backReturn to Unit One: MWF

Unit One, Day 11 - Friday, September 15

What they'll do today in class:

Connection to course goals: Practicing the skills of summary and analysis again shows students the need to meet the expectations of the context. They can also see the ability to make choices within that context because we again focus on a different aspect of an essay (style and tone). Introducing focus is the next step in meeting the expectations of an academic audience.


Today we'll look at the Dilbert essay to once again walk through the steps of evaluating, and we'll move one step further to begin using evidence to support our judgments about how well an essay meets our criteria.

  1. To begin, let's quickly summarize the main ideas of the Adams essay. (You'll probably just want to do this as a large class discussion and list the ideas on the board. Hopefully, they'll have the hang of summary by this point so it will come a little easier.) (5 min)

    (5-10 min)

  3. Discuss their homework responses to get at issues of style and tone.
  4. - Emphasize while they're giving examples from the text of the places where they "see" the tone and style and this is one type of evidence that will be useful in developing their second essays. If they make claims about features of the text, they'll need to use specific textual evidence to support/show those claims.

    (15 min)

    Transition: So far we've looked at how evidence, organization, style, and tone could all be areas to focus on in evaluating an essay. Let's spend a some more time looking at how you might use an agree/disagree response to meet this context.

  5. Discuss the essay using Agree/Disagree responses.

    Discussion questions:

    (15 min)

    Transition: Now that we've seen how this essay can lend itself to an agree/disagree response, let's connect this back to our context in Essay 2.

  6. WTL: Take about 5 minutes to jot down ideas in response to these questions: How might you use the discussion we've just had to meet the criteria we've set up and our context for Essay 2? Why might a professor be interested in essays that can produce these responses? What would you have to do to SHOW the reader the agreement/disagreement an essay can generate? What, from the discussion we just had, might be useful as evidence for this type of approach?
  7. Discuss WTLs - List their responses for how this could meet the context on the board. Discussion is the most obvious possibility, but see if anyone comes up with other options for how Agree/Disagree response might be used. Also, consider what types of evidence they'll need. Ideally people will have used personal experience during the discussion, and you can refer to their examples as possible pieces of support to SHOW the professor that students can easily agree or disagree with the essay. (5-10 minutes)
  8. IF TIME…

  9. How do you choose the parts of an essay you want to focus on? In this discussion you're trying to get them to think about the choices they'll have to make in writing their second essay.
  10. (5-10 min)

  11. Conclusion



RC Hochschild, "Work: The Great Escape" pp. 371-381


A one-page evaluation of Hochschild. Choose a focus for your evaluation based on our criteria list and one of the 4 practice analyses we've done in class (evidence, style, organization agree/disagree)

- Be prepared to explain why you chose that focus.