Applying the WSM to Cohen's Article |
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Introduce the Class Session and take roll (2-3 minutes) |
By referring to your agenda on the
board or by previewing the day's goals/objectives, introduce the
class session for your students. Today is also probably
a good day to remind students of the limited add/drop period for
the class, to be sure you have all New York Times subscriptions
filled out and faxed, and to finalize entries into your grade
book. |
Sample Transition to Next Activity Building off of yesterday's discussion about context, we need to consider how context influences the writing you did for class today. |
Discuss Homework (5 minutes) |
Spend some time discussing the experience of writing the homework for today. You should apply the Writing Situation Model to students' experiences. What influenced students to make the choices they did? What was their purpose for writing? Their perceived audience? Did anyone stray from the prompt? Why or why not? |
Sample Transition to Next Activity Thinking about our choices for reading is just as important as thinking about our choices for writing. For homework, you read an article by Lizabeth Cohen and you read about critical reading strategies in the Prentice Hall Guide. During the next few activities we will focus on these. |
Discussing Critical Reading (5 minutes) |
This activity asks students to think about how they can become close and critical readers. Use the PHG (pgs. 153 - 154), the Critical Reading Guide on Writing@CSU ( https://writing.colostate.edu/guides/reading/critread/ ), and the questions below to guide discussion: Ask students to identify what it means to be a "critical reader." What makes an effective critical reader? How does one become a close reader of the text? What can you do to be more active and critical when reading an essay? Reinforce the following from the PHG:
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Sample Transition to Next Activity Now let's apply our critical reading skills to Cohen's article. |
Sample Transition to Next ActivityConsider using a transition such as the following: Now let’s take what we know of the article and apply the Writing Situation Model to the discussion of Cohen’s article. |
Sample Transition to Next ActivityConsider using a transition like the following: For Portfolio 1, your purpose is to provide a summary and response to an article we will have read. So even though your audience will mostly be concerned with your response, summary is still an important concept. If your summary is inaccurate or incomplete, your response will no doubt be misguided as well. Today (and for our homework next time) we are going to practice some restraint and only summarize ideas from the document in question. |
Introduce Summary (15 minutes total) |
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Have students look over pages 160-161 in the Prentice Hall Guide for a few minutes. You should also prepare an overhead since some students may not have purchased books yet. Then use these questions as a guide for this discussion. You may pick and choose from this selection or add some of your own questions to meet the goal of introducing academic summary. (See page 160 - 161 in the PHG for summary guidelines, and view the Teaching Guide on Types of Summary and Response at: https://writing.colostate.edu/guides/teaching/summaryresponse/ when planning this activity). It helps to use the board to focus this activity. You can create two columns: General Summary and Academic Summary. Then, list generated responses beneath the appropriate titles. Note: possible responses and prompts are listed in parenthesis following the questions.
On the board or on an overhead, have students compile the components of summary they learned about in their homework reading. This is a good opportunity to use a student scribe particularly if you are writing on the board. Once the components are on the board, discuss each one briefly and answer questions students have about them. |
Our goal here is to give students a good foundation for writing their summaries for homework.
You might have students get into pairs groups and practice writing a summary of Cohen's article. |