backReturn to Unit One: MWF

Unit One, Day 9 - Monday, September 11

What they'll do today in class:

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.

  1. Review Academic summary by looking at their homework assignments.

    Make sure they're on track with the main ideas here and not summarizing too many or too much detail about his experiments.

    (10-15 minutes)

    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

  3. Analyzing Molloy's evidence.
  4. (10 min)

  5. Okay, now let's evaluate Molloy's evidence.
  6. (10 min)

  7. Discuss group findings.
  8. (15 min)

    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.

  9. Prewriting Activity - Finding and narrowing their criteria.

    (5-10 min)

  10. 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.