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Unit One, Day 15 - Tuesday, October 10

What we'll do today in class:

Connection to Course goals: Asks students to analyze how one might apply academic writing and thinking skills to cultural contexts. Begins to get students thinking about purpose, audience, and focus in terms of the analyses they read and their own assignment, which emphasizes writing as a response to context. Looks at what types of evidence are used and how that evidence is also a response to the writing context.


  1. WTL: Look at your assigned essay. Underline all of the claims that each author is making, and then label them either Function for Culture or Function for Viewer. Which approach (Function for Viewer or Function for Culture) does each author take? Is their analysis clearly one or the other? Is on more of a focus than the other?
  2. (NOTE: Have the class count off by two's, so that half of the class works with Bennett and half works with Gaines.)

    - (10 min)

  3. Discuss WTLs. Your goals in this discussion are to make sure students understand the different analyses made by the two authors, and also to clearly distinguish between Function for Viewer (What Gaines mostly does) and Function for Culture (What Bennett mostly does).
  4. ESSAY






    Context and Audience

    - While you discuss, fill in the appropriate sections as a class. You'll use their responses later to examine how their choice of function and their purpose/audience affected what type of evidence was needed.


  5. Group activity to examine the context of these essays.
  6. (10 min)

  7. Discuss group responses. The goal in this discussion is to analyze the contexts of the Gaines and Bennett essays to get students thinking about possible purposes and audiences for their own essays.
  8. - As you discuss, fill in the appropriate sections of the chart on the board as a class. Remember you'll use this chart to examine their evidence in activity #5 below…

    (25-30 min)

    TRANSITION: Now that we've discussed their overall analyses and examined their contexts to determine what their purpose was and who they were writing to, let's examine how those decisions affected what each author uses as evidence.

    (NOTE: If you're running out of time -- if you have only 5 minutes or so left at this point -- you can go ahead and do more of a lecture format for this last activity and just explain some of these connections. As long as students begin to see how each author's context, audience, and type of function analysis is connected to the evidence they employ.

  9. Using the chart, examine each author's choice of evidence. Your goal here is to get students to see how their choices in terms of the type of function they choose and their overall purpose and audience will affect what they'll need as evidence.
  10. Some possible discussion questions

    Some examples of how evidence is related to the concerns on the chart

    If time...

  11. Compare the contexts of the two essays to the context for Essay 3. The goal here is to build on the last discussion and try to get students thinking about what options they'll have in terms of purpose and audience for Essay 3.
  12. Discussion questions



    RC, Stephen King, "Why We Crave Horror Movies", p.315-316

    RC, Elayne Rapping, "In Praise of Roseanne", 335-340