Phase 2 Sequence
- Review writing-as-conversation metaphor, emphasizing "forming opinions" stage, and Pollan readings, and apply to further inquiry into "what should we eat?"
- Develop and refine questions for further inquiry
- Explore disciplinary perspectives on question-at-issue
- Narrow list of questions-at-issue for collaborative inquiry
- Form collaborative inquiry groups
- Explore initial responses to questions-at-issue and influences on those responses
- Develop research plans
- Learn research strategies
- Posing research questions
Developing search terms
Keeping a research log
Accessing and choosing library resources
Searching library and web resources
Evaluating and selecting sources
- Compose annotated bibliographies to report inquiry
- Citing sources in MLA style
Annotating sources: summarizing and evaluating
- Compose reports that explain inquiry results
- Consult with instructor during above inquiry and writing processes
- Present inquiry findings to class via Writing Studio publication of annotated bibliographies
and inquiry explanation reports/Submit bibliographies and explanations for assessment
- Review third stage of writing-as-conversation: entering the conversation
- Analyze differences in rhetorical situation for explaining and arguing
- Select and refine question-at-issue on which to focus argument
- Review and apply rhetorical concepts to focusing argument topic, including audience, purpose,
occasion and exigence
- Conference with students about their working claims to guide further research and composition
of arguments
- Learn and apply key concepts of argumentation, including claims, reasons, evidence; understanding and responding to opposing viewpoints and alternative
perspectives; appeals; and structuring for effectiveness.
- Review MLA style in-text documentation and works cited
- Compose arguments and receive peer response
- Revise arguments to best address rhetorical situation
- Submit final arguments for assessment