RSS

Instructor Version

ENC 1101 • Writing Under Pressure: Timed Writing Unit

INSTRUCTOR’S UNIT PLAN

Learning Outcomes:
I. Demonstrate ability to adapt the writing process to an abbreviated time frame.
II. Analyze an essay exam question to understand what the question is looking for by
recognizing cues and by interpreting and responding to key terms.
III. Produce a written document, written under time constraint, that responds
effectively to the prompt and that exhibits a clear thesis, coherent organization, and
content appropriate to the question.
IV. Demonstrate the ability to apply knowledge to new concepts.

••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
DAY 1 – Friday

Objective: Introduce students to college level timed writing.
Students will have been assigned A&B Chapter 9 – “Essay Examinations: Writing Well Under Pressure” as their homework reading for today.

-Individual journal writing activity on their experience with timed writing

-Group activity to discuss journals and develop a list of the top six shared concerns and challenges

-Class discussion to draw class wide conclusions based on group activity
-Review of key points from the HW reading and fit the top three shared fears/concerns/chalenges into the
key points discussion as a way of addressing them for the class.

-Class activity to identify the correct prompt, from a selection of prompts, for a particular
piece of writing.

-Introduce the students’ unit plan and assignment sheet on Moodle and pass out assignment sheet to
class.

Homework to be completed before Monday’s class
-Read the students’ unit plan on Moodle.
-Review the assignment sheet for the timed writing unit.
-Review A&B pages 282-284, “Interpreting Key Terms.”
-Read through the sample test prompt on Moodle and post your answers to the forum.
-Identify which sections of Chapter 9 address the bottom three fears/concerns challenges that we came up
with in class. Explain the Chapter 9 stratagies you selected to help address the particular
fear/concern/challenge and post your response to Moodle forum.

••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
DAY 2 – Monday

Objective: Analyze on essay exam question to understand what the question is looking for by recognizing cues and by interpreting and responding to key terms.

-Class discussion to review Moodle “Un-packing the prompt” forum HW assignment.

-Group activity to unpack the a prompt.

-Class discussion to discuss the development of a thesis when called for to respond to a prompt.

-Homework to be completed before class on Wednesday
-Read A&B Guide to Writing, pages 57-58, and page 46 of The Everyday Writer for a refresher on the
rhetorical appeals.
-Read through the ethos logos, and pathos test prompt on Moodle and answer the questions in the forum.
-Post a peer review to one of your classmates’ posts explaining whether or not you feel their
explanation is effectively reflecting the requirements of the prompt and why?

••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
DAY 3 – Wednesday

Objective:Produce a written document that responds effectively to the prompt and that exhibits a clear thesis, coherent organization, and content appropriate to the question.

-Class discussion of the observations that were posted to the Moodle forum for HW.

-Individual journal writing to consider strategies for addressing open form timed writing prompts.

-Class discussion on creating an outline from a thesis.

-Homework to be completed by noon on Thursday:
-Develop an outline for the rhetorical appeals prompt.
-Post your outline to Moodle in the “Rhetorical appeals outline” forum.

-Homework to be completed before class on Friday:
-Respond to one of your classmates’ posts by answering the questions in the “Rhetorical appeals outline peer review” forum.
-Bring a copy of the African-American cultural influence thesis to class on Friday.
••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
DAY 4 – Friday

Objective: Students will demonstrate their ability to adapt the writing process to an abbreviated time frame.

-Individual Activity: Practice test (30 Minutes) using a closed form prompt and the thesis and outline
developed by class consensus.

-Homework to be completed by noon on Saturday
-Giving yourself 45 minutes, in the Moodle forum called “Timed writing practice and peer review,” use
the rhetorical appeals prompt and outline that you wrote for the Moodle forum “Rhetorical appeals
outline,” and write an essay.

-Homework to be completed by midnight Saturday night
-Peer review one of your classmates’ timed writing in the “Rhetorical appeals timed writing peer review” Moodle forum.

-Homework to be completed before class on Monday
-Read your peer reviewer’s comments for advice to apply to the timed writing exam
-Re-read “Paintball” (A&B pp 234-237) and “Living Like Weasels” (A&B pp 640-643). As you read, pay
attention to the authors’ rhetorical choices in regards to their decision to write in either the open
or closed form.
-Review the A&B Chapters 1, 18, 19 sections that focus on writing within the closed-to-open form
continuum.

••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
DAY 5 – Monday

Objective: Produce a written document, written under time constraint, that responds effectively to the prompt and that exhibits a clear thesis or theme, coherent organization, and content appropriate to the question.

-Individual Activity: FInal exam (60 Minutes) using the their choice of an open or closed form prompt.

-Individual journal writing activity reflecting on the experience of taking a timed writing exam now
that they have practiced the skills introduced in this unit.

Advertisements
 

Comments are closed.

 
%d bloggers like this: