Today we work with the
drafted responses (agree/disagree) to either Krugman's or Frank's
articles in order to discuss how to develop better responses through
revision. We also move on to a second type of response so that
students add a differing focusing and developing technique to
their repertoire. Throughout these efforts, we check their understanding
of the readings and the issues, building their sense of the multiple
perspectives and positions on the issue of consumerism and consumption
in America, clarifying that the discussion is more complex than
a simple pro-con debate. Today we also hold students accountable
for their reading of the newspaper by asking them to bring in
three clippings on issues they find provocative.
to Course Goals
(1) Discussing revision
(particularly of reasons and evidence) helps students develop
a strong writing process and a critical eye for their own writing.
It encourages them to write more focused and thoughtful responses,
as opposed to a list of unsupported reactions. Discussion of more
than one response type exposes students to the variety of focuses
and approaches for developing papers that are available to them.
(2) Careful reading and examination of multiple texts related
to the issue of consumerism and consumption in America provides
a model and illustration for processes students will apply independently
to the topical issues they select for Portfolio 2. Distinguishing
one article from another and coming to some deep understanding
of the perspectives and approaches of the writers being analyzed
will prepare students for their application of these principles
to their own selected issues in Portfolios 2 and 3.
Possible Sequence of Activities for Today
1. Introduce class session and take attendance.
2. Discuss news clippings and a few of the topical
issues they’re seeing in their reading of the NYT.