Unformatted text preview: MON. 2/25 t Goals: Introduce RESPONSE and the differences
between response and summary. Class Activities: 0 Discuss assigned reading.
Discuss the students’ summaries. “ Introduce response, using Possible Ways of
Responding or Getting into a Text” handout.
Break class into small groups and ask each
group to imagine a response to the reading that
follows a “possible way of responding.” Assign
each group a different way of responding. Goals:
Encourage analytical posture towards readings. Class Activities: FRI. 2/29 Discuss student responses to 1St essay (TW).
Discuss essay using questions for rhetorical
analysis in PH (pp. 39—40). In groups, use tips from p. 40 to analyze and
evaluate one rhetorical strategy used in the essay
and justify why the analysis matters. Goals: Help students mave from simple summary &
response to original essay interacting w/ texts. Class Activities: Discuss 2'” TW essay & summaries of it. Based on summaries, discuss reading, paying
attention to areas of difficulty the students
marked in their homework (TW, pp. 362-3).
Introduce idea of focusing a response on
“difﬁcult” sections rather than those most easily
understood. Discuss potential responses based
on these “difﬁcult” areas. MON. 3/3 GoaIS: Prepare students for initial draft of Unit II essay.
Practice ethical, effective paraphrase &
quotation. Class Activities: Discuss student responses to 2'"! essay (TW).
Discuss other ways of developing a response to
text by examining how student essayists from
SA and/or TW develop their responses.
Introduce mechanics of quoting and citing and
MA documentation using Penguin Handbook
(pp. 140-143, 153-163). As a publication/circulation exercise, have
students practice summarizing, paraphrasing,
and quoting each other. ' Discuss ways that “said,” “implied,” and
“response” sections of chart (p. 362) might
lead to different ways of interacting with
text. Refer back to “ways of responding.” Homework (due next meeting) ' Re—read 15' Unit II essay (TW). Do
“Reading to Respond” exercise at the end
of Section II in TWBook (pp. 361-2). - Write a 1-2 page response to essay in
Writer’ 5 Notebook. ' Read Chapters 3 and 4 in Penguin
Handbook. ' Share analyses. Homework (due next meeting) ' Read 2“d selected essay from T W Book and
write a one—page summary of it in your
Writer’s Notebook. Then, do “Challenging
Your Reading” exercise (TW, pp. 362-3). ° Discuss other ways of responding to text. Homework (due next meeting) ° Re-read 2‘1d TW essay. Based on
discussion and exercises, write a 1-2 page
response to essay in Writer’s Notebook.
Bring responses to both TW essays to class
Read selected student essays from Student
Anthology and/or Text—Wrestling Book
(Mendieta, Silva) relevant to Unit 11
(optional: begin reading these in class). In pairs, have students read both 1—2 page
responses written so far, noting places
where they could be developed either with
more textual evidence or more analysis of
personal experience. Homework (due next meeting) ° Incorporate stunmary, paraphrase, and
quotation into responses. Make other
changes developed in ciass. Bring revised responses to conference
along with a written plan for Unit 11 essay
or even a complete initial draft. ...
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- Spring '08