Review expectations for the course. Discuss WTLs from Day 1 and homework done for today. Discuss strategies for critical reading. Introduce the concept of summary and its conventions and apply them to the articles read for today.
The homework discussion builds off the concepts reviewed in class on Day I (Purpose, Audience, and Context) by inviting students to consider what influences them as writers. Addressing their responses to the NBC and Katz articles lays the foundation for the theme of the first portfolio: alcohol consumption on college campuses. Critical reading prepares students for closely examining the texts they'll write about it this course and summary provides students with a key skill for this class and courses beyond CO150.
For each class you teach, you should write an Introduction. It is important to establish in students' minds what the goals for each class meeting are. You can provide an overview or forecast of the day's activities on the board and connect these activities to the class, week, portfolio and course goals. Or you might just use a statement that loops back to the previous class, (i.e. Last time we …. And today we'll…). Introductions let students know what to expect so they can begin to connect past and future classes and can see plainly what you have in mind for the day.
Remind students who you are/introduce yourself for those who missed the previous class session or just added the course.
Call out names and record attendance on your roll sheet or using the note cards you received during the previous class session. Once you've gotten through your roll, ask if there is anyone you missed. Some students may have added your class. Take down their names and check to see if they are on your class roll on the computer in the English Department Office.
Hand out class materials to new students. At this time, you can also a note card for students to fill out if you are doing so. You may want to ask new students to stay a moment after class so that they can do this as well.
Address any student concerns that didn't come up on the first day. Also, you can explain the dual focus for the class:
First, apply students' work to the concepts covered in class today (Purpose, Audience, Context). You might ask the following questions. Possible responses are mentioned in parentheses.
Distribute the assignment and ask students to read it over. Ask students if they have any questions and address their concerns. Highlight important parts of the assignment and let students know that ALL the work you do in the next two weeks will prepare them for completing this portfolio.
Sample Transition: Writing an effective summary and response will depend, in part on your ability to read texts closely and critically. So let's discuss critical reading and what it involves.
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 and the points 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?
What is critical reading?
Critical reading is "active" and usually happens when you're trying to learn something. It enables you to gain a deeper understanding of what you've read. (You're "actively" interpreting a passage you read. You're "actively" asking questions once you've finished reading a text) Casual reading is passive and usually happens when you're just reading for enjoyment.
Why read critically?
It will help you understand the texts you're reading and help you remember what you read (this is especially useful when you're later asked to write about these texts).
Strategies for Critical Reading
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/references/teaching/summaryresponse/ when planning this activity.
You could begin this lesson with some discussion of summary in general and then compare this to academic summary. You might create two columns on the board: General Summary and Academic Summary. Then, list generated responses beneath the appropriate titles. Note: possible responses are listed in parenthesis.
If you have extra time, use this activity to get students started on their homework. Ask them to list out the points that they think would have to go into an academic summary of the NBC article, "College Binge Drinking" OR for the Katz article, "Staying Sober, Being Cool".
Explain that we will use the concepts from today's class to write an academic summary and to read an article critically for Monday. Then, in class on Monday, we'll also continue addressing the discussion of alcohol on college campus.
Note: Let students know that, after this week, they should begin accessing homework via the Calendar feature on your class page on the Writing Studio. You should provide instructions for how they can do this (an instructions handout is available in the Appendix). You should also decide if you want students to create Writing Studio accounts before you enter them into your Studio Class or if you want to enter them first. If you want to enter students first, it's helpful to get their email addresses as soon as possible.
1.) Logon to the class Writing Studio and locate the class calendar.
2.) Type a 200 - 300 word academic summary of either the NBC article, "College Binge Drinking" OR the Katz article, "Staying Sober, Being Cool". Use pgs. 160 - 161 in your PHG as a guide for writing.
3.) Read the NYT magazine article titled, "Ban of Brothers" by BENOIT DENIZET-LEWIS. Apply critical reading strategies (you don't need to read the article twice, but do read it with a pen or pencil, underlining important parts and jotting notes along the way). Bring the article to class.
