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Class Plan -- Unit One, Day 10
Goals Assignment for Day 11
Writing - Collect ideas for essay on grid. Complete Web forum assignment. (Respond to instructor post and to two classmates' postings.) Do a backwards outline of sample essay; i.e. identify what the writing is doing in each paragraph of the essay. Review shaping section of Explaining chapter in PHG, pp. 288-96.

Activities:
Daily - Which question will you respond to in your paper? Which readings seem to address this question? What relevant personal experience/observations will you draw upon in your response?

Discuss Daily. Have students share responses so that they can get ideas from each other. You may want to collect this to check progress.

Using a collecting grid - Drawing upon the readings is an important aspect of this essay assignment, so students need a heuristic to help them select and organize what the readings say about the issue. Call it a synthesis grid or a multi-column log, it's simply a method for laying out examples from the essays alongside each other. I emphasize that the grid not only helps them take notes from the essays and their own ideas but then allows them to step back and start looking for connections and relationships.

Demonstrate how to use the grid and show students how to make a multi-column table. (See appendix for example.) Encourage them to use more than three essays during their collecting so they have plenty of material. I usually go in with an overhead made up with an example in each column and then have the class suggest other examples.

Have students begin work on their grid in class. Circulate to check their progress.

Conferences - Explain conferencing and pass out a sign up sheet. Have students bring an outline of the Public Literacy essay to their appointment with you.

Exploring cause-effect relationships -Form a group of 3-4. Groups on the left side of the room, list all the causes for a familiar phenomenon (e.g. excess drinking in college students) while the groups on the right side of the room list all the effects of the same phenomenon.

The goals of this discussion include showing students that they need to narrow their focus when they are explaining cause-effect relationships. You also want them to see how they can categorize various causes and effects and/or focus mainly on causes or effects.

This would be a good time to show them how to use C-E diagrams as collecting devices.

Use the example also to discuss how to explain the cause-effect relationship. For instance, we can't just say that college students are stressed and that causes them to drink heavily. We need to explain how stress can lead to anxiety and depression and how these can lead to a desire for relaxation and escape. Since alcohol relaxes the body and provides euphoric effects, it can provide that relaxation and escape quickly, and so forth. It is important that we help students see the difference between asserting that a cause-effect relationship exists and explaining how it works.

Connect to the paper - Have students work on identifying which of the essay questions are asking them to discuss cause-effect relationships and which ask for other strategies such as definition, classification, or process analysis.

Pass out copies of the sample essay while students work.

Come together as a class to discuss what kinds of relationships need to be explained in the various questions.

Before students leave...Explain how to do a backwards outline and/or include written directions with the sample essay. (A backwards outline simply explains what the writing is doing in each paragraph. For instance it might look like this: