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Unit Two, Day 20 - Thursday, October 26

What they'll do today in class:

Connection to Course Goals: The final workshop emphasizes the importance of ongoing revision during the writing process (versus simply one draft). The introduction to Unit Three introduces a new writing situation and shows how they will have to determine their own context, purpose, and audience for the final essay. The final activity generates topics in a way that responds to the educational focus for Unit Three. Generating these topics can help students see ways to turn the critical eye we've been developing onto the educational institution, and also show how writing can serve as a way to gain a voice in trying to change culture.


  1. Final workshop for Essay 3. Design a workshop that highlights the aspects of the third essay that you think need the most attention. You can find a Workshop Sheet that you might use in the Appendix. Since they've already looked some at focus and coherence with the Backwards Outline workshop on day 19, you might try to center this workshop around development and evidence. Remember they should have evidence that supports:
  2. While they're workshopping, put a list on the board of everything they'll have to turn in with the final draft of Essay 3.
  3. Before Turning to Unit Three, take any last questions about the 3rd essay, but try not to spend more than 5 minutes on these questions.
  4. Transition:

  5. Introduce Essay 4.
  6. Transition: The first thing we'll need to do is to start getting a sense of what issues are out there within the general field of education. Since we're all directly involved in education, let's start with our own personal experiences.

  7. WTL: Take about 5 minutes and list everything that you dislike about school. Feel free to include any level of schooling here. What's unfair about school? What do you hate about school? What's confusing about the educational process? (5-6 min)
  8. Discuss their WTL. Let them lead most of the discussion while you keep track of any possible issues they raise on the board. You might want to have the students write down the issues as well, or have one student copy the list so you can type it up and hand it out next class period.



RC, Sizer, "What High School Is", p.102

Reserve, Gatto, "The Seven-Lesson Schoolteacher"

PHG, "Arguing", pp.432-434

The education-related discussions at the following website(s):


1 page including:

- The internet site you visited

- A summary of the discussion you viewed

- A summary of, from what you can tell, the participants

- A list of all of the issues you saw in the discussion