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Day 3

ENC 1101 • Writing Under Pressure: Timed Writing Unit

In this lesson we chose to cover the aspects of closed and open-form writing by talking about the students’ homework from Day 2, in which they reflect on how they might approach a theme-driven prompt. Then, after some in-class journal writing and brief discussion centered around how to use a theme to organize an essay, we move on to discussing outlines. We will create a class-wide outline using the same prompt for which we already created a class-wide thesis.

We chose to do this because the theme-driven discussion and the in-class journal writing foster student accountability–they lose participation and classwork points if they do not do the homework or attend class to turn in the reflective writing. The emphasis on theme-driven prompts gives them the opportunity to think about how they might formulate a response if one shows up on a timed-writing exam, while the journal writing centered around organization segues the discussion into outlining and prewriting with a thesis. We cover prewriting to show the students a way of adapting aspects of the writing process to an abbreviated time frame; in this case, outlining can take the place of multiple draft revisions as a way to organize their thoughts and focus their writing. Working through outlining as a class with the aid of the instructor helps the students see how the process works before they apply it and prewrite individually for homework.

INSTRUCTOR’S DAY PLAN 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.

(15 Min)
-Class Discussion to review the observations that were posted to the “rhetorical appeals timed writing”
prompt HW.

-Use DOCUMENT 3-A to project the prompt on the board.
Q: What is the prompt asking? Does this prompt call for an open or closed form response? Why?

(15 Min)
-Individual journal writing to reflect on the strategies for responding to open vs. closed form prompts

-Use DOCUMENT 3-B to project the journal prompt on the board.

(5 Min)
-Class Discussion to consider journal answers. Keep this conversation focused on theme-driven writing that uses the prompt to prescribe organization of the essay.

(10 Min)
-Class discussion on creating an outline from a thesis using the African-American cultural influence thesis.

-Use DOCUMENT 3-C to project the prompt, thesis, and possible outline template
on the board.
-Students should copy the African-American cultural influence thesis down for use on Friday.
-Create an outline from the African-American cultural influence thesis.

Q: -How has jazz/blues/hip hop changed American culture?
-What aspects of our culture are affected?
-How does their influence extend beyond music?

-Take a picture of the outline for use in class on Friday.

(05 Min)
-Homework: Use DOCUMENT 3-D on the projector to discuss the HW.

To be completed before noon, Thursday.

-Develop an outline for the rhetorical appeals prompt.

-Post your outline to Moodle in the “Rhetorical appeals outline” forum.

To be completed before class on Friday.

-Respond to one of your classmates’ posts by answering the questions in the forum.

-Use DOCUMENT 3-E for the “Rhetorical appeals outline peer review” prompt

-Bring a copy of the African-American cultural influence thesis to class on Friday

DOCUMENTS

3-A

Aristotle wrote in his famed work Rhetoric, that “…the orator must not only try to make the argument of his speech demonstrative and worthy of belief; he must also make his own character look right and put his hearers who are to decide, into the right frame of mind” (Allyn & Bacon 59). Your copy of The Everyday Writer adds to this, stating that 2,500 years ago Aristotle clarified these statements further by identifying the terms ethos, logos, and pathos “as basic appeals any speaker or writer could use” (46). Using the “Concept 9” section of your A&B Guide to Writing (pages 57 and 58), as well as section 5b of your Everyday Writer (page 46) for guidance, compose an essay that first defines these three rhetorical appeals, secondly explains how these three rhetorical appeals can work together to persuade an audience, and finally discusses which of these three appeals you feel you would have the most difficulty with when writing and why?

3-B

Journal prompt:

-Without a thesis driving your paper, how will you organize your writing?

-What would be an effective theme to keep in focus in guiding your response to this
prompt?

Aristotle wrote in his famed work Rhetoric, that “…the orator must not only try to make the argument of his speech demonstrative and worthy of belief; he must also make his own character look right and put his hearers who are to decide, into the right frame of mind” (Allyn & Bacon 59). Your copy of The Everyday Writer adds to this, stating that 2,500 years ago Aristotle clarified these statements further by identifying the terms ethos, logos, and pathos “as basic appeals any speaker or writer could use” (46). Using the “Concept 9” section of your A&B Guide to Writing (pages 57 and 58), as well as section 5b of your Everyday Writer (page 46) for guidance, compose an essay that first defines these three rhetorical appeals, secondly explains how these three rhetorical appeals can work together to persuade an audience, and finally discusses which of these three appeals you feel you would have the most difficulty with when writing and why?

3-C

Walt Whitman once wrote that English was not “an abstract construction of Dictionary makers” but a language that had “it’s basis broad and low, close to the ground.” Whitman reminds us that English is a richly expressive language because it comes from a variety of cultural sources. One of these is African-American culture. Write an essay discussing the major ways in which African-American culture has influenced the culture of the United States. Identify and illustrate at least three important influences.

-What might a thesis for this assignment look like?

Contemporary American culture would not be what it is today
if not for the influence of African-Americans through the musical
forms of the blues, jazz, and hip hop.

-Why does this thesis fit the prompt?

-Template for development of a Possible Outline:

Unpacking of Question

Introduction & Thesis

Supporting Paragraphs:
Topic Sentence:
Evidence:
Topic Sentence:
Evidence:
Topic Sentence:
Evidence:
Conclusion:

3-D

-Homework:

To be completed before noon, Thursday.

-Develop an outline for the rhetorical appeals prompt.

-Post your outline to Moodle in the “Rhetorical appeals outline” forum.

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

3-E

“Rhetorical appeals outline peer review” Moodle prompt

-Does the outline cover each facet of the prompt?

-If so, how? If not, why not?

-What can you recommend to help this outline more effectively address the prompt?

 

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