Take a few minutes
to explain how the Academic Summary/Response paper connects to
the course goals and/or to review workshop etiquette
In your explanation
of connection to course goals, remember to include the concepts
of accountability, understanding the conversation on a publicly
debated issue, the importance of understanding writing as a "situated"
activity engaged in by others and oneself and all for particular
purposes and audiences.
Establish the hierarchy
of criteria you will use to grade student work
By now, you've probably
already heard many versions of the question "What exactly
are you looking for in this paper?" While we realize
we have been teaching all along what we have been "looking
for," part of this question stems from students usually being
excluded in the process of evaluating the work they've done for
a piece of writing. The goal here is to give students a
voice in establishing the hierarchy of criteria against which
their work will be evaluated and also to open our eyes to what
we've taught to be sure we grade fairly and accordingly.
You might begin the
discussion as follows:
Ask students to contribute
to a list (on one side of the board) of all the concepts we've
worked with so far. This list should include claims, reasons,
evidence, focus, development, organization, style, audience, all
the goals of summary and the purposes associated with summary
Once you have compiled
all the concepts on the board, ask students which one(s), based
on what their experience in class so far, is/are most important.
On the other half of the board begin creating a hierarchy of the
Once you've made the
hierarchy, feel free to make some switches based on what you,
as the teacher, know you've spent a lot of time on or that you
know are most important to the course goals--i.e. students may
make a case for "creativity" to be first on the hierarchy,
when you know it needs to be purpose or audience (you might be
surprised, though, students are usually pretty good at this).
Tell students that this
what they need to keep in mind as they complete their final drafts--doing
these things effectively is, in a way, "what you're looking
for." But then also tell them that doing each of these
things satisfactorily is a 'C' paper (all the
pieces are satisfactorily there). Ask them what they think
will make a 'B' paper then. An 'A' paper?
'A' and 'B' papers are
papers that excel in the criteria categories and demonstrate a
very effective style (or voice of the writer) and are free from
grammatical and mechanical errors that disrupt communication (see
the Grading Guide in the Appendix more details).
In-class Workshop of
Academic Summary/Response Papers
Using the workshop in
the Appendix (also consider the Writer's Triad) or by creating
one of your own, conduct a workshop for the remaining 35-45 minutes
of the class session. You can incorporate the Writing Studio
by having students post their responses to one another.
Have students complete what they don't finish in class for homework
with arrangements to communicate via email or a forum in the Writing
Studio so no one is left with incomplete workshop feedback.
Today you might
have a student recapitulate the main objectives you discussed
today or you might write your own conclusion. Be sure to
cover the main ideas in the articles discussed today and to highlight
what aspects they'll need to use to complete their Analytical/Evaluative
Responses. Remind students where they can access their homework.