What
you’ll do in class today:
-
Collect Essay 1
-
Introduce Essay 2
-
Analyze the context and audience for Essay 2
-
Look at evaluating as a way to respond in an academic
context
-
Introduce academic summary as part of responding to the
context for Essay 2
Connection
to course goals: The first few
activities emphasize the importance of context when writing a text. By comparing Essay 1 and Essay 2, students
can see the different expectations created by different contexts. Introducing more “academic skills,” such as
evaluation and summary, is necessary to meet the more academic context for the
second essay.
1.
Collect
Essay 1
2.
Introduce
Essay 2 (5 minutes):
-
Hand out the assignment sheet.
-
Let students read it over and make annotations or jot down
any questions they have.
-
Highlight due dates, logistics, etc.
3.
Analyze
the context for Essay 2 by comparing it with Essay 1 to highlight the changes
and implications for their writing (5 minutes): Get students to discuss the following questions and put their
responses on the board so they can see how the contexts differ.
·
What was the context for our first essay?
-
Explaining personal reaction to a main idea from one of the
readings to the class as an audience
·
Based on the assignment sheet, how is the context for this
essay different? Who is the audience? What is your purpose?
-
Audience is a freshman seminar professor: more academic context, different
expectations
-
Purpose is to evaluate a text to the professor for use in
the seminar
·
What are some of the expectations a professor might have in
using a text?
·
Given the change to a more formal and unknown academic
audience, how do you anticipate this audience affecting your choices in writing
Essay 2? What will you do differently?
-
change in purpose
-
more formal tone
-
different types of evidence
·
Thinking about the response you wrote for Essay 1, what
would you have to change if you were writing about that same text for Essay 2?
Transition: “Since
you'll be evaluating a text in a more academic context, let's look at the PHG reading as one approach to this
task.”
4.
Review
the "Evaluating" reading from PHG
(5 minutes):
-
Ask students to generate the main steps in the process of
evaluating.
-
List these steps on one half of the board, so you can refer
to the process during later activities. Be sure to save room for the
expectations of academic summary (see activity #6 below). The list should include the following
aspects:
·
state overall claim
·
describe the person, place, object, TEXT, etc. being
evaluated
·
clarify your criteria
·
state a judgement for each criterion
·
support each judgement with evidence
·
balance with both positive and negative judgements
Transition: "In many ways, this is what you're
being asked to do to meet the context for
Essay 2. Let's walk through the second step to begin to
develop the context in which you'll be writing.”
5.
Introduce
academic summary as a response to this context (second step above) (5-7 minutes):
·
Why do we summarize?
-
show we understand what we're responding to
-
set up the reader for response
-
help make sure we’re accurately representing the text
-
give credit where credit is due
·
Why would we need to summarize in terms of this specific
context for Essay 2? What does it do
for your audience/purpose?
-
shows professor you understand the text
-
shows you can be fair and objective
-
sets up your evaluation
6.
Discuss
the main parts of an academic summary (5 minutes): In this discussion, you may want to emphasize again the focus on the
main ideas. Remind students that within
a more academic context a reader needs to know what the text is about, not what
happens in the text. Keep this list on
the board so students can use it for the next activity.
-
Generate a list of summary points from the PHG with the students. List these on the other half of the board.
·
cite author and title of text
·
indicate the main ideas of the text
·
use direct quotes of key words, phrases, or sentences
·
include author tags
·
avoid summarizing specific examples or data
·
report the main ideas as objectively as possible
Transition: “Now that we've seen how summary is a part
of this rhetorical context, let's practice academic summary.”
7. Practice academic summary
with the Zoellner essay from PHG (10
minutes):
-
Divide the class into 4 or 5 groups.
-
Give each group an overhead and an overhead pen and assign
the following task.
·
As a group, write an academic summary of the Zoellner
essay. Feel free to use the list on the
board as a basis for your summary.
8.
Present
summaries to the class (10 minutes): Have groups put their summaries on the overhead, and ask the class if they meet the
expectations for an academic summary that are listed on the board. You might not get to all 4 groups, but make
sure each group offers either their summaries or responses to other groups’
summaries. Be sure the summaries achieve each of these:
·
focus on ideas not events (especially since Zoellner is a
narrative)
·
represent the main ideas accurately and objectively
·
include the author and title
·
avoid using too many quotes or including minor details
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?
Assignment for Day 9:
-
Read “Responding” in PHG
(156-57).
-
Write an academic summary of Wong’s essay.