Return students to
Portfolio 1 Guidelines (3-5 minutes)
students back to their Portfolio 1 guidelines and discuss the
Letter to the Editor aspect (5 minutes)
students that their letter to the editor will be a revised version
of their Academic Summary/Response. Cover the differing limitations
between the Academic Summary/Response and the Letter to the Editor. Be
sure that students are clear that both versions of their work
need to be turned in with Portfolio 1.
to the Editor Activity (10-15 minutes)
on letters to the editor from the Appendix or ones you have found
interesting recently as well as the letters students brought in
today, design an activity that highlights the choices writers
make when writing a letter to the editor.
Discuss the sample
Letters to the Editor (10 minutes)
Since we have read the
extended version of these letters, foreground the choices the
writers made in condensing them into their letters.
Help students make
choices for their letters to the editor
an activity where you help students make and discuss the choices
they will need to make in order to revise their Academic Summary/Response
papers in order to meet the expectations of a letter to the editor.
Allow students time
in class to incorporate their revision plan into their Letters
to the Editor. You can use a brief version of a backwards
outline to help them find the most important aspects of their
Summary/Response essay or can create an overhead that helps them
flesh out their claim, their most important reason(s) and evidence
that will feasibly fit into the limitations of a 200 word letter.
You could try a looping/focusing
activity here, too, where students would look back over their
Summary/Response Essay and choose the most important reason and
focus on elaborating on it for their Letter to the Editor.
Today you might
have a student recapitulate the main objectives you discussed
today or you might write your own conclusion. Be sure to
cover the main ideas in the articles discussed today and to highlight
what aspects they'll need to use to complete their Analytical/Evaluative
Responses. Remind students where they can access their homework.
Establish the hierarchy
of criteria you will use to grade student work
By now, you've probably
already heard many versions of the question "What exactly
are you looking for in this paper?" While we realize
we have been teaching all along what we have been "looking
for," part of this question stems from students usually being
excluded in the process of evaluating the work they've done for
a piece of writing. The goal here is to give students a
voice in establishing the hierarchy of criteria against which
their work will be evaluated and also to open our eyes to what
we've taught to be sure we grade fairly and accordingly.
You can structure this
activity similarly to the way we created a hierarchy for the Academic
Summary/Response is structured. Be sure to acknowledge the
shift in audience and slight shift in purpose as well as the new
limitations (primarily length) in the hierarchy.