Review expectations for the course. Review the writing situation model. Discuss
WTLs from Day 1 and homework done for today. Discuss strategies for critical
reading. Introduce Portfolio 1 and hand out assignment sheet. Introduce summary
types and conventions.
Connection to Course
Goals: The rhetorical model for writing will be used throughout the course
to demonstrate how writers use contexts to inform their writing. The homework
discussion invites students to consider what influences them as writers in
general, but more specifically, it asks them to consider how the context of
this classroom helped determine what they wrote about and the approach they
used when writing.
A Possible Sequence of Activities for Today
expectations for course, pointing out any expectations students articulated
that lie outside the goals of CO150
the writing situation model
responses to homework - specifically how context shapes our choices
strategies for critical reading
5.Introduce Portfolio I
the concept of summarizing
roll (5 minutes): Find out who has added or dropped since the first class.
Remember that some students who may not have attended the first class will
likely show up today. If you have room (less than 19), you can sign an add form
for anyone on your waiting list, and if someone has missed both classes you can
dis-enroll them through the form you were given with your roster after class.
A Possible Lesson Introduction: Today we'll be returning to the idea of how context
influences our choices and actions. By understanding how writers are influenced
by various contexts, you will hopefully learn to make more confident and
accurate choices with your own writing (in both academic and non-academic
situations). We will also discuss the first portfolio as well as critical
reading and summary writing strategies.
expectations for course (5 minutes): Discuss student responses from the
WTLs completed on the first day of class. Address any student concerns that
didn't come up on the first day. Also, you can explain the dual focus for the
1. Writing is our primary concern, so we'll spend a
lot of time emphasizing things like purpose, audience, and context. (We tend
not to focus on skills, such as grammar and mechanics, as much as we do on
larger concepts and approaches to writing; however, we will work individually
with students who face some challenges with grammar and mechanics and can address
whole class concerns in this area when there appears to be a pattern of
discourse is our secondary focus (since it is an ideal topic for exploring the
complexity of writing situations), so we'll also be looking at important social
and political issues.”
may wish at this point to also address any expectations they’ve articulated
that you believe will clearly NOT be covered by CO150. This helps to clarify
what the course will and will not do and it allows you to legitimize their
goals, even if these goals lie outside the bounds of this composition course.
Here’s a Possible Transition to
Next Activity, but please write your own! Last time we discussed the writing situation
model. Today we'll quickly review that model and then use it to examine the
situation you found yourselves in as you worked on your homework for today.
3. Review the
writing situation model (3 minutes):Review the key points
writing situation model discussed on the first day of class.
Students will have read the writing guide as homework for today (Understanding
Writing Situations: Writing as a Social Act at http://writing.colostate.edu/guides/processes/writingsituations/).
Use this review of the writing situation model as a transition into the next
4. Discuss homework in relation to the writing situation
model (15 minutes): For this activity it helps to label the diagram with
students' responses to reinforce connections and to help keep the discussion on
track. Note: possible responses and prompts are listed in parenthesis following
Start at the middle of the diagram and ask students the following
·What was the text you produced? (homework -
reflection on self as writer)
·What was your purpose for writing this text? (to
complete an assignment, to impress the instructor or class, to learn more about
one's self as a writer, to get an "A" in CO150)
·Describe the context that created your purpose
for writing? (the college classroom, the first day of class, a small
"classroom community" where participation is likely)
·What requirements and limitations did the
context of a college classroom pose? (a deadline for writing, a computer to
type the message and to print it out, limitations on language, tone and style,
the possibility of having to share writing in class…).
·What opportunities did this context create? (an
invitation to call on your own personal reflections, experience and expertise)
·How did the various limitations, requirements
and opportunities shape what you wrote? (answers will vary)
·Who did you think of as your readers for this
text? (you, the instructor, other peers)
·Did you think of your readers’ needs and
interests? If so, what were they?
Sample Transition to Next
whether or not you realized it you were probably already thinking about
context, audience and purpose when completing your homework. This course aims
to help you think about these things more critically, both as a writer and as a
strategies for critical reading (5 minutes):This activity
asks students to think about how they can become close and critical readers.
·Ask students to identify what it means to be a
oWhat makes an effective critical reader?
oHow does one become a close reader of the text?
oWhat can you do to be more active and critical
when reading an essay?
·Preview or survey your reading. This means
looking over the reading before you begin it. With the NYT that would involve
reading the news summary on page 2 before you read articles. Previewing allows
you to estimate length/time requirements, activate what you know about the
topic, prepare yourself for the content by reading the introduction and
conclusion before your read all the way through.
·Apply close reading strategies (marginal
markings, notes outside of text)
·Pose questions that challenge the ideas in the
·Consider the context in which the essay was
·Consider your context (what you are bringing to
your reading and why you react the way you do)
·Consider how cultural context influences your
reading (turn the critical lens inward and examine your beliefs and influences)
Portfolio 1 (7-10 minutes):
·Pass out the Essay 1 assignment sheet.
·Let them read it over.
·To check for understanding of the general terms,
and the essay in particular, ask students to restate the purpose, context, and
audience as a class:
oWhat is the purpose of this essay assignment?
oWho is your audience for this essay?
oWhat will you have to do to meet the assignment
·Then, move on to discuss how these responses
will affect their choices when writing Essay 1. Since the students are part of
the general academic audience, include them by asking what type of response
they would like to read.
oGiven your audience, what will readers want to
oWhat type of reaction would you want to read?
·They should be able to generate such concerns
oa reaction that isn't a rant
oa reaction that doesn't go off on tangents or
try to cover too much (focus)
oa reaction that has an appropriate tone
oa reaction I can relate to
oa reaction that is well supported with evidence
Here’s a Possible Transition to Next Activity:Even though your audience will
mostly be concerned with your response, summary is still an important concept.
If your summary is inaccurate or incomplete, your response could be misguided
the concept of summarizing (15 - 20 minutes):Use these questions
as a guide for this discussion. You may pick and choose from this selection or
add some of your own questions to meet the goal of introducing academic
summary. (See page 160 - 161 in the PHG for
summary guidelines, and view the Teaching Guide on Types of Summary and
when planning this activity). It helps to use the board to focus this activity.
You can create two columns: General
Summary and Academic Summary. Then,
list generated responses beneath the appropriate titles. Note: possible
responses and prompts are listed in parenthesis following the questions.
·What is summary (in general)? When do you use
was the last time you summarized something that you did or saw (perhaps in
an e-mail to a friend or on the phone)?
is usually your goal or purpose for summarizing? (to inform or entertain;
to give an overall impression without all the boring details)
your summaries objective (fairly representing everyone/everything
involved) or are they subjective, colored by your own opinions or point of
do you think general summaries compare to academic summaries? What are the
similarities and differences? (academic summaries are more objective and
focus on main ideas rather than events)
are the purposes for an academic summary (consider the context for Essay
1)? How is this different from a general summary?
an overhead with three types of summaries on it as follows:
Summary - is brief and gives an overall perspective on text
2.Key Point Summary
- represents an author's argument more fully by providing other key points and
supporting evidence in addition to the main idea
- is used to explore the structure of an article or essay. Shortened phrases
are used in place of full length sentences.
Read through each type of summary and ask
students which one they think will be most appropriate for Essay 1 (Key Point
Summary). Then ask them why they made this choice (they are writing to an
academic audience who has not read the essay and needs enough information to
follow their response). Finally, ask them to imagine other contexts where a
main point summary and an outline summary would be more appropriate. The point
you want to make is that the content and organization of a summary will vary
based on a writer’s purpose, audience and context.
A Possible Conclusion for Today’s Class: Today we began discussing academic summary as a way to
prepare for writing Essay 1. Next time, we'll deepen our understanding of
summary by using the writing situation model to think critically about a
Assignment for Next Time
Read Diana Jean Schemo’s article
“Head of U of C …” regarding Dr. Richard C. Atkinson’s speech proposing an
end to use of the SAT at the University
of California. This article is
available via the course booklet of NYT articles. Practice the critical
reading strategies discussed in class today when looking at Schemo’s
article. Do you notice anything odd about the timing of Schemo’s report on
Atkinson’s speech? Hint: Pay particular attention to the verb tenses
Schemo uses in discussing Atkinson’s speech.
Review the guidelines for writing
an academic summary in the PHG
on page 160 - 161. Using these guidelines, along with our discussion from
class, write an academic summary of Diana Jean Schemo’s article about
Atkinson’s proposal, applying the conventions of summary writing and
taking care to give the proper people credit for ideas—that is, Schemo is
not responsible for all (or arguably ANY) of the ideas that she is
In preparation for the introduction
of the New York Times, assign PHG reading on the shaping of
journalistic stories using the “inverted pyramid” (page 253), and on the
reporter’s collecting/investigating heuristic, which utilizes “Wh”
questions (pages 245-246).
Post your summary as a message to
the SyllaBase Class Discussion Forum or to your account in Writing
a hard copy of your summary to class on Tuesday.
Note to Instructors:
A fundamental decision you will need to make about the summaries (and other
pieces of writing) that your students generate is whether you want them to post
their writing to the public forum of Syllabase (risk: copying by others;
benefit: a public forum of ideas) or whether you would prefer that students
post to the Writing Studio where documents are more secure but, conversely,
less available for reading and reply.