What they'll do today in class:
- Practice academic summary with Molloy
- Practice analysis with Molloy essay - evidence
- Discuss finding and narrowing criteria
Connection to course goals: Practicing summary reinforces the skills they'll need to meet the context for Essay 2. The analysis of Molloy provides an opportunity to practice the type of thinking and critical reading they'll need to meet the context for unit 2. The prewriting activity emphasizes again the need to meet the context, but moves them into how they can make choices within the expectations of the context - there are different ways to set-up the criteria and still meet the context.
INTRODUCTION: Devise a brief introduction that explains what they'll be doing today in class and why.
- Review Academic summary by looking at their homework assignments.
- What did you summarize out of the Molloy essay? What were his main ideas?
- Did you choose any quotes that you thought were ESSENTIAL?
- Compile on the board a list of what should be included in an academic summary of Molloy.
MAIN POINTS OF MOLLOY ESSAY:
- The way we dress is a distinct sign of our class position.
- Dress is an "essential element in helping a man to function in the business world with maximum effectiveness.
- They way we dress has a direct impact on how we are treated and how we may treat others.
- Molloy conducted several "experiments" to prove his theory.
Make sure they're on track with the main ideas here and not summarizing too many or too much detail about his experiments.
Transition: Now that we've effectively summarized Molloy, let's move to the next step in our evaluating process and make judgements about how well this essay would meet our criteria for the audience. With this essay, we'll focus on analyzing the effectiveness of the evidence
Analyzing Molloy's evidence.
First, have students recall the list we generated during the last class period in terms of what would be considered effective evidence.
- What should evidence do/be in order to be considered effective?
- What evidence from any of the essays we've read has been effective and why?
- Second, look at how this list would play into the criteria the class has established.
- Why would effective evidence be useful for the professor?
- What would a professor be interested in regarding evidence?
- How might an essay with less effective evidence be useful to the professor's needs?
Okay, now let's evaluate Molloy's evidence.
Divide the class into groups of three or four
Each group should:
- Find at least two places where you think Molloy's evidence is effective and explain why
- Find at least two places where you think Molloy's evidence is less effective and explain why?
- Explain, based on either (or both) of the above why you think the essay would or would not serve the purposes of the Sociology Professor. How well does it meet the criteria?
Discuss group findings.
First, have each group show at least one piece of effective and one piece of ineffective evidence.
Then, discuss as a class how well the essay meets our criteria.
Where is Molloy's evidence effective? Why is that effective?
Where is Molloy's evidence less effective? Why?
How could he improve the evidence in the essay?
How might his use of evidence have been influenced by his audience?
Transition: We've talked a lot about evidence as one possible criterion. In writing your actual essay, though, one of your tasks will be "personalizing" criteria that fit your purpose for the essay. That is, it would be too much to try to evaluate an essay in terms of all of the possible criteria we've generated, so based on which essay you choose and how you want the professor to view that essay you'll have to decide which of those criterion are the most important and relevant to your purpose. To that end, let's practice narrowing that criteria using the essays we read for essay 1.
Prewriting Activity - Finding and narrowing their criteria.
- WTL: Choose any of the essays we've read so far, and then take 5 minutes to write a narrow list of criteria to better reflect your evaluation of that essay. That is, which of the criterion seem most relevant to the essay? Which features of the essay are most notable/important? Which part of the essay was most influential to you as a reader? What would you want a professor to know about this essay?
- Tell them to hang on to these WTLs, and emphasize that once they actually do choose the essay they'll evaluate for their next paper, they should go through this process of narrowing the criteria.
Conclusion: Summarize, or perhaps ask a few students to summarize, the main concepts from today's class. What did they learn? How does it relate to their assignment?
RC, Schor, "The Overworked American," p. 366
A paragraph summary and one page analysis of Schor's evidence.