Week 8: Monday, October 13th - Friday, October 17th
Week 10: Overview
Weekly Notes and Advice
The beginning of Portfolio
3 marks a new stage in your lesson planning. You are now
responsible for creating nearly all your activities to accomplish
course goals. As with Portfolio 2, there are some activity
ideas provided and you may consult the Activity Bank in the Teaching
Resources section of Writing@CSU. We encourage
you to integrate the course texts (The Prentice Hall
Guide and the New York Times) as well as technology
components (Writing@CSU and the Writing Studio)
into your lesson planning. If you have any questions about
developing your lesson plans, please see Mike, Steve, Kate, Sarah
or any of the lecturers.
Please remember to provide
lesson and course connections each class day and to introduce
and conclude your lessons along with providing transitions between
Connection to Course
After creating a transition between Portfolios 2 and 3 and connecting
these to course goals, the two main objectives for this week are
to have students construct their claims and arguments and to have
students think critically about how their target audience and context
will influence the choices they make when writing their arguments.
Use the PHG to introduce students to classical forms of argumentation,
but also emphasize that audience and context are as important as
"forms" when making choices about content and organization.
To write successfully, students will need to think about their readers'
needs and interests and shape their arguments accordingly.
Goals for this Week
Consider asking students to complete a Postscript
for Portfolio 2 before you collect the portfolios.
Engage students in reading and collecting editorials and op-ed
pieces from the NYT as well as graphics, photos, and
other visual forms of story and argumentation.
Required Readings and
Assign the following to students this week:
Read pages 441-448 in the PHG.
Read the Writing Argument Guide on Writing@CSU.
Draft a claim for your
argument and post it to the SyllaBase Class Discussion Forum
Read and respond to the
claim posted above and below your own*. Is it clear narrow and
debatable? What advice can you give to improve the writer's
*If you are the first person posted, respond to the person below
you and the last person posted. If you are the last person
posted, respond to the person above you and the first person
Read and clip editorials and op-ed pieces as well as graphics
and visuals from the Times with a goal of including 10
Editorials/Op-Ed pieces and 10 examples of visual storytelling
or argumentation in your News Clippings Journal. Begin analyzing
the editorial/op-ed pieces for argumentative elements and structures.
Also, as you search the Times for examples of visual
argumentation and story development, ask yourself: How does
this visual enhance or alter my understanding of the story?
What message do I take from it? How does my interpretation differ
from others’ interpretations? Connect visuals to the current
assignment, asking yourself whether tables, graphs, photos,
etc. would be useful and appropriate argumentative tools for
the publication you have in mind.
Argument guide discusses
some of the challenges first-year writing students often face
at the university level. The primary solution provided for how
teachers can help students overcome these challenges is cited
as moving students through a cognitive shift from dualism to relativism
to reflectivism (based on William Perry's work on intellectual
stages). Examples of how teachers have incorporated this solution
into their classes are provided. The page also suggests a strong
connection between teaching logic and successful argument writing.
The guides Arguments
of Argument are both geared toward student writers, but the
information therein could be adapted to lesson plans. Definitions
of argument purposes and types, ideas for planning, and a useful
distinction between a "bias" and a "position"
are just some of the useful concepts discussed here.