back Return to Unit 3:TR

Unit 3, Day 29:Tuesday, December 4

(If you are behind by todayís class you can choose to do either

todayís workshop or the workshop for Day 30)


-         Review goals and expectations of the Essay 4 assignment

-         Critique/workshop Sabatke and Essay 4 student sample

-         Have students workshop their revised drafts for how well the argumentís structure fits their defined context (devilís advocate activity)


Connection to course goals:As students make final revisions to their own papers, analyzing sample papers asks them to evaluate how effectively an essay meets the context and highlights options for how students might write their own papers.This class also emphasizes the importance of ongoing revision during the writing process.


1.      Discuss Essay 4 goals and expectations students need to meet as they revise their paper (10 minutes):Prepare a discussion based on the Essay 4 assignment and all of the main parts and expectations youíve emphasized in this unit.Highlight especially the need to have a focused, debatable claim that is appropriate to the writerís context, audience and purpose.


2.      Critique the sample student papers (15-20 minutes):



3.      Mini-workshop to analyze how well studentsí drafts are shaped for their defined context (45 minutes):Create a workshop that gets students to read othersí drafts in order to give the writer feedback on how well the argument holds up against opposing arguments and audience objections.For this activity, the reader should take on the role of the particular audience the writer has defined in the cover page.


-         Have students get into small groups of 3-4.Each writer should get 2 other group members to read and write responses to his/her draft.

-         Before they read a draft, students should carefully read the writerís cover page and review the Position Analysis in order to get a clear sense of the writerís exigence, audience, purpose and focus.

-         As they read the draft, students should assume the role of the target audience the writer has defined and keep in mind the specific values, interests, and concerns of that audience.

-         Have students respond to these types of questions for each draft they read:

††††††† -†† Have students return the drafts and talk about their responses.



Assignment for Day 30:


-         Revise and complete your Essay 4 draft to produce a polished draft for our full workshop on Thursday