What
you'll do today in class:
-
Essay 1 due
-
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
-
Begin to generate general criteria for evaluating a text
(what makes a text effective, interesting or useful)
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" is necessary to meet the
new, more academic context for the second essay. Beginning to generate
potential evaluation criteria also emphasizes how the context in which they'll
write sets forth expectations for the text they'll produce (they can't come up
with just any criteria—the criteria are determined by the context).
INTRODUCTION:
Devise a brief introduction that explains what students will be doing
today in class and why.
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 (7-10 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 #5 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 and third steps 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 (15 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. 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
Transition: “We’ve
just practiced the second step in the process of evaluating: describing the object/text you’ll
evaluate. Because academic summary is a
key part of meeting the context for the Essay 2 assignment, we'll be practicing
summary more in the next few class periods.
But now let's turn to the third step of evaluating—establishing viable
criteria.”
9.
Establish
criteria for Essay 2 by analyzing the audience and considering their own
in-class experiences (15-20 minutes):
-
Assign WTL as a way to lead into this activity:
·
Take about 5 minutes to think about the following
issues: Based on your experiences as students,
what makes a text effective? What types
of texts work well? Which parts of a text are important? What might a professor want to do with a
text in class? What are the different
reasons/purposes for reading a text?
-
Discuss the WTLs to generate a class list of possible
criteria for evaluating the essays for the seminar professor. Make sure to have
someone keep a list of the criteria students generate so you can type it up for
the next class period. Or write it on
an overhead as you discuss criteria so you have a record. Here are some possible criteria:
·
strength of evidence
·
text keeps (or doesn't keep) reader's attention
·
text is good for starting discussion
·
text has too much jargon for intro level class
·
text makes reader think about their own views
·
text uses solid (or faulty) logic
·
text fits theme of course or will meet course goals
-
Explain to students how they can employ criteria: Point out to students that many of these
criteria could produce either a "use the text" or a "don't use
the text" claim. For example, if
the evidence is strong, it might be useful to help students understand
important themes or ideas the professor wants to convey. However, if the evidence is strong but tends
to dominate the text, it might cause the reader to lose interest and thus be
less effective. In short, be sure to
emphasize that the criteria can probably be used in a variety of ways to meet
the overall context of the Essay 2 assignment.
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?
Optional
Activity (if time): After generating some potential criteria, have students
“test” Wong’s text with a couple of those criteria (either for a “use the text”
or “don’t use the text” recommendation).
To connect this activity back to the assignment context, have students
articulate why such criteria might be useful or valuable to the seminar
professor in considering Wong’s text.
Assignment for Day 6:
-
Read Molloy, “Dress for Success” in RC (252-56) and “Responding” in PHG
(156-57).
-
Write an academic summary of Molloy’s text.
Optional Technology (Forum): Some instructors have found it useful to have students generate
and revise an ongoing list of potential evaluation criteria on a web forum
provided in SyllaBase. You might post
the list of criteria the class generated above in #9 and assign them to add to
it later, based on further class discussions.
If you’re comfortable with using this technology at this point you might
consider designating part of one forum for this purpose.
(See the appendix for a handout that provides sample
instructions for how to login to SyllaBase, access the forums, and post/edit
messages.)