- Reading from PHG, reading and summary of Rodriguez.
- To discuss and begin practicing analytical responding.
- To discuss Rodriguez.
- Read Lutz (pp. 172-182) and Lakoff (pp. 141-147). Do a practice
summary and analytic response of one of them.
- Daily on overhead or "Y" drive (see below).
- Copies of sample responses to Rodriguez.
- Start with the following Daily prompt: (5-10 Min.)
As you read in the PHG for today, an analytical response requires you to
state a claim about the effectiveness or value of an article, and then
convince your audience that your claim is a valid one. Today, we're
going to practice analytical responding with the Richard Rodriguez
article. To get started, consider the following claim about Rodriguez:
"While Rodriguez describes his personal experiences with language well,
his point that bilingual education is destructive isn't adequately
Assuming an audience of classmates who have read and analyzed this
article, what would you need to do to convince your audience of this
claim? (HINT: Start with the questions and/or objections that you
think your audience might have to this claim, and then see what points
and supporting evidence you'd need in order to convince them.)
When your students are done with this Daily, use it to begin a
discussion on what goes into an analytical response. Start by
getting your students' ideas about what questions their audience
would have about the claim, and show them, step-by-step on the
board, how they can organize a response by answering those questions
and finding evidence from the text to support their answers.
By the end of the discussion, you should have a working outline
based on the "claim" in the Daily. (15 Min.)
- Then, have your students practice responding using the sample
response to Rodriguez. Hand out the samples and use the same
procedure as the last class: have your students rank the sample
on the same 1-10 scale as individuals and then in groups. Then,
put the group rankings on the board.
- Then, to talk about WHY the students ranked the response they
way they did, have them generate an actual claim about the
effectiveness of the response, and develop on the board an
outline for a "response to the response" using the same
procedure you just used to outline the response to the Rodriguez
essay (generate the claim, reasons, evidence, etc.). This should
give your students even more practice with the necessary steps
for generating their own responses.
- Finally, have your students practice writing analytic responses
based on the outline they just generated on the board. If time
allows and your students begin finishing the practice responses,
have them exchange essays with classmates and read them (or read
other responses on others' computer screens) to get even more
- This activity should lead naturally into the assignment for
next time: to practice their own complete Summary/Responses with
the Lutz or Lakoff essays.