Week 3/Day 8—Friday, September 8

Homework Due Today

  • Complete a draft of your summaries for all three texts included in the A1: Rhetorical Summary Portfolio. Remember to use your key point outlines as you write – this is their purpose as process work!
  • (Optional for Instructor to Require)Submit your complete draft to the Rough Draft for A1 assignment on Canvas by the beginning of class.
  • Bring two copies of all three summaries to peer review on Friday. Remember: a complete draft means ______.
  • Review the Workshop Policy section of the policy statement.

Lesson Objectives

  • Conduct a global revision peer workshop for a draft of A1
  • Continue building a community of writers

Prep

Before this class, be sure to review the assignment sheet as well as the Hierarchy of Rhetorical Concerns. Also, determine how you want to group students for workshop. It’s typically a good idea to assign groups and put the list on the doc cam. Since you have the entire class period, students should have enough time to read two of their peers’ drafts.

Materials

  • Hierarchy of Rhetorical Concerns (students should have a copy from their assignment sheet of A1, but it is a good idea to have extras on hand OR you could project this for those who don’t have this).
  • Workshop guides (in Assignment 1: Materials)
  • List of workshop groups

Lead-in

For today, students have brought their first complete draft of Assignment 1 and they may be fearful of showing their own writing to classmates they only met a couple weeks ago. Although a workshop situation is inevitably evaluative on some level—it wouldn’t be useful if it weren’t—remember to emphasize how both criteria- and reader-based feedback is important. Highlight, too, how useful it is for peer readers to make notes about their own work as they read that of their peers—the students should benefit as much from reading their peers’ drafts as they should from receiving the feedback their peers will offer them.

This draft will represent a culmination of all the skills you’ve been teaching since the first day—close reading, critical reading, summarizing, quoting, paraphrasing, analyzing for rhetorical features, and writing in a specific genre. Remember during classes and in other contact with your students via Canvas, etc., to contextualize activities and smaller assignments so that it’s clear how they lay the groundwork for more sophisticated writing and critical thinking tasks. It’s also helpful for you while teaching the curriculum for the first time to always consider how small tasks are geared toward the current major project, and how these projects are in turn satisfying the larger goals of the class.

ACTIVITIES

Attendance

By now you probably have a routine established for beginning class--remember to preview the day’s activities, always connecting them to the assignment and the overarching CO150 goals.

Prepare for and conduct peer workshop (45 minutes)

Ask students to pull out their copies of the Hierarchy of Rhetorical Concerns, which is attached to the assignment sheet (It’s worth it to have a hard copy rather than simply projecting this on the overhead so that students can refer to it as they revise their paper at home. To save your copies, you may want to provide this on the class Canvas page and have them print it out. If you do that, be sure to have a few extras on hand, since some students are bound to forget them.) You may also want to provide a workshop guide -- an example is inAssignment 1: Materials).

Put students into workshop groups (you may have already decided upon the groups prior to the day’s lesson); make sure everyone understands the process and the prompts. Let them workshop.

Tip: How you choose to arrange the workshop in your class is ultimately up to you—you might have students choose partners and exchange drafts and leave it at that. You might put students into groups of three or four and ask them to rotate drafts, reading and commenting on more than one draft, and then discussing their ideas as a group afterward. Again, keep in mind that whatever you do for today’s workshop can change for the next one, depending on the needs of the students in your class.

Revision (5 minutes)

At the end of workshop, talk a little bit about revision. Explain that students don’t have to make every change that their partner suggested, nor are they limited to making only the changes their partner suggested. Remind students that revision is different from editing and proofreading (which will be the focus of the next class). When broken down, the word revision literally means “re-seeing” or “seeing again” based on suggestions, and indicates that after revision their draft might be very different from its current state.

Assign Homework

  • Begin making global revisions on your A1; bring a draft for SCS (Style/Convention Seminar) next class.
  • (Optional for Instructor to Assign) Respond to Discussion#2 on Canvas: “Workshop Reflection.” Reflect on this week’s workshops. Consider the following: Did you get what you needed from the workshop? Why or why not? What’s something about the workshops you’d like to remain the same next time we workshop? Why? What’s something you would want to be different next time? Why? Your response should be at least 250 words and is due ______by ______.

Connection to Next Class

Explain to students that while this class focused upon global revisions, the next class will focus on local revisions—in particular, the next class will focus upon the sentence level (writing clearly and ethically).