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Prep:
none
In class:
icebreaker
what kind of writing/what kind of writers?
language
of argument
review course policies
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Prep:
Photocopy ID
Write: Your impressions/knowledge of the theme (directed
question; no research)
In class:
icebreaker
talk about student writing in small groups: what did they
agree about? disagree about? (post on class website)
what do you expect from me? yourself? each other? making
a class contract
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Prep:
Read two short articles on the theme
In class:
name game
best/worst
teacher (adapted to theme)
identify claims, reasons, evidence, a&r (crear) in reading
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Prep:
Read two short articles on theme, identify crear (argument
boxes)
In class:
name game
review reading crear, evaluate the crear of the four articles
author claims v. our claims
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Prep:
Read two claim summaries that I provide; fill in rear (argument
boxes)
In class:
name game
Review rear from reading
What makes a good claim? (claim
rank I & II)
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Prep:
Write 10 questions about the theme so far; post them. Check
the directory, choose two claims you'd like to use as the
center of an essay. Write two paragraphs (one for each claim)
explaining your choices.
In class:
What makes a good claim for us? (Claim
Rank III, variation B)
turning questions into claims |
Prep:
Choose another claim from the class directory. Write: What
question it answers, how it fulfills the three criteria.
In class:
imagining reasons and evidence; the
order of reasons
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Prep:
Write an outline essay for essay 1 (argument boxes)
In class:
workshop argument boxes
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Prep:
Same claim, same source, different evidence
In class:
talk about evidence
evidence
match
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Prep:
Begin essay 1
In class:
variation on evidence
from the experts (using excerpts of articles I provide
in class)
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Prep:
Finish essay 1: post your claim & reasons
In class:
plagiarism & citation
brainstorming the future: where have we been, where are
we going? (We talk about what sub-topic we want to write
about next.) |
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library day |
Prep:
Gather evidence and reasons about the future topic; post
them.
In class:
sharing results; talking about the new topic
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Prep:
Come in with one acknowledgment and response from the posted
reasons & evidence.
In class:
a&r workshop: using some examples from reading, talk
about the language of a&r and how to anticipate objections
from different audiences |
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Prep:
continue research for essay 3
In class:
More practice generating conceptual consequences
brainstorming ideas for a movie to watch & write about
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Prep:
Begin revision of essay 3; write claim & reasons in
support of a movie
In class:
problem statement variations: when and how to make changes
(using sample problem statements from readings & student
writing)
choosing a movie
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Prep:
finish Essay 3 revision
In class:
Film
evidence
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Prep:
movie screening; make a list of possible claims
In class:
Discussing movie and movie claims
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Prep:
Read articles about movie
In class:
Discuss articles
Preludes (looking at examples from different sources, then
asking students to write preludes for Essay 3) |
Prep:
Begin Essay 4 (about movie)
In class:
Conclusions (looking at examples, writing conclusions for
short essays with no conclusion)
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Prep:
Complete Essay 4
Workshop
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Thanksgiving |
Thanksgiving |
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Prep:
Give Thanks.
In class:
Responding
to common bad assignments (how to make arguments out
of compare/contrast assignments, or "read this and tell
me what it says" papers, or in-class essays.
Introduce portfolio assignments; review examples.
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Catch-up day |
Prep:
Begin Essay 4 revision
In class:
Lessons learned: Ask students to write on the same topic
they did for the 2nd class meeting; compare with original
writing. Compile a list of writing techniques they want to
remember; what seems most valuable?
Fill out evals. |
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Prep:
Complete Essay 4 revision
In class:
A preview of 106: paragraphs and sentences
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Prep:
One portfolio revision and letter
In class:
portfolio workshop
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Prep:
e-mail me SCHEV documents
In class:
closing shenanigans
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