·Assign reading of two relatively short and quite
distinctive reactions to Atkinson’s proposal, specifically Peter Sacks “SAT—A
Failing Test” which was published in Nation,
and Walter Willliams “Radicals Undermine College Admissions Criteria” published
in Human Events. To access these
articles, students will need instructions for getting SFX articles from the
link on the library home page. (This process is actually pretty simple, but
some students will have trouble, so be prepared to deal with their questions by
being knowledgeable of how to access the sources yourself.)
·Discuss effective use of paraphrasing and
quoting. (See page 194 in PHG.)
·Introduce the concept of responding. Describe
the three types of response used in this course: agree/disagree, analytic/evaluative,
interpretive/reflective. Encourage students to practice the response forms one
at a time and then to combine them for the final paper/letter to the editor.
You’ll find a discussion of these types of response in the teaching guide on
summarizing and responding at http://writing.colostate.edu/guides/teaching/summaryresponse/.
·Introduce the New York Times—its layout, features on certain days, productive
ways to read it, initial searches for topics/issues of interest. Assignment of
News Clip Journal— begin clipping articles of interest on debatable issues—10
total by the end of Portfolio 1. Make sure to record date and section/page.
Paste onto notebook paper, one per page, perhaps in the same 3-ring binder you
use for class notes and handouts. [Instructors:Consider beginning
each class period with a new person in the room briefing the class on one of
his or her articles.Also consider keeping your own News Clip Journal so
that you can show examples of clippings to your class. Bring your copy of the Times
to class every day and encourage students to do the same.]
Activities for this Week
Detailed lesson plans are available for the first four weeks
of the course. Beginning in the third week you will be encouraged to take over
the writing (or rewriting) of all introductions, conclusions, and transitions.
Beginning in the fifth week, you will be expected to choose activities from a
set of suggested activities and/or develop your own activities that will help
you and your students achieve the course goals for a specific week.