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. We will discuss the importance of revision in terms of our summaries and then we will discuss the new articles students read for homework. We will introduce the New York Times and its application to the course, and, lastly, we will introduce the concept of responding (the second part of Portfolio 1's first essay) and focus specifically on the Agree/Disagree Response.
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. The New York Times is an essential component of the course in that it exposes students to typically well-written, accountable public discourse.
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.|
|4. Discuss the importance of purpose, audience and context for writing summaries.|
|5. Discuss effective use of quoting and paraphrasing.|
|6. Discuss the importance and effectiveness of revision as part of the writing process.||Activity Ideas: Revision|
|7. Discuss Krugman's and Frank's articles. Here, you should focus on applying the WSM and fleshing out the main idea and key points from the articles.||Activity Ideas: Discussing Krugman's and Frank's Articles|
|8. Introduce the concept of responding.||Activity Ideas: Introducing Responding|
|9. Introduce the New York Times and how we will be using it for classroom purposes.||Activity Ideas: Introducing the New York Times|
|10. Establish a conclusion for the class session and instruct students on where to access homework assignments from now on.|
Assignment for Next Class Session
*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.