Today we continue learning
about the Analytical/Evaluative Response. We also introduce
the concept of "unpacking claims" which is an effective
development tool. 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 continue to expand students' repertoires
of responses and reinforce the importance of focus and development.
By showing students samples of how other writers have the met
the expectations of the Summary/Response Essay, we demonstrate
that there is no "single" way to accomplish a purpose
and provide students with concrete examples of what effective
choices can be for their writing.
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.
6. Help students determine what type of response
they would like to continue to work on for their Summary and Response
paper. You can remind them that we will do a mini-workshop
on their Analytical/Evaluative Response for homework tonight.)
Complete your Analytical/Evaluative Response and add a summary
of the corresponding article to your response. Post your
draft to the forum titled "Analytical/Evaluative Drafts."
Workshop the draft posted above yours on the forum.
You will need to have completed the workshop by noon* tomorrow
(Wednesday) so your peer will have time to incorporate your
feedback into h/er draft for Thursday's workshop.
This week and next you should also keep an eye on the Letters
to the Editor in the New York Times since we will be
discussing that aspect of Portfolio 2 soon.
Choose the response you want to revise into your Summary and
Response Essay for Portfolio 1. Expand as much as you
need to create a rough draft to bring to our in-class workshop
*You may alter the time by which you
would like your students to post their workshop feedback.
Just be sure that students have enough time to respond and enough
time to incorporate the feedback into their drafts for Thursday's
workshop (especially if they are polishing their Analytical/Evaluative
Online Discussions covers topics such as using discussion
forums, mailing/chat rooms, and email lists to help you facilitate
discussion and student interaction outside the walls of the classroom.
It can be helpful at
this point to consider Peter Elbow's distinction between two goals
for writing: writing to learn and writing to show what one
has learned. Check out Writing
for Learning--Not Just Demonstrating Learning to help you
wrap up the Summary and Response Essay for Portfolio 1.