Day 3 . Friday, August 29th

Monday, August 30:  Daily Class Outline

Lesson Objectives

Today we discuss the importance of audience, purpose, and context not only for the the items we have read, but also for the summary we have written.  We will also discuss quoting and paraphrasing, and we will practice how to incorporate these into our summaries.  Finally, we will discuss the importance of revision.


Connection to Course Goals

Reviewing the Writing Situation Model in application to Cohen's article will help students solidify critical thinking skills.  By showing samples of and practicing quoting and paraphrasing, students are building skills that will help them in their future writing in (and outside of) this course.  Finally, revision is an essential part of the writing process and one of our primary goals in CO150.


A Possible Sequence of Activities for Today

1. Introduce class session and take attendance.  
2. Have students complete a WTL on writing a summary of Cohen's article. Activity Ideas:  WTL on Summary Writing
3. Review the WSM in application to Cohen's article and answer any remaining questions about the article from the previous class session.

Activity Ideas:  Reviewing the WSM and Cohen's Article

4. Discuss the importance of purpose, audience and context for writing summaries.

Activity Ideas:  Context and Summarizing

5. Discuss effective use of quoting and paraphrasing.

Activity Ideas:  Quoting and Paraphrasing

6. Discuss the importance and effectiveness of revision as part of the writing process. Activity Ideas:  Revision
7. Introduce the New York Times and how we will be using it for classroom purposes. Activity Ideas:  Introducing the New York Times
8. Establish a conclusion for the class session and instruct students on where to access homework assignments from now on.

Activity Ideas:  Concluding and Assigning Homework


Assignment for Next Class Session

Ask students to revise their summaries* of Cohen's article based on today's class work and read pages 162-163 in the PHG on responding and types of evidence.  You might also have visit the CO150 Room in the Writing Studio and check out the guide on writing responses (you can assign this now or later this week). 

Also have students read Paul Krugman's article, "Money Can't Buy Happiness.  Er, Can It?" and Robert H. Frank's article, "Timmy's Range Rover."

Bring the articles and answers the following questions to class with you next session:

1. Who is each writer's audience?

2. Why do you think he wrote the article he did?

3. What is the article's main idea?  List the key points the writer uses to support the main idea.

4. How do Krugman's and Frank's articles correspond with Cohen's article?  What is similar?  What is different?

Tell students they should bring their NYT papers to each subsequent class session so that you can discuss what they are reading.

*Decide whether you want to grade students' revised summaries online via the Writing Studio or in hard copy form and instruct students on this decision.

Additional Teaching Resources

To help you build community with and between your students, check out Establishing Rapport:  Personal Interaction and Learning or Motivating Students.

For additional examples and information on how to incorporate quotes and paraphrases into academic writing, visit Integrating Quotations and Maintaining Coherence.

The Leading a Class Discussion guide can provide you with more help to generate effective class discussions.