Week 3: Monday, September 8th - Friday, September 12th
Goals for this Week
students understand the importance of reasons and evidence (textual,
personal experience, analysis) in a response.
development of responses (through reasons and evidence that support the
specific response types) to the overall portfolio goals and make
connections between this portfolio and the larger course goals.
students with the means and opportunity to revise their agree/disagree
responses to Atkinson’s proposal.
the writing situation model to the articles by Sacks, Williams, Bollinger,
and the Thernstroms.
the second and third types of response - interpreting/reflecting and
analyzing the text. Ask students to use the analytic type of response for
either Sacks’ or Williams’ essays. Ask students to use the
interpretive/reflective (text effectiveness evaluation) response type for
either Bollinger or the Thernstroms.
and discuss the concepts of assumptions and implications. Connect these
concepts to the use of reasons and evidence in an interpretive response.
and discuss development of criteria and making judgments about the
effectiveness of texts using sufficient reasons and evidence in support of
building a set of debatable issues drawn from newspaper clippings and
summaries posted to Syllabase.
Activities for this Week
Detailed lesson plans are available for the first four weeks
of the course. Beginning this week, you should start writing your own
introductions, conclusions, and transitions. Suggestions will be made in the
lesson plan, but you will be expected to revise these suggestions. Starting 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.