By summarizing a journalistic
argument, we solidify understanding of summary principles, accentuating
the importance of understanding and representing the author’s
purpose for generating a text and familiarizing students with
the article style of the New York Times. Additionally,
we introduce students to the three types of response developed
in this course, and we provide an initial overview of how each
response type is developed.
to Course Goals
By the end of today
we complete the classroom instruction on academic summary writing,
and we move to response writing. 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.
By discussing the effective use of paraphrasing and quoting we
hope to help students write more accurate and concise summaries
(especially when dealing with longer texts). Introducing all three
types of response prepares students to think about the various
ways they can respond to a text and how they can develop their
ideas with reasons and evidence. 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.
Possible Sequence of Activities for Today
1. Introduce class session and take attendance.
Use students’ homework to discuss writing a summary of Krugman's
and Frank's articles
Ask students to complete the following for next class session:
Choose a key point from either Krugman's or Frank's article
and write a one-and-a-half to two-page agree/disagree response
to that idea. Start this effort by writing out the key point
of the speech and relating it to the main idea of the article,
providing author tags to show whose idea it is. Then, respond
to the key point and main idea, stating whether you agree or
disagree with the overall idea and the key point you’ve selected
to focus on. Give reasons for why you agree or disagree and
provide specific evidence to show why you feel this way (personal
experience, textual evidence, or cultural observations). Post
your response to the Writing Studio. Bring a printed copy of
your response to class.
Bring in three clipped articles from the NYT related to debatable
issues in U.S. culture/the global community. Be ready to summarize
and discuss them.
*From here on out, students should keep a News Clippings Journal
of the NYT articles they are reading. You will
want to establish when you are collecting these, how much the
journal is worth in the first portfolio (percentage of the portfolio
or homework points), and how students keep track of their work.
The Writing Studio activity, "Keeping a Reading Log" is a great way
to save paper and check student work online (this is located
under the "Tools" option on the Writing Studio tool
bar. If you use this reading log, be sure you have a way to
check the actual articles themselves). Or you may have
students keep a spiral notebook or composition journal where
they hand-write their summaries and responses.