![QR and Argument:
QR and Argument:
A Rhetorical Hook for Buy-In
A Rhetorical Hook for Buy-In
“
“Deploying numbers skillfully is as important
Deploying numbers skillfully is as important
to communication as deploying verbs.”
to communication as deploying verbs.”
-Max Frankel,
-Max Frankel, The New
The New York Times Magazine
York Times Magazine
• “
“Numbers [are] the principal language of public
Numbers [are] the principal language of public
argument.”
argument.”
-BBC Program
-BBC Program More or Less
More or Less](https://image.slidesharecdn.com/macalester0710-240924202351-32982bb9/85/macalester0710-THE-NUMERICAL-LITERACY-ppt-9-320.jpg)
macalester0710 THE NUMERICAL LITERACY .ppt
- 1. Quantitative Inquiry, Quantitative Inquiry, Reasoning, and Knowledge Reasoning, and Knowledge (QuIRK) at Carleton College (QuIRK) at Carleton College Nathan D. Grawe Nathan D. Grawe With support from the US Department of Education’s Fund for the With support from the US Department of Education’s Fund for the Improvement of Post-Secondary Education and the National Science Improvement of Post-Secondary Education and the National Science Foundation. Foundation.
- 2. What is QR? What is QR? “… “…sophisticated reasoning with sophisticated reasoning with elementary mathematics more than elementary mathematics more than elementary reasoning with elementary reasoning with sophisticated mathematics.” sophisticated mathematics.” Lynn Steen Lynn Steen Achieving Quantitative Literacy Achieving Quantitative Literacy
- 3. 1) QR requires a 1) QR requires a basic skill set basic skill set 2) QR demands 2) QR demands context context 3) 3) QR involves QR involves communication communication 4) QR is a 4) QR is a habit of mind habit of mind “ “a a predisposition predisposition to look at the work to look at the work through mathematical eyes through mathematical eyes” ” NCED NCED
- 4. • “… “…numeracy is not something mastered in a numeracy is not something mastered in a single course….Thus quantitative material single course….Thus quantitative material needs to permeate the curriculum, not only in needs to permeate the curriculum, not only in the sciences but also in the social sciences the sciences but also in the social sciences and, in appropriate cases, in the humanities, and, in appropriate cases, in the humanities, so that students have opportunities to so that students have opportunities to practice their skills and see how useful they practice their skills and see how useful they can be in understanding a wide range of can be in understanding a wide range of problems.” problems.” -Derek Bok (2006) -Derek Bok (2006) • “… “…authentic and enduring learning…can authentic and enduring learning…can rarely succeed one course at a time.” rarely succeed one course at a time.” -Lee Shulman (1997) -Lee Shulman (1997)
- 6. “ “New Diabetes Drug Poses Major Risks, New Diabetes Drug Poses Major Risks, Panel Says” Panel Says” Washington Post Washington Post 10/21/05 10/21/05 The lead: The lead: “ “A diabetes medicine…sharply increases A diabetes medicine…sharply increases the risk of heart problems, strokes, and the risk of heart problems, strokes, and death.” death.”
- 7. The Challenge of Interdisciplinary The Challenge of Interdisciplinary Initiatives: Part 1 Initiatives: Part 1
- 8. The Challenge of Interdisciplinary The Challenge of Interdisciplinary Initiatives: Part 2 Initiatives: Part 2
- 9. QR and Argument: QR and Argument: A Rhetorical Hook for Buy-In A Rhetorical Hook for Buy-In “ “Deploying numbers skillfully is as important Deploying numbers skillfully is as important to communication as deploying verbs.” to communication as deploying verbs.” -Max Frankel, -Max Frankel, The New The New York Times Magazine York Times Magazine • “ “Numbers [are] the principal language of public Numbers [are] the principal language of public argument.” argument.” -BBC Program -BBC Program More or Less More or Less
- 10. The Importance of the The Importance of the Periphery Periphery “ “Even for works that are not inherently Even for works that are not inherently quantitative, one or two numeric facts quantitative, one or two numeric facts can help convey the importance or can help convey the importance or context of your topic.” context of your topic.” Jane Miller, Jane Miller, The Chicago Guide to Writing About The Chicago Guide to Writing About Numbers Numbers
- 11. What do the numbers show? What do the numbers show? How representative is that? How representative is that? Compared to what? Compared to what? Are the results those of a single study or Are the results those of a single study or a literature? a literature? Who’s measured in the sample? Who’s measured in the sample? Neil Lutsky Neil Lutsky
- 12. Potential Relevance of QR in Sample of Carleton Papers Irrelevant 36% Peripherally Relevant 28% Centrally Relevant 36%
- 13. Potential Relevance Central Peripheral Did use 66% 12% Did not use 34% 88%
- 14. Teaching Precision in Teaching Precision in Language Language “ “The downtown areas of large cities are The downtown areas of large cities are often home to copious franchises.” often home to copious franchises.” “ “Consumption of green products that Consumption of green products that claim to be more environmentally claim to be more environmentally benign has steadily increased in recent benign has steadily increased in recent years.” years.”
- 15. Teaching Precision in Teaching Precision in Language Language “ “Nonparental child-care is on the rise as Nonparental child-care is on the rise as more and more mothers choose to more and more mothers choose to work….” work….” “ “Americans have not been sacrificing more Americans have not been sacrificing more than the few casualties of our military than the few casualties of our military and the monetary price that war costs.” and the monetary price that war costs.”
- 16. Teaching Precision in Teaching Precision in Language Language Developing a new drug “takes an average of 8 years Developing a new drug “takes an average of 8 years for testing and costs $802 million for research.” for testing and costs $802 million for research.” “ “As of the end of 2005, the three major airline As of the end of 2005, the three major airline alliances combined to fly 60.8% of all passengers.” alliances combined to fly 60.8% of all passengers.” “ “Over five decades …, there have been 12 Over five decades …, there have been 12 parliamentary elections….Turnout is often greater parliamentary elections….Turnout is often greater than 60%.” than 60%.”
- 17. Side Benefit: Side Benefit: Encourages Formal Statistics Encourages Formal Statistics Study Study Carleton statistics enrollments have Carleton statistics enrollments have increased over course of QuIRK activity. increased over course of QuIRK activity.
Editor's Notes
- #2: A skill relevant to ALL liberally educated adults.
- #3: Statistics courses play important role in item 1. Other departments have crucial role in items 2-4. Steen 2004
- #5: What we’re after: conditioned responses! That’s right! 53% of fatalities take place over 43% of the days…days likely involving more than 50% of the driving!
- #6: Body: “more than doubles the risk of life-threatening cardiovascular complications” But what is the original (or ultimate) level of risk? Never mentioned. (NYT article reveals 1.47% vs. .67%. But time period unspecified. And buried in last paragraph and after the jump)
- #8: How do we attract involvement from other fields? Meet them where they are at.
- #9: We ALL want students to argue effectively and persuasively Not saying all QR is rhetoric—but good argument demands QR!
- #11: Examples of questions periphery answers
- #12: Importance of periphery in potential QR instruction at Carleton
- #13: Some evidence of student awareness, but much work to be done
- #14: Richard Light, Making the Most of College, Characteristic of Faculty who make a difference Weasel words rip my flesh—slate Introductions to lit reviews—not inherently QR assignments
- #15: Other examples
- #16: More effective introductions.
- #17: And this has been limited by enrollment caps