase, pitfall
- What is acknowledgment and response?
- Why to acknowledge and respond to differing viewpoints
- In the final version of your essay
- while drafting
- How to carry out acknowledgment and response
- acknowledging objections
- responding to them
- Where to acknowledge and respond to other viewpoints
- at the beginning of the essay
- in the last body paragraph of the essay
- within body paragraphs
Worksheet: Acknowledgment and Response Outline
- What is acknowledgment and response?
- Why is acknowledgment and response important in your final essay?
- (Reason 1)______________________________________________
- (Reason 2)______________________________________________
- Why is acknowledgment and response important while drafting?
- What are two ways you might identify an objection to your argument?
- What are three options for responding to the counterargument?
- Name two common mistakes to avoid while acknowledging and responding to other viewpoints:
- (Mistake 1)_____________________________________________
- (Mistake 2)____________________________________________
- Where are the four main places one can find acknowledgment and response in an essay?
Video 1: What is acknowledgment and response?
Acknowledgment and Response Online Activity 1
Download excerpt of Martin Luther King, Jr.’s “Letter from Birmingham Jail”
Video 2: How to Acknowledge and Respond to Other Viewpoints
Video 3: Where to acknowledge and respond to other viewpoints
Acknowledgment and Response Online Activity 3
Example: In her article “What’s Lost As Handwriting Fades,” Maria Konnikova argues that students learn better when they write information down by hand rather than typing it. Brain imaging, she reports, suggests that the effort involved in handwriting activates the brain’s neural pathways in unique ways. On the basis of this research, many college professors have barred laptops in the classroom. But are the ostensible benefits of writing by hand really worth losing the learning opportunities enabled by computers? Indeed, computers are exceptionally flexible, allowing students to take notes in a multitude of ways, and they offer quick access to important resources such as online dictionaries. Revisiting the research on computers in the classroom, it is obvious that their advantages far outweigh the possible losses involved in giving up handwritten notes.
Now you try it! Invent an acknowledgment for an introduction that will end up arguing that it is better not to read the news.
[Insert acknowledgment/current situation]
However, evidence also suggests that reading the news can lead to spikes in anxiety and depression. Is being informed really worth it? In the end, compromising one’s mental health by following world events seems foolish, especially because it is clear that knowing about the things going wrong in the world does not mean that we can change them.
Submit your response to your instructor.
Konnikova, Maria. “What’s Lost As Handwriting Fades.” The New York Times, 2 June 2014.
Acknowledgment and Response Survey
- What was the one most important thing you learned from this module?
- Do you have any unanswered questions for me?
Acknowledgment and Response In-Class Activity: Option 1
For this activity, you’ll need an issue, debate, or question with which students are familiar and on which there are two reasonable positions (from the course readings or class discussion, for example).
Your instructor will pose a question to you, or remind you of an issue or debate. You will then be placed into small groups according to your position vis-à-vis the question.
Each group should do the following:
- List three objections you can imagine to your own position, and then to respond to each objection.
- Then, list three objections you can anticipate making to the “opposing” groups’ position, and then imagine how the opposing groups would respond.
- Your professor may then lead a general discussion of the various acknowledgments and responses, or even lead you in a debate that draws on your work.
Acknowledgment and Response In-Class Activity: Option 2
Choose a draft you have in progress, and complete the following steps:
- Begin by stating your working thesis.
- List four objections that you can imagine someone having to your argument, or that you are aware of in the scholarly conversation.
- Choose, from your list of possible counterarguments, the two that are most likely to represent your readers’ concerns, and explain why.
- Finally, offer a substantial and thoughtful response to the two “best” objections you chose in (3).
Download Digital Implementation of the Activity
Online in-class activity – Acknowledgement and Response – option 2
Graff, Gerald, and Cathy Birkenstein. They Say/I Say: The Moves that Matter in Academic Writing, 3rd ed., W.W. Norton & Company, 2017.
Harvey, Gordon. “Counterargument.” Harvard College Writing Center.
Turabian, Kate L. Student’s Guide to Writing College Papers, 5th ed., University of Chicago Press, 2019.
Williams, Joseph M., and Gregory C. Colomb. A Guide to Teaching The Craft of Argument. Pearson, 2007.