Return to Unit One:MWF

Class Plan -- Unit One, Day 17

• New synth. grid on students' individual foci for the Inquiry Essay.

Goals:

• To help students take the foci they've developed and begin shaping their Inquiry Essays.

Assignment:

• Write a rough outline and a first draft of your Inquiry Essay.
• As you draft, write out at least three questions that come up. Bring your draft and questions with you to your conference.

Setup:

• Conference sign-up sheet.

Sequence:

• Start the class today by explaining conferences and sending around the conference sign-up sheet.
• NOTE: Remember to include only the times you're available on the sign-up sheet, and don't schedule conferences any more than one every 20 minutes. Remember, too, to black out some break times for yourself.
• Then, discuss with your students some potential organizations for the Inquiry Essay. There are several potential patterns. One is a straightforward pattern in which your students deal with the authors one at a time, and then add their own point-of-view, thus:

Focus

Connections with first author

Connections with second author

Connections with third author

Your own point of view.

Another possibility is an organization in which the student's own point of view becomes the backbone of the essay, and the different authors come in as they become relevant, thus:

Inquiry Essay essays can also be organized as narratives which actually simulate the "conversation" between the authors and the writer. For instance, one student, after reading a series of essays on what possessions broadcast about a person, set her essay as a conversation in a used car lot. Each of the authors were salespeople, and each tried to sell her a different kind of car based on their various points-of-view. The student's response was to get back into her old car and drive away, explaining that that car said just what she wanted to say. Another student framed his essay as a conversation between the authors in a restaurant. At first, he literally eavesdropped on the conversation and reported to the reader on what the different authors were saying. When it became time for him to express his point of view, he literally got up and joined the authors at their table.

• After you've discussed these possibilities, clear up any remaining questions and then have your students begin working on their own organizations. You can have them work individually, in pairs, in groups, or give them the option to choose any of the above. Circulate around the room with help, suggestions, etc. Try to touch base with each of your students as they work.
• Be sure to clarify the assignment before the end of class.