Review expectations for the course.
Discuss WTLs from Day 1 and homework done for today. Discuss strategies
for critical reading. Use critical reading skills to discuss
Cohen's article. Introduce the concept of summary and its
conventions and apply them to Cohen's article.
Connection to Course
The homework discussion invites students
to consider what influences them as writers in general, but more
specifically, it asks them to consider how the context of this
classroom helped determine what they wrote about and the approach
they used when writing. Cohen's article lays the foundation
for the subsequent articles and the theme of the first unit:
consumption and consumerism in America. Summary is one of
the first goals of the course (and necessary for Portfolio 1)
and is a skill that we want to provide students for courses beyond
CO150 and their civic lives.
A Possible Sequence
of Activities for Today
Call roll and complete logistics:
Is there anyone new today?
Who still needs to sign up for the New York Times?
Hand out materials to those who weren't in the previous class.
You might also ask those students to stay a moment after class
or visit you during your office hours so you can catch them
Remember to note any students who have failed to attend class the
first two class sessions and to automatically drop them on the form
provided by the English office.
3. Discuss responses to the previous
night's homework - specifically how context shapes our choices in
writing (this is a good place to link back to the Interview Activity
from Day 1, too). You should briefly review the Writing Situation
Model as you discuss the homework as well.
9. Establish a conclusion for the
class session and assign homework. It is very important that you
leave 5 minutes at the end of class to conclude and assign homework.
This avoids students missing the assignment and you having to talk
over students while they are packing up.
Note: You can use next week to catch up if
you fall behind this week (it's a busy one!). This follows
the general mentality that weekly goals can be subdivided into daily
goals, and so the purpose of the daily outlines is to help you,
not restrict you.
for Next Class Session
Assign the following
Review the guidelines for writing an academic summary in the
PHG on page 160-161. Using these guidelines, along with our
discussion from class about the writer’s purposes and key ideas,
write an academic summary of Lizabeth Cohen's article, applying
the conventions of summary writing and taking care to give the
proper people credit for ideas as Cohen cites other people's
work in her own.
*You might also have students check out the guide on writing
summaries in the CO150 Room in the Writing Studio. Since
we are writing an "academic key point summary" you
might ask: Which type of summary explained there most
closely correlates with the one explained in the PHG?
*Have students post their summaries to their files on the Writing
Studio as well as print out a copy to bring to class with them
Also have students read Paul Krugman's
article, "Money Can't Buy Happiness. Er, Can It?"
and Robert H. Frank's article, "Timmy's Range Rover."
Bring the articles
and answers the following questions to class with you next
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?
In preparation for the introduction of the New York Times,
assign PHG reading on the shaping of journalistic stories
using the "inverted pyramid" (page 253), and on the reporter’s
collecting/investigating heuristic, which utilizes "Wh" questions