Today we reviewed the Takaki essays. Many students had their Initial Planning Sheets, outlines and essays. Those who brought the essays in electronically were able to use Microsoft Comment. Other students responded to the printed essays.
We didn't have any presentations today from "A Different Mirror," so we are finished.
Everyone is to turn in an essay. The essays are due on Monday, October 18. We will have one more peer review on Monday. We will also continue The Tempest.
In class today, students read the pre-writing and planning for the essay they reviewed and responded to the following:
Identify the thesis
Locate support for the thesis in the paper
Analyze the evidence
Look for analogies, testimony, consequences, definitions
Is there coherence within the essay? Does the essay make sense?
Is there unity within the paragraph? Note the transitions and the language used to connect ideas.
Conclusion
Does the conclusion adequately wrap up the discussion. Note the type of conclusion and whether is fits the form of the discourse: summary, call to action, synthesis or a conclusion where the author connects the thesis to a related topic not necessarily explored in the essay as food for continued thought.
These are some of the areas noted; however, students were free to comment on other areas. Grammar is not something students are to comment on unless the errors keep one from understanding the writing.
Use question marks as a shorthand for awkward or unclear writing passages.
Lost?
Some students are lost. Those who are lost might be lost, because they have missed too many classes and got behind on the reading.
I think the Takaki presentations, which were excellent overall, but some were not. The students who got in front of the class giving inaccurate information were noted, as were the students who didn't have outlines.
The essay is an extension of the presentation. It can mirror the presentation almost verbatim. Students do not have to write an essay not connected to the presentation. If a student made an outline for their presentation, presented cogently his or her material in concert with the team or alone as Linh did--such students were better prepared to now write the essay.
If students did not do the reading and it the group presentation was unrehearsed and or sloppy, then such students will have to do more to produce an acceptable argument on a topic.
We reviewed topics and outlines and planning sheets. If at this point you do not know how to do one of these prewriting elements, not to mention developing theses using topical invention, or how to plan using the mapping handouts then. . . .
The Writing Center is open until 2 PM daily and the Tutoring Center is open later on most days M-F (up to 7 PM I think) in the LRC (where the library is, upstairs).
We didn't have any presentations today from "A Different Mirror," so we are finished.
Everyone is to turn in an essay. The essays are due on Monday, October 18. We will have one more peer review on Monday. We will also continue The Tempest.
In class today, students read the pre-writing and planning for the essay they reviewed and responded to the following:
Identify the thesis
Locate support for the thesis in the paper
Analyze the evidence
Look for analogies, testimony, consequences, definitions
Is there coherence within the essay? Does the essay make sense?
Is there unity within the paragraph? Note the transitions and the language used to connect ideas.
Conclusion
Does the conclusion adequately wrap up the discussion. Note the type of conclusion and whether is fits the form of the discourse: summary, call to action, synthesis or a conclusion where the author connects the thesis to a related topic not necessarily explored in the essay as food for continued thought.
These are some of the areas noted; however, students were free to comment on other areas. Grammar is not something students are to comment on unless the errors keep one from understanding the writing.
Use question marks as a shorthand for awkward or unclear writing passages.
Lost?
Some students are lost. Those who are lost might be lost, because they have missed too many classes and got behind on the reading.
I think the Takaki presentations, which were excellent overall, but some were not. The students who got in front of the class giving inaccurate information were noted, as were the students who didn't have outlines.
The essay is an extension of the presentation. It can mirror the presentation almost verbatim. Students do not have to write an essay not connected to the presentation. If a student made an outline for their presentation, presented cogently his or her material in concert with the team or alone as Linh did--such students were better prepared to now write the essay.
If students did not do the reading and it the group presentation was unrehearsed and or sloppy, then such students will have to do more to produce an acceptable argument on a topic.
We reviewed topics and outlines and planning sheets. If at this point you do not know how to do one of these prewriting elements, not to mention developing theses using topical invention, or how to plan using the mapping handouts then. . . .
The Writing Center is open until 2 PM daily and the Tutoring Center is open later on most days M-F (up to 7 PM I think) in the LRC (where the library is, upstairs).
posted by Professor Wanda's Posse at 12:11 PM
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