Due:
- New synth grids.
- Statements of students own points-of-view on their chosen
foci.
Goals:
- To discuss shaping for the Inquiry Essays
- To give students in-class time to begin shaping and drafting
their essays.
Assignment:
- Full Inquiry Essay draft for workshop.
Setup Needs:
- Ideas for your students about potential ways of organizing
the Inquiry Essay (see below), and perhaps one or two sample essays
for reference (see appendix).
Sequence:
- 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 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 came 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 (and any other
ones--you can even design an activity to have students generate
some patterns of their own. The sky's the limit), 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.
- An effective group work assignment would be to have your students
break into groups of three and have each group member explain
their ideas to the others. Then, the others can help that person
find an organization to fit those ideas, as well as help each
other clarify foci, etc.
Be sure to clarify the assignment before the end of class.
Return to Unit One:TR