Today we move on to a third type of
response so that students add a differing focusing and developing
technique to their repertoire. We also review the Interpretive/Reflective
Response through a mini-workshop and then introduce our third
way of responding. Throughout these efforts, we check students'
understanding of the readings and the issues, building their sense
of the multiple perspectives and positions on the issue of consumerism
and consumption in America, clarifying that the discussion is
more complex than a simple pro-con debate. As with the previous
sessions, we also hold students accountable for their reading
of the newspaper by asking them to bring in three clippings on
issues they find provocative.
Connection to Course
We reinforce revision and development
of responses. We also encourage reading a variety of perspectives
on a single issue and exposure to multiple issues within public
discourse. By outlining before writing, we demonstrate that
writing is a process and provide students with alternate ways
to engage in that process.
A Possible Sequence
of Activities for Today
1. Introduce class session and take attendance.
2. Discuss news clippings and a few of the topical
issues they’re seeing in their reading of the NYT.
Revise your Interpretive/Reflective Response based on the
feedback you received today in class.
Solidify the claim for your Analytical/Evaluative Response
to either Brooks' or Krugman's article. Establish the
criteria you will use to evaluate the article and outline the
evidence you will use to support your reasoning. Free
free to draft ahead since next Tuesday you will need to complete
a draft of your Analytical/Evaluative Response.
Read the student samples of Portfolio 1's Summary and Response
Paper that are posted to File Sharing in the Writing Studio.
For additional information
about students' adjustment to the expectations of college writing,
In College: A Short Guide to College Writing (while
this is geared toward a college audience, the concepts contained
within it could easily be adapted to fit a lesson plan).