After we select an op-ed and place it on the spectrum, a team member carefully reads the article and pulls out the three most salient points to form a bullet point list that is quick and easy to read.īefore uploading a topic, each set of bullets is double or triple checked for clarity and accuracy. For example, a conservative piece from a traditionally liberal publication would be placed on the right. To narrow the list, we find the most thoughtful op-eds with views furthest from one another, and then we locate two that fall in between and place them on the spectrum according to the article’s content, not according to its publication’s reputation. We don’t use an algorithm - we hand select every piece we feature at Abridge News.

If choosing only 4 articles out of all the well-constructed, diverse opinion pieces seems daunting, you’d be correct: for each topic, to ensure we choose the best possible articles we read about 20 before deciding which 4 to feature. For more information on why we use op-eds, please click here. Our team then combs the internet for interesting op-ed pieces rooted in fact, albeit sometimes a subset of facts. To label our spectrum, we use our research on the topic to decide if it is political, featuring left and right leaning arguments, or non-political, sporting more non-partisan, pro/con stances. Arrange the most important information gleaned into simple 1–2 sentence bullet points, each of which is then double or triple checked for accuracy. Read through relevant press briefings, official statements, direct interview transcripts, and press conference transcripts.ĭ. Scan related Wikipedia pages and relevant original source material.Ĭ. These sources often include: Associated Press, BBC, PBS, C-Span, and NPR.ī. Read at least 4–5 straight reporting coverage pieces pertaining to the topic from trusted, traditionally non-biased sources. The process for gathering facts typically goes like this:Ī. Our facts usually answer a basic Who? What? When? Where? Why? type of question related to the day’s topic. They aim to provide a brief, unbiased framework that can be fleshed out by our spectrum of opinions. We imagine a reader coming across the topic with little to no background context on the story and ask ourselves, “what essential information would she like to know before engaging with the perspectives?” The facts are presented in bullet-point format with short, simple sentences. We provide some relevant facts to introduce the topic, and then we choose four op-eds to create a spectrum of different perspectives.Įach topic covered on Abridge News is introduced with some key facts and relevant information. Wondering how we create the content on our site? Here is a look into our day-to-day operation.Įach day our team selects a trending news story to feature on our site. Finally, a lesson plan model integrating these three components is briefly described.Abridge News: Our Editorial Process at a Glance This is followed by a description of the three components of CALLA: a curriculum correlated with mainstream content subjects, academic language development activities, and learning strategy instruction. This article first discusses the rationale for CALLA and the theoretical background on which the approach is based. From the Cambridge English Corpus There is no reason to expect alignment processes and bridging inferences to toggle on and off as the interactivity of the discourse changes. In CALLA, students are taught to use learning strategies derived from a cognitive model of learning to assist their comprehension and retention of both language skills and concepts in the content areas. The distance between body and mind has to be bridged by two intermediary powers, vegetative and sensitive. This approach furthers academic language development in English through content-area instruction in science, mathematics, and social studies. CALLA provides transitional instruction for upper elementary and secondary students at intermediate and advanced ESL levels. The Cognitive Academic Language Learning Approach (CALLA) is designed for limited English proficient students who are being prepared to participate in mainstream content-area instruction.

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