Today we discuss the
importance of audience, purpose, and context not only for the
the items we have read, but also for the summary we have written.
We will also discuss quoting and paraphrasing, and we will practice
how to incorporate these into our summaries. Finally, we
will discuss the importance of revision.
to Course Goals
Reviewing the Writing
Situation Model in application to Cohen's article will help students
solidify critical thinking skills. By showing samples of
and practicing quoting and paraphrasing, students are building
skills that will help them in their future writing in (and outside
of) this course. Finally, revision is an essential part
of the writing process and one of our primary goals in CO150.
Possible Sequence of Activities for Today
1. Introduce class session and take attendance.
Have students complete a WTL on writing a summary of Cohen's
Ask students to
revise their summaries* of Cohen's article based on today's class
work and read pages 162-163 in the PHG on responding and types
of evidence. You might also have visit the CO150 Room
in the Writing Studio and check out the guide on writing responses
(you can assign this now or later this week).
Also have students read
Paul Krugman's article, "Money Can't Buy Happiness.
Er, Can It?" and Robert H. Frank's article, "Timmy's
Bring the articles and
answers the following questions to class with you next session:
1. Who is each writer's
2. Why do you think
he wrote the article he did?
3. What is the article's
main idea? List the key points the writer uses to support
the main idea.
4. How do Krugman's
and Frank's articles correspond with Cohen's article? What
is similar? What is different?
Tell students they should
bring their NYT papers to each subsequent class session
so that you can discuss what they are reading.
*Decide whether you want to grade
students' revised summaries online via the Writing Studio or in
hard copy form and instruct students on this decision.