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Day 4

ENC 1101 • Writing Under Pressure: Timed Writing Unit

Today, students will take a practice exam. This gives them a chance to use the material they’ve developed during previous classes in a test-like situation. This shows students that they have not just been blindly working, that the steps we have taken in class and the material we’ve produced really help when writing an essay under time constraints.

We chose to do this because students need an opportunity to demonstrate the skills they’ve developed in writing a timed essay. We were concerned that if the students weren’t able to see how this material ties directly into timed writing, they would likely ignore these prewriting activities under test conditions. This way the students see the usefulness of these prewriting exercises when under a time constraint.

INSTRUCTOR’S DAY PLAN DAY 4 – Friday
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Objective:
Students will demonstrate their ability to adapt the writing process to an abbreviated time frame.

(30 Min)
-Individual activity: Practice test (30 Minutes).

-Pass out test prompt to students.
-Write an essay in response to the African-American cultural influence prompt, using the
class consensus thesis and outline.
-Use DOCUMENT 4-A to create the prompt hand out.
-Project the picture of the outline on the board using DOCUMENT 4-B.
-Students should have brought thesis with them.

(15 Min)
-Group activity to peer review each others essays.

-Use DOCUMENT 4-C to project peer review questions on the board.

(05 Min)
-Homework: Use DOCUMENT 4-D to review the homework

To be completed by noon, 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.

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. Use DOCUMENT 4-E to create Moodle forum for “Rhetorical appeals
timed writing peer review”.

To be completed before class on Monday.

-Read your peer reviewer’s comments and be prepared to apply any advice that you agree with to
the timed writing exam on Monday.
-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.

-Discuss final prep for timed writing exam on Monday.

-Discuss the details about the test.

DOCUMENTS

4-A

NAME: _____________________

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 in the United States. Identify and illustrate at least three important influences.

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4-B

[picture of the outline of the African-American Cultural Influence prompt from the white board]

4-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 in the United States. Identify and illustrate at least three important influences.

-Did the writer present an introduction that effectivley led to the thesis
statement or did it meander around too broadly?

-Did the writer identify at least three important cultural influences?

-How did the writer illustrate these influences?

-Did the writer provide a clear conection between the illustrations of the
influences identified and the claim that said influences are “the major ways?”

-If the writer used the Whitman quote, what purpose did it serve?
If it was not used, how might it be used?

-What can you recomend that would help this essay:
To better address the prompt?
To better support the thesis?
To better reflect the outline?

4-D

Homework:

To be completed by noon, 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.

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.

To be completed before class on Monday.
-Read your peer reviewer’s comments and be prepared to apply any advice
that you agree with to the timed writing exam on Monday.
-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.

Final Timed Writing Exam Details

Don’t be late.

This will be an open-book exam. You will need your Allyn & Bacon book to complete the exam, so make sure to bring it to class. You may also bring your Everyday Writer. Also, make sure to bring plenty of paper and something to write with.

Remember to include any evidence of your pre-writing process, including your unpacking of the prompt, development of a thesis or theme, and outlining of your essay. This is especially important if you run out of time and do not complete your essay.

4-E

Rhetorical Appeals timed Writing Peer Review Moodle Forum

-Read one of your classmates’ essays.
-Read the outline that they posted in the “Rhetorical Appeals Outline” forum.
-Answer the following questions:
-Did they stick to their outline in the essay?
If not, where did they stray?

-Does the essay address the prompt? If not,
which aspects of the prompt where not addressed?

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?

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