• Students work in pairs to anticipate problems with the connections being made in 2-column logs.
• Discuss possible organizational structures for the Inquiry Essay.
• Construct an informal outline.

Assignment for Day 21
Finish your outline. Write a draft of at least 3-4 pages for next class's workshop.

Activities:
Students work in pairs with 2-column logs - [THE PURPOSE OF THIS ACTIVITY IS TO HELP STUDENTS BETTER UNDERSTAND AND ARTICULATE THE CONNECTIONS THEY ARE MAKING BETWEEN THEIR SOURCES/EVIDENCE AND THEIR MAIN POINTS.] Students pair up and exchange the 2-column logs they wrote for today. The workshop partner alerts the writer to any connections being made that are not entirely clear. This will help the writer because if the connection is not justifiable or explainable, it can be excluded from the essay. If it IS justifiable or explainable (just not immediately recognizable), the writer can articulate the connection to the partner in a way that can be transferred to the essay itself. For this reason, students should be reminded to write down notes on any explanations they give their partners. [Be sure to allow at least 15 minutes for this activity, including 10 minutes of discussion time.]

Discuss Sample Essay. Spend a few minutes going over the structure of the sample Inquiry Essay students read for today. Put a "backwards outline" of the essay on the board, based on students' work done for today.

Discussion of other possible organizational structures - Ask one or two students to volunteer to talk through informal outlines of their essays as they envision them right now. (Mention to them that this is a great opportunity for a couple of people to get a head start on organizing this essay.) How will they open the essay? In what order will they put their main points? How will they conclude the essay? What other ideas (other than main points) might they include, and how will they connect them in without distracting from their focus? Try to record at least one possible organizational structure (informal outline) for each of the two essay options on the board. [IF STUDENTS ARE COMPLETELY UNWILLING TO VENTURE TO SHARE THEIR OUTLINES, PERHAPS YOU COULD ASK THEM TO DO THE IN-CLASS WRITING THAT FOLLOWS, THEN RETURN TO THIS DISCUSSION AT THE END OF CLASS.]

In-class Outlining. In whatever time remains, ask students to continue drafting the informal outline they began for homework. They can then work from this outline in drafting their essays for workshop next time. Assure them once again that this doesn't need to be a "formal" outline with Roman numerals and letters. It simply needs to be a listing of main points and details that they want to cover in their essay in the order in which they want to cover them.

REMINDER ABOUT OFFICE HOURS? (And explain requirements for next class's workshop draft.)