Return to Unit Two:TR

TR Unit Two, Day 19 - Tuesday, October 24

• Look at possible organizations for Essay 3
• Workshop Essay 3 for organization - backwards outline
• Practice writing Transitions

Connection to course goals: The different outlines emphasize that a writer can make choices in terms of how to organize Essay 3. The backwards outline workshop emphasizes writing as a recursive process, and helps them revise, with a specific focus on transitions.

1. WTL: What are the "parts" of the assignment for Essay 3? What sections will your essay need to meet the context? (5 min)
2. Discuss the WTL: Here you're after a list of the different parts of essay 3, in preparation for seeing 2 examples of how these parts could be organized in the essay itself. The parts should include:
• an overall claim of function for viewer or function for culture
• sub-claims about dominant cultural myths or cultural anxieties
• Sub-claims about what the show does with these myths or anxieties
• Evidence to support claims about the show
• Evidence to support claims about cultural myths and anxieties
• An introduction
• A conclusion (5 min)
3. Look at possible organizations for Essay 3.

• Put the following outlines onto overheads so you can show students two different choices they could make in organizing Essay 3.
• Remind students these are 2 choices, but there certainly may be others. (10-15 min)

OH #1

Thesis: Friends perpetuates gender myths at the same time as it tries to undercut or change some of them. As a result, viewers can have whatever view of gender they already believe--stereotypical or more modern--reinforced when watching it.

Outline

1. Explanation of what gender myths are in our culture in general.

2. Specific myth: Women are obsessed with appearance and clothes.

• Proof that this is a viable myth. (i.e. support for claim about culture.)
• Example from Friends of reinforcement - Rachel's clothes obsession
• Example from Friends of resistance - Monica's attire in apartment and coffee house

3. Specific myth: Men are afraid of commitment.

• Proof that this is a viable myth. (i.e. support for claim about culture.)
• Example from Friends of reinforcement - Chandler and whiny girlfriend
• Example from Friends of resistance - Ross's failed marriages that he wants to save but women don't

4 and 5: more examples like 2 and 3

5. Conclusion: How viewers might react

OH #2

Thesis: ER is so popular because, given the health care crisis and malpractice suits, people are afraid that doctors care more about insurance and money than taking care of them. ER helps us feel secure that doctors put our needs first and that accidents, when they occur, are taken very seriously.

Outline:

1. Description of current cultural situation - Uninsured people, malpractice suites,people's attitudes toward doctors

2. Specific Way ER addresses these fears: Indigent patients receive the best care

- Example of drunks, drug addicts, etc. on show and care they receive

3. Specific Way ER addresses these fears: Doctors receive the highest level oftraining.

- Examples of the type of supervision and instruction Carter or Lucy receive on aspecific show

4. Specific Way ER addresses these fears: When accidents occur, doctors arereprimanded and go into a crisis because they are so upset over their error

• Example of Mark Green's losing a mother during delivery because he was overly arrogant about his abilities and the subsequent episodes that show his crisis and resulting "extra" attention he takes when diagnosing patients
• Example of Elizabeth Corday's mistake administering a medication because of exhaustion and her fight to change the kind of hours doctors work

5. Effect on Viewers

• Personal Reaction and what I like about show
• Interview with my mother about why she likes it

4. After looking at the outlines, have them return to their essays and consider the following.
• Does your essay have all of these parts?
• Are the parts organized effectively? How might you re-organize your essay based on the outlines we looked at?
• Are there any places where you make a claim that could use more support? (5-10 min)

Transition: Explain that today' workshop will ask them to examine the organization and coherence of their own essays, and how transitions play a role in maintaining coherence and focus.

5. Discuss the PHG reading on Transitions
• What should transitions do?
• What can you use to write a transition?
• (5-10 min)
6. Lead them through the backwards outline workshop.
• Orally, guide them through the backwards outline workshop from the appendix. Only read one step at a time because you don't want the students to anticipate answers. We've put this in the appendix, though, because they can use it at other points in workshopping and you may want them to do this again.
• The three columns should be:
• What point this paragraph makes
• The connection between this point/paragraph and the overall thesis
• The connection between this point/paragraph and the next point/paragraph

- When you get through column 2, move on to #7 and #8.

(25-30 min)

7. After they've completed the second column (how does this point/paragraph connect to the overall claim), pause to return to the reading from the PHG on "Transitions."
• Looking at what you've written in column two, what might a reader need as a transition for that paragraph?
• Is there a clear connection made for the reader in the text?
• If not, use what you've written in column 2 to write a transition you might add to the essay.
8. Lead them through column 3. (10 min)

9) Once they've completed column 3, ask them to again consider whether the connection they have in the column is made explicitly in the text. Have them write possible transitions they could use to move easily between paragraphs and points.

Assignment:

Write:

Revise your draft for a second workshop on Thursday.