Franklin's Deconstruction and Reconstruction Method for Writing Improvement

Benjamin Franklin's Deconstruction and Reconstruction Method for Writing Improvement

Benjamin Franklin devised an innovative and influential technique for improving writing skills which involved systematically deconstructing and reconstructing texts. This method is examined through analysis of Franklin's letters and manuscripts which provide insights into his process. He would choose writings he wished to emulate, then conduct intensive study of the content and structure by transcribing, taking notes, and developing summaries. This allowed him to deconstruct the texts into constituent rhetorical elements and analytical parts. He would then attempt to reconstruct or rewrite the pieces in his own style using the same organizational principles. This enabled him to teach himself effective narrative techniques, logical argumentation, elegant phrasing, and impactful rhetorical styles. The deconstruction phase promoted deep comprehension while reconstruction forced creative synthesis and application of writing lessons. Franklin's method allowed integration of textual models with original writing. Scholars have praised the technique's utility for writing instruction and its influence is seen across genres. This study analyzes the method's key steps, cognitive benefits, and pedagogical implications. Findings reveal how Franklin's deconstruction and reconstruction method can enhance writing proficiency through analytical reading and reflective imitation.

Front Loaded Food for Thought:

- How did breaking the passage into parts "Keywords" help you understand it better?

- What writing techniques did you notice the author using in the original passage?

- How does highlighting keywords make reconstructing the passage easier?

- What was challenging about summarizing the passage in your own words?

- How could you use this deconstruct/reconstruct process to improve your own expository writing?

Introduction:

Explain that students will become "keyword detectives" to uncover the most important details in expository passages. Like detectives, they will highlight evidence - keywords - to crack the case of summarizing the key information.

Modeling:  

1. Provide an expository passage and read aloud. Say you will demonstrate being a keyword detective. 

2. Reread the passage, thinking aloud as you highlight keywords: main idea, supporting details, explanations, descriptions. 

3. Organize the keywords into a short summary sentence by sentence. Show how they piece together the important information.

4. Emphasize how detecting the right keywords allowed you to summarize the passage clearly.

Guided Practice:

Give students a new passage and have them partner up as keyword detectives. Circulate and guide them in highlighting keywords and discussing summaries. 

Independent Practice: 

Each student acts as a solo keyword detective with a different passage, highlighting keywords and writing their own summaries.

Sharing Out: 

Have students share keywords they highlighted and summaries with the whole class. Discuss how keyword clues revealed the main ideas and important details.

Follow-up activity could be rewriting passages in their own words using keyword summaries. The keyword detective hook engages them in close reading and selection of textual evidence.

Lesson Ideas:

- Deconstruct to Reconstruct: Improving Expository Writing

- The Power of Passage Analysis: Using Deconstruction for Better Writing

- Break It Down, Build It Up: Deconstructing Texts to Enhance Writing Skills

- The Sum of the Parts: Deconstruction and Reconstruction for Expository Writing

- Dissecting Texts: How Deconstruction Leads to Better Writing

- Writing Like the Experts: Using Deconstruction to Improve Technique

- Breaking It Down: Deconstructing Passages to Find the Key Pieces

- Piecing It Back Together: Reconstruction for Expository Writing

Introduction:

Explain that Benjamin Franklin would deconstruct and reconstruct texts he enjoyed as a way to improve his writing skills. We will use this process to work on expository writing techniques.

Modeling:

1. Show students an example short expository passage from a source like Scholastic News. Read it aloud.

2. Deconstruct the passage by underlining key words, taking atomic notes on meanings, and identifying main ideas, supporting details, explanations, descriptions. Verbally share think-aloud during this process.

3. Use the notes to reconstruct the passage in your own words at the sentence and paragraph level. Model how to use key words and summaries.

4. Show the original and reconstructed versions side-by-side. Compare/contrast the writing techniques. Point out use of main idea, elaborating details, transitions, etc.

Guided Practice:

1. Provide students with a new expository passage to deconstruct and reconstruct using the modelled steps. Circulate to assist.

2. Have students share passages and atomic notes with partners. Peer edit reconstructions and give feedback.

3. Bring class back together to compare reconstructions with the original. Discuss what was learned.

Independent Practice:

Have students find a short expository article they enjoy from a source like Scholastic News. They will deconstruct and reconstruct it applying the process modelled. Encourage creativity in writing their own versions.

Share and Reflect:

Allow students to share reconstructions. Compare to the originals. Reflect on expository writing techniques practiced through this activity.

This provides scaffolding from modeled to guided to independent practice. The deconstruction and reconstruction process allows close analysis of expository writing elements to then apply in their own writing. 

 Here are 3 worksheets with short expository passages and examples for the deconstruct/reconstruct writing process:

Worksheet 1:

Passage: 

The American flag has gone through many changes since the first official flag of 1777. The number of stars represents each state in the union. So as more states joined, more stars were added. The current 50 star flag has been in use since 1960 when Hawaii became a state. The 13 stripes stand for the original 13 colonies. 

Deconstruction:

- Main idea: The American flag has changed over time.

- Supporting details: Stars represent states, stripes represent colonies. 

- Explanations: Number of stars increased as states joined. Stripes stayed the same.

Reconstruction:

The American flag looked different in the past. It started with 13 stars and stripes for the first states. When a new state joined, a star was added. So the number of stars grew over time. But the 13 stripes always stayed to represent the colonies. Today there are 50 stars for the 50 states, along with the 13 original stripes.

Worksheet 2: 

Passage:

Tornadoes are spinning columns of air that stretch down from thunderstorms. They form when winds going in different directions meet in the storm clouds causing them to start spinning. When the spinning air extends down to the ground, it becomes a tornado. Tornadoes can cause a lot of destruction with their fast, swirling winds.  

Deconstruction: 

- Main idea: What tornadoes are and how they form

- Supporting details: Spinning air, winds meet, extends down, destruction

- Descriptions: Columns of air, swirling winds

Reconstruction: 

Tornadoes start in thunderstorms as winds spinning in different ways bump into each other. This makes them start swirling in a column reaching down below the storm clouds. When the spinning funnel of air touches ground, it's a tornado. The fast winds can destroy a lot because tornadoes are very powerful storms.

Worksheet 3:

Passage: 

Wolves live and hunt in packs. This gives them advantages over trying to survive alone. In a pack, different wolves take on roles like leaders, hunters, and caretakers. The packs work together to collectively raise their young. They can also take down large prey through teamwork. Lone wolves have a much harder time finding food and staying safe.

Deconstruction: 

- Main idea: Wolves live in packs for survival. 

- Supporting details: Different roles, raise young, hunt together

- Explanations: Packs help with care and hunting. Lone wolves struggle.

Reconstruction:

Wolves have better chances living together in packs instead of alone. Each wolf has a role to help the pack be strong. Some lead while others care for the young. Hunting together means they can take down big animals. A lone wolf finds it really tough to find food and stay safe without a pack for help.

 Here are some key details about Benjamin Franklin's education:

- Franklin only attended school formally for about 2 years. His father initially sent him to Boston Latin School, but could only afford 2 years of tuition.

- After leaving formal schooling at age 10, Franklin continued his education through voracious reading. He read books on a wide range of topics including science, mathematics, philosophy, rhetoric, and more. 

- When he was 12, Franklin apprenticed at his brother James' printing shop. This allowed him access to a large number of books and he spent his spare time reading.

- In 1727 at age 21, Franklin founded a club called the Junto which met to debate moral, political, and scientific topics. Members had to present essays and engage in discussions, furthering Franklin's education.

- Though he did not attend college, Franklin received honorary degrees from Harvard, Yale, the College of William and Mary, the University of St. Andrews, and Oxford University for his scientific contributions. 

- Franklin valued education and self-improvement his entire life. In 1751, he helped establish the Academy of Philadelphia which later became the University of Pennsylvania.

So while his formal schooling was limited, Franklin sought a well-rounded education through voracious reading, debates with intellectual peers, scientific experiments, and more throughout his life.

Thomas Jefferson, Thomas Paine, and Benjamin Franklin were three of the most important intellectual leaders of the American Enlightenment. They developed and adopted revolutionary ideas about scientific rationality, religious tolerance, and experimental political organization.