Lesson ObjectivesToday we remind students about the Letter to the Editor aspect of Portfolio 1. We help them decide on what choices they'll need to make when revising their Academic Summary/Responses. |
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Connection to Course GoalsRevision is an essential part of the writing process and one we working to build in strength for out students. Context, or writing situation, is also a key part of writing, so by having students continue to write for different purposes and audience, we are furthering their understanding of context and their versatility as writers for different contexts (the most effective writers are flexible; they can write for a variety of contexts). |
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A Possible Sequence of Activities for Today |
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| 1. Introduce class session and take attendance. | |
| 2. Discuss letters to the editor and corresponding aspect of Portfolio 1. | Activity Ideas: Letters to the Editor |
| 3. Establish the choices students will need to make to their Academic Summary/Response in order to meet the expectations of the new writing situation. | Activity Ideas: Choices for New Writing Situation |
| 4. Give students time to begin making notes on how they will revise their Academic Summary/Response. | Activity Ideas: Revision Notes |
| 5. Establish a conclusion for the class session and instruct students on where to access homework assignments from now on. | |
Assignment for Next Class Session |
| Assign the following to students:
Additional Teaching ResourcesIt's that time--time to start thinking about how you will respond to and evaluate Portfolio 1. CSU's guide Evaluting Student Writing and Syracuse's Responding to and Evaluating Student Texts or Tips for Grading and Evaluating Student Writing are excellent places to start. Florida State's Responding to Student Papers also offers helpful insight to the grading process.
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