Today we review the concept of responding
and then focus specifically on the Agree/Disagree responses students
wrote for homework. For the revision process, we discuss
creating claims and supporting claims through development.
We introduce the process of workshop as well via a "mini-workshop"
of students' homework.
Connection to Course
We introduce the importance of fully
developing a narrowed and focused response that is then developed
with ample and relevant reasons, evidence and discussion—factors
associated with strong writing throughout the course and the university.
Responding is also important for the thematic aims of this course
because it allows students to invest their own ideas on issues
of public importance. We also reinforce the importance of
revision and introduce students to workshop (and how an important
aspect of writing is receiving and applying feedback).
A Possible Sequence
of Activities for Today
1. Introduce class session and take attendance.
Discuss what students are reading in the New York Times.
(Hopefully students have begun receiving the paper by this time.
If not, you can table this activity until next week.)
Ask students to complete the following for next class session:
Revise your Agree/Disagree Response to Krugman's or Frank's
Read Sharon Zukin's article, "We Are Where We Shop,"
and Mary Gordon's article, "We Are All Spendthrifts Now."
List the main idea and key points from each article as you would
in preparation for writing a summary.
Continue to clip articles from the NYT related to
debatable issues in U.S. culture/the global community. Be ready
to summarize and discuss them on Tuesday. (The clipped articles
will be part of the News Clippings Journals students will keep
for the semester.)