Planning a Class

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Authors & Contributors

The three goals for this lesson:

• Discussing and Practicing Critical Reading
• Exploring How Purpose, Audience, and Context Influence a Writer's Choices
• Facilitating More Meaningful Discussions

Introduction: Last time we discussed the ways context influences the choices a writer makes. Today we'll keep that in mind as we analyze the context for the essay you just read. Since our context is different from the one the writer intended, we'll spend a few minutes discussing your responses to the essay. Then, we'll focus on critical reading because this will help you accurately represent an author's ideas in the summary part of your essay. It will prepare you for the analytical writing we do in units two and three and it will also assist you in gaining the most from texts encountered beyond COCC150.

Activities and Transitions:

• Analyze the context of a text (10 minutes)
  

  Transition: Now that we understand the context for this essay, let's think about it in the context of our classroom. We are not the audience this writer had in mind, so our reactions may be different. What were some of your reactions to the ideas in this essay?

• Discuss students' reactions to a text (10 minutes)
  

  Transition: It's useful to react informally to the ideas in a text but when you write a response for an academic audience, you'll need to show that you've read the text critically first before sharing your views. So, let's practice critical reading for the last thirty minutes of class.

• Practice critical reading of a text (30 minutes)

Conclusion: Today we reviewed the ways context influences the choices a writer makes. We also shared some of our responses to the essay and practiced critical reading strategies to help you write an accurate summary for essay one. Next time we'll focus on writing a response and consider the choices you'll have to make when drafting your own writing.