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The Longman Reader, 12th Edition Lecture Notes

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    Instructor’s Resource Manual For The Longman Reader Twelfth Edition Judith Nadell John Langan Deborah Coxwell-Teague, Florida State University Prepared by Deborah Coxwell-Teague, Florida State University

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    iii CONTENTS TEACHING COMPOSITION WITH THE LONGMAN READER vii At the Start of the Course vii Assigning the First Two Chapters in the Book viii Ways to Use the Book ix Creating a Process-Oriented Class Environment ix Some Cautions About Group Work x Responding to Student Writing xi Using Portfolios to Evaluate Student Writing xi SUGGESTED SYLLABI xiii Syllabus #1: Essay-by-Essay Evaluation and Five Essays xiv Syllabus #2: Portfolio Evaluation, Three Essays, and an End-of-the-Term Radical Revision Project xxiii 1 BECOMING A CRITICAL READER AND THINKER 1 Learning Objectives 1 Opening Comments 1 Larry Rosen, “Our Obsessive Relationship with Technology” 1 2 THE WRITING PROCESS 2 Learning Objectives 2 Opening Comments 2 Prewriting Activities 2 Identifying the Thesis Activities 2 Supporting the Thesis with Evidence Activities 3 Organizing the Evidence Activities 4 3 DESCRIPTION 5 Learning Objectives 5 Opening Comments 5 Answers for Prewriting Activities 5 Answers for Revising Activities 6 Mario Suárez, El Hoyo 7 Cherokee Paul McDonald, A View from the Bridge 8 Judith Ortiz Cofer, A Partial Remembrance of a Puerto Rican Childhood 9 Patricia Smith, Talking Wrong 11 Michael Johnston, The Human Eye 12 4 NARRATION 13 Learning Objectives 13

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    iv Opening Comments 13 Answers for Prewriting Activities 13 Answers for Revising Activities 14 Audre Lorde, The Fourth of July 15 Lynda Barry, The Sanctuary of School 17 Daniel “Nane” Alejandrez, César Chávez Changed My Life 18 David Bardeen, Lives; Not Close Enough for Comfort 19 Dorothea Lange, Migrant Mother 20 5 ILLUSTRATION 22 Learning Objectives 22 Opening Comments 22 Answers for Prewriting Activities 22 Answers for Revising Activities 23 Kay S. Hymowitz, Tweens: Ten Going on Sixteen 23 Casey Cavanaugh, Why We Still Need Feminism 24 Stuart Rojstaczer, Gradeinflation.com: Grade Inflation at American Colleges and Universities 25 Beth Johnson, Bombs Bursting in Air 27 Emmy Blotnick, A Visual History of Shoes 29 6 DIVISION-CLASSIFICATION 30 Learning Objectives 30 Opening Comments 30 Answers for Prewriting Activities 30 Answers for Revising Activities 32 Amy Tan, Mother Tongue 32 David Brooks, Harmony and the Dream 34 Francis Gilbert, What Makes a Great Teacher? 34 Todd Kliman, Coding and Decoding Dinner 35 Truity Psychometrics, The Best Careers for Your Personality Type 36 7 PROCESS ANALYSIS 38 Learning Objectives 38 Opening Comments 38 Answers for Prewriting Activities 38 Answers for Revising Activities 38 Amy Sutherland, What Shamu Taught Me About a Happy Marriage 39 Alex Horton, On Getting By 40 Caroline Rego, The Fine Art of Complaining 41 Werner Gundersheimer, A Mother’s Secret 43 Antonio C. Novello, First Aid for Choking 44 8 COMPARISON-CONTRAST 46 Learning Objectives 46 Opening Comments 46

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    v Answers for Prewriting Activities 46 Answers for Revising Activities 47 Jeffrey N. Wasserstrom, A Mickey Mouse Approach to Globalization 47 Pico Iyer, Chapels: On the Rewards of Being Quiet 50 Stefany Anne Golberg, You Can Take It with You 50 Savita Iyer, The Pros and Cons of Going Vegan 51 Fatima Alissa, Before and After the Syrian Civil War 52 9 CAUSE-EFFECT 54 Learning Objectives 54 Opening Comments 54 Answers for Prewriting Activities 54 Answers for Revising Activities 55 Jane S. Shaw, Nature in the Suburbs 56 Leila Ahmed, Reinventing the Veil 58 Jacques D’Amboise, Showing What Is Possible 59 Juan Williams, The Ruling That Changed America 60 DecideToDrive, OMG 61 10 DEFINITION 62 Learning Objectives 62 Opening Comments 62 Answers for Prewriting Activities 62 Answers for Revising Activities 63 Jhumpa Lahiri, My Two Lives 63 Laura Fraser, The Inner Corset 64 Lillian Comas-Diaz, Hispanics, Latinos, or Americanos: The Evolution of Identity 65 Josie Appleton, The Body Piercing Project 66 Quinn Mathews, Global Warming Brochure 67 11 ARGUMENTATION-PERSUASION 68 Learning Objectives 68 Opening Comments 68 Answers for Prewriting Activities 69 Answers for Revising Activities 70 Stanley Fish, Free-Speech Follies 70 Mary Sherry, In Praise of The “F” Word 71 Wendell Berry, Farming and the Global Economy 73 Mike Rose, Blue-Collar Brilliance 74 P AIRED R EADINGS : O BESITY IN A MERICA Michael Marlow & Sherzod Abdukadirov, Government Intervention Will Not Solve Our Obesity Problem 75 Anna Brones, Should the Government Be Responsible for Regulating Obesity? 76

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    vi P AIRED R EADINGS : G ENDER IN THE C LASSROOM Gerry Garibaldi, How the Schools Shortchange Boys 77 Michael Kimmel, A War Against Boys? 78 P AIRED R EADINGS : S ELLING H UMAN O RGANS Alexander T. Tabarrok, A Moral Solution to the Organ Shortage 79 Virginia Postrel, Need Transplant Donors? Pay Them 81 Tami Luhby, Tal Yellin, and Caroline Matthews, Just How Much Better Off Are College Grads Anyway? 82 12 COMBINING THE PATTERNS 83 Learning Objectives 83 Hillary Rodham Clinton, Remarks to the United Nations: Fourth World Conference on Women Plenary Session 83 Alice Steinbach, The Miss Dennis School of Writing 83 Jonathan Swift, A Modest Proposal 84 Paramount Pictures, Selma 85

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    vii TEACHING COMPOSITION WITH THE LONGMAN READER Teaching offers many pleasures. Among the foremost, for us, is the chance to get together with colleagues to trade ideas, air classroom problems, share memorable moments, speculate about why some assignments set off fireworks and others fizzle—all of this helps us in our day-to-day teaching. In this Instructor’s Manual , we would like to share with you some thoughts about teaching first-year composition and about using The Longman Reader . We’ll explain our approach for introducing each pattern of development and indicate what we emphasize when discussing the professional selections in each section. We’ll provide suggested answers to the activities that conclude Chapters 1 and 2 and to the prewriting and revising activities that follow the introductions to the patterns of development. We’ll also offer suggested answers to the “Questions for Critical Reading” and “Questions About the Writer’s Craft” found after each professional selection. These responses aren’t meant to be definitive. We intend the responses to represent our views only. You may not agree with all our interpretations. That’s fine. If nothing else, our answers may suggest another way of viewing a selection . AT THE START OF THE COURSE There's no denying that many students dread first-year composition—a bitter pill to swallow for those of us who have made the teaching of writing our lives’ work. But it’s important to understand that many students’ past experiences with writing have not been positive. Rather than trying to pretend that all our students are pleased about being in a composition class, we work to get out in the open any unhappiness they may have about writing and writing teachers. Here’s how we go about airing any negative feelings that may exist. On the first day of class, we acknowledge students’ feelings by saying something like, “I guess some of you wish that you didn’t have to take this course. In fact, you may feel that the only thing worse would be having to take a course in public speaking.” Our remark elicits smiles of self-recognition from many students, and the whole class seems to relax a bit. Then we ask students to talk about why they have such uneasy feelings about taking a writing course. Many have sad tales to tell about previous writing classes and writing teachers. Here are summaries of some of the comments we’ve heard over the years: • In the past, my essays were returned so covered with red ink that I could barely make out my own writing. I felt discouraged to see how much I had done wrong and angry to see my work covered over with comments. • I could never figure out what my teachers wanted. Different teachers seemed to look for different things. Since there were no clear standards, I’ve never understood the qualities that make up good writing. • Writing essays always took me too much time and felt like an endless chore. Getting a first draft done was hard enough, but revising was even worse. And the payoff for writing several drafts didn’t seem worth the effort. • I knew in my head what I wanted to say but didn’t know how to get my thoughts down on paper. My ideas never came out quite right. • I had writer’s block whenever I sat down to put pen to paper. I stared at the desk, daydreamed, fidgeted, and had real trouble getting started. Finally, just before an assignment was due, I dashed off something to hand in, just to get it over with. As such sentiments are aired, students discover that their experience has not been unique; they learn that others in class have had similar frustrating experiences. In addition, we tell the class that each semester many of our students recount comparable sagas of woe. We reassure the class that we understand the obstacles, both inner and outer, that they have to face when writing. And we tell them that we will work to make the first-year

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    viii composition course as positive an experience as possible. But we also say that we’d be dishonest if we told them that writing is easy. It isn’t. And, unfortunately, we have no magic formula for turning them into A-plus writers. On the other hand, because we are writers and because we work with writers, we know that composing processes can be satisfying and rewarding. We tell the class that we hope they’ll come to share our feelings as the term progresses. From here, we move to an activity that continues the ice breaking while also familiarizing the class with the workshop format we use frequently during the semester. Students form groups of two and then four, chatting with each other for about five minutes each time. To get them moving, we put some questions on the board: what are their names, where are they from, where are they living while attending college, what other courses are they taking, what is their intended major, and so on. After a few seconds of nervous silence, the class begins to buzz with friendly energy. When ten minutes or so have passed, we stop the activity and explain why we have devoted some precious class time to socializing. During the semester, we explain, the class will often meet in small groups and respond to each other’s work, learning a good deal from each other about writing as they do so. So it makes sense for them to get to know each other a bit right at the outset. We also explain our hope that they will find sharing their writing as interesting and enjoyable as chatting together. ASSIGNING THE FIRST TWO CHAPTERS IN THE BOOK During the first or second class, we emphasize to students that the course should help them become sharper readers as well as stronger writers. With that in mind, we assign Chapter 1 on “Becoming a Critical Reader and Thinker” before moving on to work on the writing process. When students come to class having read Chapter 1, we answer any questions they may have and go over the “Questions for Close Reading” and “Questions About the Writer’s Craft” that follow the selection from Larry Rosen. After this discussion of reading, we begin introducing the writing process, explaining how helpful it is for a writer to break down the task of writing into stages. We’ve found that many students have never viewed writing as a process, and our explanation of the steps is a great revelation to them. We are careful to emphasize that not everyone writes the same way; we explain that after trying out our recommendations about each stage of the process, students will most likely vary the process in ways that works best for them. We then assign the first part of Chapter 2, “The Writing Process” (up to “Discover Your Essay’s Limited Subject.”) In the next class, we discuss and practice prewriting. We tell the class that prewriting loosens a writer up. Exploratory and tentative, prewriting helps reduce the anxiety many people feel when facing the blank page. With prewriting, a writer doesn’t have to worry, “This better be good.” After all, no one except the writer is going to read the prewritten material. We work briefly with activities included in the chapter, such as the Prewriting Activity near the beginning of Chapter 2, but we tell our students that the best way for them to discover what prewriting is like is for them to try it for themselves. Therefore, we say, “Let’s suppose you had to write an essay on why students dislike English classes or what teachers could do to make English courses more interesting.” Then we ask them to select one prewriting technique discussed in the book (questioning the subject, brainstorming, freewriting, or mapping) to generate the raw material for such an essay. Often we invite them to compose their prewriting on their laptops if they have one handy, or to compose on paper if they prefer. We emphasize the point that prewriting is tentative and vastly different from finished work. Instructors who ask students to keep a journal might instead have them write a first journal entry in class. At the end of the class, we ask students to save the prewriting just prepared in class for possible use as the basis for an essay later in the term. And we assign the rest of the chapter and additional chapter activities; we also ask them to begin keeping a journal. In the next several classes, we finish the discussion of prewriting and work again in class on getting familiar with the various recursive stages of the writing process. After this, we introduce the patterns of development as invaluable aids to the writing process, from prompting ideas to organizing them coherently to easing the flow during the writing of a draft.

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    ix Throughout the course, we stress the recursive nature of the writing process and the fact that not everyone uses the same exact process or the same process for various types of writing assignments. We alternate in-depth study of the recursive stages of the writing process with work on the patterns of development. And we frequently have students reach back to material generated in the early prewriting sessions and, after feedback from other students, use it as the basis for more polished work. WAYS TO USE THE BOOK THE LONGMAN READER is arranged according to the following nine patterns of development: description, narration, illustration, division-classification, process analysis, comparison-contrast, cause-effect, definition, and argumentation-persuasion. Introductions to the patterns are designed to help students understand the distinctive features of specific rhetorical strategies. The Development Diagram in each chapter is a visual reference for how the rhetorical pattern is distinguished at each stage in the writing process. The text is organized so that the more accessible experiential patterns are presented first, before the more demanding analytic patterns. If you adopt a rhetorical approach in the course, you need not feel confined by the order of patterns in the book; each chapter is self-contained, which makes it possible for you to sequence the modes however you wish. And, of course, there’s no need to cover all of the readings in a chapter or even all of the rhetorical patterns. For rhetorically organized courses, we suggest that you emphasize early in the semester that professional composers don’t set out to write an essay or design a visual in a particular mode. The patterns emerge as the composers prewrite and organize their ideas; composers come to see that their points can best be made through a particular rhetorical strategy or combination of strategies. It’s helpful, we’ve learned, to assign selections before and after students write an essay. The first essay in each chapter is accompanied by an Essay Structure Diagram that outlines the reading, focusing on details specific to the rhetorical pattern. You may choose to assign these essays first. So, for example, if students are going to write a causal analysis, you might have them read Shaw’s “Nature in the Suburbs.” Then, after reviewing their drafts and seeing the problems they have had with, let’s say, causal chains, you might have them examine the way Juan Williams uses cause-effect in “The Ruling That Changed America.” Some instructors using a rhetorical approach in their courses place a special emphasis on exposition. If this is your orientation, you might want to begin with the illustration chapter. That section stresses the importance of establishing a clear thesis and providing solid support for the essay’s central point. Then you might move to the description and narration chapters; these underscore the importance of, respectively, a dominant impression and a narrative point, both developed through specific supporting details. If you prefer to design the course around themes rather than rhetorical patterns, the thematic table of contents (at the front of the textbook) will help you select essays on timely issues. For such a course, we recommend that you have students read a number of essays on a given theme. The fact that several essays on the same theme use different rhetorical strategies helps students see that the patterns are not ends in themselves, but techniques that writers use to make their points. CREATING A PROCESS-ORIENTED CLASS ENVIRONMENT We’ve found that creating a workshop atmosphere in the classroom helps students view writing as a process. When a new essay is assigned, we try to give students several minutes to start their prewriting in class. In other classes, time may be set aside for students to rework parts of their early drafts. We may, for instance, ask them to sharpen their introductions, conclusions, sentence structure, or transitions.

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    x In our experience, it’s been especially productive to use class time for peer review of early drafts. For these feedback sessions, students may be paired with one other classmate, or they may meet with two or three other classmates. Feedback from someone other than the course instructor motivates students to put in more time on a draft. Hearing from other classmates that a point is not clear or that a paragraph is weakly developed encourages students to see that revision involves more than mechanical tinkering. They start to understand that revision often requires wholesale rethinking and reworking of parts of the essay. And after a few peer-review sessions, many students begin to identify for themselves the problem areas in their writing. You’ll find that many students squirm at the thought of reacting to their classmates’ work. So it’s not surprising that they tend to respond to each other’s essays with either indiscriminate praise or unhelpful neutrality. To guide students, we prepare a brief checklist of points to consider when responding to each other’s work. (You might, for example, adapt one of the checklists from the textbook, for example one from a pattern chapter that would fit a particular assignment.) With such a checklist in front of them, students are able to focus their impressions and provide constructive feedback. There are a number of ways to set up these peer-review sessions. Here are a few possibilities: • After pairing students or placing them in small groups, have each essay read aloud by someone other than the author. Students tell us that hearing another person read what they’ve written is invaluable. Awkward or unclear passages in an essay become more obvious when someone who has never before seen the essay reads it aloud. • Place students in small groups and ask them to circulate their papers so that everyone has a chance to read all the essays. Then have each group select one especially effective essay to read aloud to the rest of the class. Everyone discusses each essay’s strengths and what might be done to sharpen the sections that miss the mark. As you can no doubt tell, we believe that group work is an important part of what goes on in a composition classroom. Since it gives students the chance to see how others approach the same assignment, they come to appreciate the personal dimension of writing and develop an awareness of rhetorical options. The group process also broadens the audience for whom the students are writing and multiplies the feedback students get for their work, letting them see that their instructor is just one among many readers. Group activities thus help students gain a clearer sense of purpose and audience. Finally, we have found that peer review encourages students to be more active in the classroom. When students assume some of the tasks traditionally associated with the instructor, the whole class becomes more animated and students learn more than they would otherwise. SOME CAUTIONS ABOUT GROUP WORK If you are new to group work, you may have the uneasy feeling that the group process can deteriorate into enjoyable but unproductive chat sessions. That can happen if the instructor does not guide the process carefully. Here are several suggestions to steer you clear of some traps that can ensnare group activities. • First, we recommend you give very clear instructions about how students are to proceed. Providing a checklist, for example, directs students to specific issues you want them to address. • Second, we believe in establishing a clear time schedule for each group activity. We might say, “Take 12-15 minutes to read to yourself the essay written by the person on your left” or “Now that all the essays in your group have been read, you should vote to determine which is the strongest composition. Then take five minutes to identify one section of the essay that needs additional attention.” • Third, although we try to be as inconspicuous as possible during group work, we let students know that we are available for help when needed. Sometimes we circulate among the groups, listening to comments and asking a question or two. Other times we stay at the desk and encourage students to consult with us when they think our reaction would be helpful.

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    xi RESPONDING TO STUDENT WRITING Beyond the informal in-class consultations just described, we also meet during the course with each student for at least two one-on-one conferences of about 15 minutes each. Individual conferences take a significant amount of time and energy on the instructor's part, so if possible, cancel class for several days while you meet individually with students. Depending on our purpose, student needs, class size, and availability of time, a number of things may occur during the individual conferences. Most often, we review a second draft of an essay and point out areas we think are strong, along with areas that need further revision. This approach encourages students to interact with us more freely since their attention isn’t riveted to the comments and/or a grade already recorded on the paper. We've found that students are more likely to grow as writers when given the opportunity to revise their writing after receiving feedback from both peers and their teacher. If you choose to do essay-by-essay (rather than portfolio) grading, you might assign second drafts to which you've responded an "as-is" grade. After seeing your comments and the "as-is" grade you've assigned the draft, students would have the option of revising the essay for the possibility of a higher grade. That way, students who wish to work more on their writing would have the opportunity, and those who are satisfied with the grade they've received would not be required to revise. To help control your workload, you might give students who wish to revise a deadline by which they must resubmit their essay--perhaps two weeks from the day you returned to them the second draft. This would eliminate the possibility of students submitting to you several revised essays late in the term. In our oral and written comments to our students’ writing, we make a point of letting them know what we think they’ve done well in their essays, and we limit discussion of problems to the most critical points. Like everyone else, students are apt to overlook what they’ve done well and latch onto things that haven’t been so successful. If every error a student makes is singled out for criticism, the student—again, like everyone else— often feels overwhelmed and defeated. So unless a student is obviously lackadaisical and would profit from some hard-hitting teacherly rebukes, we try to make our comments as positive and encouraging as possible. And rather than filling the essay with reworked versions of, let’s say, specific sentences and paragraphs, we make liberal use of such remarks as these: “Read these last three sentences aloud. How could you streamline these sentences?” or “I believe this paragraph contradicts what you say at the beginning of the preceding paragraph? Am I correct, or am I missing something?” USING PORTFOLIOS TO EVALUATE STUDENT WRITING You may wish to have your students present a portfolio of their work for grading at the conclusion of the course, instead of giving grades for each composition in succession. Using such a portfolio system alters somewhat the way you respond to student’s second drafts as they are submitted, because you assign no grades to them. The written and oral feedback on a paper is geared solely to making the essay a more effective piece of communication rather than to justifying a particular low or high grade. This forces all concerned—instructors and students—to stay focused on how to improve writing rather than on what might pull a paper down or what score a composition should receive. If students balk at “floating free” of grades for the whole course, you might let them know, in general terms, the grade you'd assign if you had to give the draft a grade. For example, you might let a student know that, as is, her essay is in the C to C+ range, or that a very good draft is in the B+ to A- range. Many teachers tend to shoot a little on the low side with these grade estimates, making sure the student understands the need for further revision. You should indicate clearly at the start of the course that students must complete each assigned draft as well journal entries and so forth that you assign but that the writing component of their final grade will be based upon a portfolio of polished work. Many of us ask students to include in their portfolios drafts of each of the essays they wrote for the course, while others ask students to choose only three of the four or four of the five

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    xii essays they completed. If you allow students to leave one of their essays out of the portfolio, you might want to wait until late in the semester to share this information with them--after they have completed all of the essays for the course. If students know one of their essays does not have to be included, they may tend to work less on that essay than they would otherwise. Such a portfolio system has several advantages. It stresses to students that writing well is an ongoing process and encourages them to make subsequent revisions of their essays as they acquire new insights into writing. It forces them to take responsibility for their progress beyond the achievement they reach in the first submitted version of an essay. It instills the notion of a writing community, for once they have gotten beyond the initial series of structured feedback sessions that you have built into the course, students must initiate feedback from their peers and from the instructor on any revisions they do. Finally, such a system dramatizes the reality that writers write for other people and that reaching the audience, not jumping hurdles to get a grade, is the goal of writing. Many students embrace the opportunity to create electronic portfolios using platforms such as wix.com or weebly.com. As the instructor, don’t worry too much about your level of expertise with these platforms. You’ll likely be amazed at all that your students will be able to teach you and each other. You and your students can work together to decide what the portfolios should include. Many of us decide to include an “About Me” section (with the option of including photos, links to videos, etc.), a section for each of the essays included in the portfolio (possibly including various drafts of each essay), a section in which students include several of their journal entries they are most proud of, and a section in which students reflect on the writing they've done over the course of the term and how they have developed as composers and critical thinkers as a result of the work they have done.

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    xiii SUGGESTED SYLLABI On the following pages we present two syllabi that will give you some further ideas on how to use The Longman Reader . Note that the syllabi assume the course meets twice a week for an hour and a half per session over the course of fifteen weeks. The syllabi can, of course, be adjusted to fit a variety of course formats. The first syllabus would likely work best in a classroom in which the teacher uses essay-by essay evaluation and students write two drafts of each essay. With this syllabus, students write a total of five essays over the course of the term. Feel free to play with the syllabus and make changes that work best for you and your students. The second syllabus is designed for a classroom in which the teacher uses portfolio evaluation and students write two drafts of the first three essays, as well as a third draft of each one for the final portfolio. This syllabus includes four essays, one of which is an argumentation-persuasion essay to which five weeks of the course are devoted, plus an end-of-the-semester radical revision project which asks students to take an idea they wrote about in one of their four essays and re-create that idea in another genre of their choice--for example, a magazine advertisement, pamphlet, skit, poem, short story, memoir, scrapbook, photo essay, poster, website, video, etc. If you like the design of the second syllabus but prefer essay-by-essay evaluation, you could substitute essay-by-essay evaluation for portfolio assessment.

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    xiv SYLLABUS #1--ESSAY-BY-ESSAY EVALUATION AND FIVE ESSAYS WEEK 1 Class 1 • Provide an introduction to the course and handle necessary business matters. • Direct a “getting to know each other” activity. (See page 2 of this manual.) • Have students prepare an in-class writing sample to get an initial sense of their writing needs. Do not grade these, and do not return them to students. They should be used to give you a general sense of where your students are as writers. • Assignment—Ask students to read Chapter 1, “Becoming a Critical Reader and Thinker" and make a list of five things they learned that they think can help them become more critical readers and thinkers. Class 2 • Have students get into small groups of 3-4 students and share their lists of five things they learned that they think can help them become more critical readers and thinkers. Then have each group share their discussion with the entire class. • Have students complete the pre-reading journal entry that precedes the essay at the end of Chapter 1, “Our Obsessive Relationship with Technology." Ask for two or three volunteers to share what they wrote and provide positive feedback. • Read aloud with the class the essay at the end of Chapter 1, “Our Obsessive Relationship with Technology," and discuss the reading and craft questions following the essay. • Introduce the writing process, with emphasis on prewriting. • Assignment—Have students read up to “Stage 2: Identify the Thesis” in Chapter 2 and make a list of five things they learned from the reading that they think they'll be able to put to good use when they start working on their own essays. WEEK 2 Class 3 • Have students get in small groups of 3-4 students and share their lists of five things they learned from the assigned reading that they think they'll be able to put to good use when they start working on their own essays. Then have each group share a couple of the things they discussed. • Have students do some practice prewriting; ask for a few volunteers to share their writing and give positive feedback. • Assignments—Have students read up to "Stage 4: Organize the Evidence” from Chapter 2 and make a list of five things they learned from the assigned reading that they think they'll be able to put to good use when they start working on their own essays.

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    xv Class 4 • Have students get in small groups of 3-4 students and share their lists of five things they learned from the assigned reading that they think they'll be able to put to good use when they start working on their own essays. Then have each group share a couple of the things they discussed. • Have students, in groups or as a class, do three of the activities from the first half of Chapter 2: one from “Activities: Prewrite,” one from “Activities: Identify the Thesis,” and one from “Activities: “Support the Thesis with Evidence.” Discuss answers as a class. • Assignments—Have students read up to "Stage 5: Write the First Draft” from Chapter 2 and make a list of five things they learned from the assigned reading that they think they'll be able to put to good use when they start working on their own essays. WEEK 3 Class 5 • Have students get in small groups of 3-4 students and share their lists of five things they learned from the assigned reading that they think they'll be able to put to good use when they start working on their own essays. Then have each group share a couple of the things they discussed. • While still in their small groups, ask students to discuss experiences they've had in the past with designing outlines and how they think outlines are supposed to help them during the writing process. Then have each group share a couple of the things they discussed. • Have students remain in their small groups or work individually to complete "Activities: Organizing the Evidence," #1. Then have groups or individuals share their work with the class. • Assignments--Have students finish reading Chapter 2 and make a list of five things they learned from the assigned reading that they think they'll be able to put to good use when they start working on their own essays. Class 6 • Have students share some of the items on their lists of what they learned from the assigned reading and submit the lists to you for review. • Read aloud in class and lead a discussion of Caylah Francis's sample first draft, the peer review worksheet her classmate filled out, and Caylah's revised draft. Have students comment on how the peer review helped Caylah write a stronger essay and on what they think of the revised essay overall--its strengths and weaknesses. Find out something about their previous experiences writing essays and how many have had experience writing essays that incorporate outside sources. • Introduce the first pattern of development, Description or Narration--your choice. • Assignment—Have students read Chapter 3, “Description,” through the student essay and accompanying commentary or, alternatively, Chapter 4, “Narration,” through the student essay and accompanying commentary.

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    xvi WEEK 4 Class 7 • Discuss descriptive or narrative writing and answer students' questions. • Discuss with students the student essay, "Enduring with Dignity: Akua's Surviving Children " and commentary in Chapter 3, or the student essay "Letters from Dad" and commentary in Chapter 4. Discuss how students can apply what they learned from the sample student essay to their own writing. • Assignments—Have student read “El Hoyo” by Mario Suárez in Chapter 3, study the accompanying Essay Structure Diagram, and respond to the critical reading and craft questions following the selection. Alternatively, have them read “The Fourth of July” by Audre Lorde in Chapter 4, study the accompanying Essay Structure Diagram, and respond to the critical reading and craft questions following the selection. Class 8 • Discuss the assigned selection, the Essay Structure Diagram, and students' responses to the critical reading and craft questions. • Have students do prewriting for one of the writing assignments at the end of the assigned description or narration selection or at the end of Chapter 3 or 4. Using groups, have students share their prewriting and get feedback. • Review stages of the writing process including identifying the thesis, supporting the thesis with evidence, organizing the evidence, and writing the first draft that they will need to keep in mind as they begin drafting their descriptive or narrative essays. • Assignments—Have students read a second assigned selection from Chapter 3 or 4, answer and the critical reading and craft questions following it, and prepare a draft of the description or narration essay. WEEK 5 Class 9 • Discuss the assigned selection and students' responses to the accompanying questions. In addition, review the end of the chapter visual text and accompanying critical reading and craft questions following the selection. • Initiate peer review on students’ description or narrative essays. Have students use the chapter's Revision/Peer Review Checklist. • Review stages of the writing process including revising the essay and editing and proofreading. • Assignment—Have students revise the description or narrative essay. Class 10 • Before collecting students’ description or narrative essays, give them 20 minutes to read through their drafts one more time and pencil in any last minute revisions they'd like to make.

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    xvii • Introduce the next pattern of development--Illustration. Provide students with a general overview of this pattern of development. • Assignments—Have students read Chapter 5, “Illustration,” through Charlene Adams' student essay "Professors Open Up About the Benefits of a College Degree" and the accompanying commentary. WEEK 6 Class 11 • Pass back students' descriptive or narrative essays with your feedback. (You might prefer to do this towards the end of the class, rather than at the beginning.) • Discuss the student essay and commentary in Chapter 5, "Illustration," and answer students' questions about the chapter. Ask students to reflect on what they learned from reading the student essay and accompanying commentary that could help them strengthen their own writing. • Have students do in class Activities 1 and 2 in “Activities: Illustration” in Chapter 5. Use groups or pairs to share responses to both activities. Read aloud responses to Activity 2. • Assignments—Have students: a. Complete Activity 4 in “Activities: Illustration” in Chapter 5, “Illustration.” b. Read “Tweens: Ten Going on Sixteen” by Kay S. Hymowitz in Chapter 5, study the Essay Structure Diagram that accompanies the essay, and respond to the critical reading and craft questions following it. Class 12 • Have students share results of Activity 4 from Chapter 5, “Illustration,” either in groups or by reading aloud to the class. If there is not enough time for group work, collect student responses and review quickly after class. • Discuss the assigned reading selection, the Essay Structure Diagram that accompanies the reading, and their responses to the reading and craft questions following the essay. • Assignment—Have students do Activity 4 in “Activities: Illustration.” Also have them read another professional selection from the chapter and complete the questions that follow the reading(s). WEEK 7 Class 13 • Go over Activity 4 in Chapter 5. • Discuss and answer questions on the assigned professional selection and the critical reading and craft questions from Chapter 5. • Have students do prewriting for one of the writing assignments at the end of the assigned selection or at the end of Chapter 5. Using groups, have students share their prewriting and get feedback.

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    xviii • Review stages of the writing process including identifying the thesis, supporting the thesis with evidence, organizing the evidence, and writing the first draft that they will need to keep in mind as they begin drafting their illustration essays. • Assignments—Have students prepare a draft of the illustration essay. Also have them read a second assigned selection from Chapter 5, “Illustration,” and prepare to discuss the reading and craft questions at the end of the selection. Class 14 • Initiate peer review on students’ illustration essays. Use the Revision/Peer Review Checklist in the chapter. • Discuss the assigned reading selection and accompanying questions. In addition, review the end of the chapter visual text and accompanying critical reading and craft questions following the selection. • Review stages of the writing process including revising the essay and editing and proofreading. • Assignments—Have students revise the illustration essay. WEEK 8 Class 15 • Pass back and discuss students’ illustration essays. (You might prefer to do this towards the end of the class rather than at the beginning.) • Introduce the next unit on either division-classification or process analysis. Read in-class and with your students the sample student essay ("The Benchers, the Nappers, the Jellyfish, and the Musicians" in Chapter 6, or "Don't Write Poetry--Be a Poet" in Chapter 7) and discuss with students what works well, along with any shortcomings you see. Talk with students about what they can learn from reading and reflecting on the student essay that can help them better understand the pattern of development and how they can use the pattern as they begin thinking about their third essay. • Assignments—Have students: a. Read Chapter 6, “Division-Classification,” through "Revision Strategies" and complete Prewriting Activities 1 and 2 in Chapter 6. Alternatively, read Chapter 7, “Process Analysis,” through "Revision Strategies" and complete Prewriting Activities 1 and 2 in Chapter 7. b. Read "Mother Tongue" by Amy Tan in Chapter 6. Alternatively, read “What Shamu Taught Me About a Happy Marriage" by Amy Sutherland in Chapter 7. Prepare to discuss the critical reading and craft questions at the end of the selection. Class 16 • Discuss and answer questions about Chapter 6 “Division-Classification.” Go over Prewriting Activities 1 and 2 in Chapter 6. Alternatively, discuss and answer questions about Chapter 7, “Process Analysis,” and go over Activities 1 and 2 from Chapter 7.

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    xix • Discuss the assigned reading selection, the accompanying Essay Structure Diagram, and the critical reading and craft questions. • Assignments—Have students read “What Makes a Great Teacher?” by Francis Gilbert or another reading selection in Chapter 6 and answer the reading and craft questions at the end of the selection. Alternatively, read “The Fine Art of Complaining” by Caroline Rego or another reading selection in Chapter 7 and answer the reading and craft questions at the end of the selection. WEEK 9 Class 17 • Discuss the assigned reading and accompanying critical reading and craft questions from Chapter 6, “Division-Classification.” Also, read and review with students the visual text at the end of the chapter. Alternatively, discuss the assigned reading and accompanying critical reading and craft questions from Chapter 7, “Process Analysis,” and read and review with students the visual text at the end of the chapter. • Have students do prewriting for one of the writing assignments at the end of the assigned division- classification or process-analysis selection or at the end of Chapter 6 or 7. Using groups, have students share their prewriting and get feedback. • Review stages of the writing process. • Assignments—Have students prepare a draft of the division-classification or process-analysis essay. Class 18 • Initiate peer review on students’ division-classification or process-analysis essays. Use the chapter Revision/Peer Review Checklist. • Assignments—Have students revise the division-classification or process-analysis essay. WEEK 10 Class 19 • Collect students' division-classification or process analysis essays. • Introduce Comparison-Contrast or Cause-Effect--your choice. • Assignment—Have students: a. Read Chapter 8, “Comparison-Contrast,” through the student essay "Buying a Cross-Country Mountain Bike" and the accompanying commentary. Alternately, read Chapter 9, "Cause Effect," through "Party with a Purpose" and the accompanying commentary. Class 20 • Pass back and discuss students’ division-classification or process-analysis essays. (You might prefer to do this at the end of class rather than at the beginning.

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    xx • Discuss and answer questions on Chapter 8, “Comparison-Contrast,” and go over the student essay and commentary. In class, have students do Prewriting Activity 1 in Chapter 8. Use groups to share responses to the activity. Alternately, discuss and answer questions on Chapter 9, “Cause-Effect,” and go over the student essay and commentary. In class, have students do Prewriting Activity 1 in Chapter 9. Use groups to share responses to the activity. • In class, read and discuss "A Mickey Mouse Approach to Globalization" in Chapter 8, along with the Essay Structure diagram and questions accompanying the reading. Alternately, read and discuss "Nature in the Suburbs" in Chapter 9, along with the Essay Structure Diagram and questions accompanying the reading. • Assignments—Have students: a. Read an additional selection in Chapter 8, “Comparison-Contrast” (or alternately, in Chapter 9, "Caurse-Effect") and answer the critical reading and craft questions following the selection. WEEK 11 Class 21 • Discuss the assigned selection and accompanying questions, and then read and review with students the visual selection at the end of Chapter 8 or Chapter 9, including the critical reading and craft questions following the selection. • Have students do prewriting for one of the writing assignments at the end of the assigned comparison- contrast selections or at the end of Chapter 8 or Chapter 9. Using groups, have students share their prewriting and get feedback. • Assignment—Have students prepare a draft of the comparison-contrast or cause-effect essay. Class 22 • Initiate peer review on students’ comparison-contrast essays. Ask students to use the Chapter 8 or 9 Revision/Peer Review Checklist. • Assignments—Have students revise the comparison-contrast essay. WEEK 12 Class 23 • Collect the revised comparison-contrast or cause-effect essays. • Introduce the next unit on either definition or argumentation-persuasion. Read in-class and with your students the sample student essay “’Tweet, Tweedle-lee-dee’ (118 Characters Left)” in Ch 10 or "It’s About Time, Augusta!" in Chapter 11 and discuss with students what works well, along with any shortcomings you see. Talk with students about what they can learn from reading and reflecting on the student essay that can help them better understand the pattern of development and how they can use the pattern as they begin thinking about their next essay. • Assignments—Have students

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    xxi a. Read Chapter 10, “Definition,” through "Revision Strategies" and complete Prewriting Activity 2 in Chapter 10. Alternatively, read Chapter 11, “Argumentation-Persuasion,” through "Revision Strategies" and complete Prewriting Activity 1 in Chapter 11. b. Read "My Two Lives" by Jhumpa Lahiri in Chapter10, the accompanying Essay Structure Diagram, and prepare to discuss the critical reading and craft questions at the end of the selection. Alternatively, read “Free-Speech Follies" by Stanley Fish in Chapter 11, the accompanying Essay Structure Diagram, and prepare to discuss the critical reading and craft questions at the end of the selection. Class 24 • Pass back and discuss students’ comparison-contrast or cause-effect essays. (Instead of doing this at the beginning of class, you may prefer to give them back their essays towards the end.) • Discuss and answer questions about the assigned reading. Review the Essay Structure Diagram that accompanies the reading and go over students’ responses to the critical reading and craft questions. • Assignments—Have students come up with a list of four possible topics for their definition or argumentation-persuasion essays. Also have them read “The Inner Corset” and “The Body Piercing Project” in Chapter 10 or, alternatively, ask them to read “In Praise of the ‘F’ Word” and “Blue-Collar Brilliance” in Chapter 11, and prepare to discuss their responses to reading and craft questions following the selections. WEEK 13 Class 25 • Have students get into small groups and share their list of four possible topics for their essays. Ask group members to help each other narrow their lists down to one or two topics they might write about. • Discuss assigned readings and students’ responses to the questions that accompany the readings. • Assignments—Have students read “Hispanics, Latinos, or Americanos: The Evolution of Identity" and "Global Warming Brochure” in Chapter 10 or, alternatively, ask them to read one of the three sets of "Examining an Issue" essays in Chapter 11 and answer the critical reading and craft questions following the selections. Class 26 • Discuss assigned readings and students’ responses to the questions that accompany the readings. • Use any extra class time by having students start writing a draft of their definition or argumentation- persuasion essays. • Assignments—Finish the draft of the definition or argumentation-persuasion essay.

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    xxii WEEK 14 Class 27 • Initiate peer review on students’ definition or argumentation-persuasion essays. Ask students to use the chapter checklist during the peer-review session. • Assignments—Have students revise their drafts. Class 28 • Collect definition or argumentation-persuasion essays. • Give students class time to begin working on a two-page double-spaced reflection on the course, what they've learned, what class activities and assignments most helped them grow as writers and critical thinkers, and what work they've done that they are most proud of. • Assignments—Have students complete their reflections and revise them for the next class. WEEK 15 Classes 29 and 30 • Use these two last classes to return students' definition or argumentation-persuasion essays and have each student make a short presentation (around 3 minutes) to the class. Ask them to share what they consider the best essay they wrote during the semester, the essay's subject, and two or three things they learned from the course that they believe they'll be able to transfer to other college courses they take and beyond.

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    xxiii SYLLABUS #2—PORTFOLIO EVALUATION, FOUR ESSAYS, AND AN END-OF-THE-TERM RADICAL REVISION PROJECT WEEK 1 Class 1 • Provide an introduction to the course and handle necessary business matters. • Direct a “getting to know each other” activity. (See page 2 of this manual.) • Have students prepare an in-class writing sample to get an initial sense of their writing needs. Let your students know the purpose of the assignment and that you won't grade it or return it to them. • Assignment—Ask students to read Chapter 1, “Becoming a Critical Reader and Thinker” and make a list of five things they learned that they think can help them become more critical readers and thinkers. Class 2 • Explain to the class that you'll be using portfolio assessment in the course, rather than paper-by-paper grading. Discuss with them the advantages and the disadvantages of this approach, and help them understand that the advantages outweigh the disadvantages. Also review with them what you expect them to include in the final portfolios. Let them know that they should begin working on their portfolios soon-- that they can go ahead and start working on their "About Me" section. (See the introductory pages of this Instructor’s Manual for more information on portfolio evaluation.) • Have students get into small groups of 3-4 students and share their lists of five things they learned that they think can help them become more critical readers and thinkers. Then have each group share their discussion with the entire class. • Have students complete the pre-reading journal entry that precedes the essay at the end of Chapter 1, “Our Obsessive Relationship with Technology." Ask for two or three volunteers to share what they wrote and provide positive feedback. • Read aloud with the class the essay at the end of Chapter 1, “Our Obsessive Relationship with Technology," and discuss the reading and craft questions following the essay. • Introduce the writing process, with emphasis on prewriting. • Assignment—Have students read up to “Stage 4: Organize the Evidence” in Chapter 2 and make a list of five things they learned from the reading that they think they'll be able to put to good use when they start working on their own essays. WEEK 2 Class 3 • Have students get in small groups of 3-4 students and share their lists of five things they learned from the assigned reading that they think they'll be able to put to good use when they start working on their own essays. Then have each group share a couple of the things they discussed.

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    xxiv • Lead class in a discussion of anything regarding the first three stages of the writing process you feel should be covered more fully. • Have students do some practice prewriting; ask for a few volunteers to share their writing and give positive feedback. • Assignments—Have students read the rest of Chapter 2 and make a list of five things they learned from the assigned reading that they think they'll be able to put to good use when they start working on their own essays. Class 4 • Have students get in small groups of 3-4 students and share their lists of five things they learned from the assigned reading that they think they'll be able to put to good use when they start working on their own essays. Then have each group share a couple of the things they discussed. • Read aloud in class and lead a discussion of Caylah Francis's sample first draft, the peer review worksheet her classmate filled out, and Caylah's revised draft. Have students comment on how the peer review helped Caylah write a stronger essay and on what they think of the revised essay overall--its strengths and weaknesses. Find out something about their previous experiences writing essays and how many have had experience writing essays that incorporate outside sources. • Introduce the first pattern of development, Description or Narration--your choice. • Assignment—Have students read Chapter 3, “Description,” through the student essay and accompanying commentary or, alternatively, Chapter 4, “Narration,” through the student essay and accompanying commentary. WEEK 3 Class 5 • Discuss descriptive or narrative writing and answer student questions. • Read and discuss with students the student essay in Chapter 10 (Leanna Stoufer's "Enduring with Dignity: Akua's Surviving Children ") or the student essay in Chapter 11 (Laura Rose Dunn's "Letters from Dad"). Ask students to talk about what they see as the strengths and weaknesses of the essay, along with what they learned while reading and thinking about the essays that might help them as they write their first drafts. You might ask them to first discuss these ideas in small groups, and then ask each group to share their ideas with the rest of the class. • Assignments—Have students: a. Read “El Hoyo” by Mario Suárez, the accompanying Essay Structure Diagram, and answer the reading and craft questions following the assigned selection. in Chapter 3. Alternatively, read “The Fourth of July” by Audre Lorde, the accompanying Essay Structure Diagram, and answer the reading and craft questions following the assigned selection or another in Chapter 4. c. Make sure students understand that during the next class they will share the progress they've made so far in setting up their portfolios.

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    xxv Class 6 • Have students take ten minutes to write a paragraph in which they share with you what they've done so far with their final portfolios. • Discuss the assigned selection, the Essay Structure Diagram, and students' responses to the critical reading and craft questions. • Have students do prewriting for one of the writing assignments at the end of the assigned description or narration selection or at the end of Chapter 3 or 4. Using groups, have students share their prewriting and get feedback. • Review stages of the writing process including identifying the thesis, supporting the thesis with evidence, organizing the evidence, and writing the first draft that they will need to keep in mind as they begin drafting their descriptive or narrative essays. • Assignments—Have students read a second assigned selection from Chapter 3 or 4, answer and the critical reading and craft questions following it, and prepare a draft of the description or narration essay. WEEK 4 Class 7 • Discuss the assigned selection and students' responses to the accompanying questions. In addition, review the end of the chapter visual text and accompanying critical reading and craft questions following the selection. • Initiate peer review on students’ description or narrative essays. Have students use the chapter's Revision/Peer Review Checklist. • Review stages of the writing process including revising the essay and editing and proofreading. • Assignment—Have students revise the description or narration essay. Class 8 • Before collecting students’ description or narrative essays, give them 20 minutes to read through their drafts one more time and pencil in any last minute revisions they'd like to make. • Introduce the next pattern of development--Illustration, Division-Classification, or Process Analysis. Provide students with a general overview of this pattern of development. • Assignments—Have students read Chapter 5, 6, or 7 through the student essay and the accompanying commentary.

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    xxvi WEEK 5 Class 9 • Pass back and discuss students’ description or narration essays to which you have responded. • Read and discuss with students the student essay in Chapter 5 (Charlene Adams' "Professors Open Up About the Benefits of a College Degree"), the student essay in Chapter 6 (Catherine Gispert's "The Benchers, the Nappers, the Jellyfish, and the Musicians"), or the student essay in Chapter 7 (Jared Mosley's "Don't Write Poetry--Be a Poet"). Ask students to talk about what they see as the strengths and weaknesses of the essay, along with what they learned while reading and thinking about the essay that might help them as they write their first drafts. You might ask them to first discuss these ideas in small groups, and then ask each group to share their ideas with the rest of the class. • Have students do in class Activities 1 and 2 in “Activities: Illustration” in Chapter 5, "Activities: Division-Classification" in Chapter 6, or "Activities: Process Analysis" in Chapter 7. Use groups or pairs to share responses to both activities. Read aloud responses to Activity 2. • Assignments—Have students read the first professional reading selection in Chapter 5, 6, or 7 and the accompanying Essay Structure Diagram. In addition, ask them to respond to the critical reading and craft questions following the reading. Class 10 • Spend the first ten minutes of class talking with students about their final portfolios. Let them know that they should go ahead and start working on the portfolio draft of their first essay (description or narration) for inclusion in the portfolio. • Answer students' questions about Chapter 5, 6, or 7 and discuss Activity 1. • Discuss the assigned reading selection. • Have students do an in-class invention exercise (freewriting, mapping, brainstorming--see Ch 2) to help them come up with ideas for their illustration, division-classification, or process analysis essays. Have them share their ideas in small group and give each other feedback. • Review stages of the writing process including identifying the thesis, supporting the thesis with evidence, organizing the evidence, and writing the first draft that they will need to keep in mind as they begin drafting their essays. • If time allows, have students begin writing their illustration, division-classification, or process analysis essays in class. • Assignment—Write a draft of your illustration, division-classification, or process analysis essay. WEEK 6 Class 11 • Initiate peer review on students’ first drafts of their illustration, division-classification, or process analysis essays . Ask students to revise their essays and be ready to submit them to you by the next class.

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    xxvii • In class, read and discuss the end of the chapter visual text and accompanying critical reading and craft questions following the selection. • Review stages of the writing process including revising the essay and editing and proofreading. • Assignments: Have students write a revised draft of their essay and be ready to submit at the beginning of the next class. Class 12 • Before turning in revised illustration, division-classification, or process analysis essays, ask students to read through them one more time and to make any last minute changes they'd like to make. Let them know that you will not penalize them for turning in essays that might look a little messy. • Introduce the next unit on either comparison-contrast, cause-effect, or definition. Read in-class and with your students the sample student essay--"Buying a Cross-Country Mountain Bike" in Chapter 8 , "Party with a Purpose" in Chapter 9, or “’Tweet, Tweedle-lee-dee’ (118 Characters Left)” in Chapter 10--and discuss with students what works well, along with any shortcomings you see. Talk with students about what they can learn from reading and reflecting on the student essay that can help them better understand the pattern of development and how they can use the pattern as they begin thinking about their next essay. • Assignments—Have students read Chapter 8, 9, or 10 up to the student essay discussed in today’s class and complete Prewriting Activity 1 in the chapter. WEEK 7 Class 13 • Pass back and discuss with students their illustration, division-classification, or process analysis essays to which you have responded. • Have students form small groups of 3 or 4 students and share the work they did for Prewriting Activity 1. Then have them share their small group discussion with the entire class. • Discuss the assigned reading with the class and answer any questions they have. • Assignments—Have students read the first professional selection in the chapter and the accompanying Essay Structure Diagram. Also ask them to complete the critical reading and craft questions that follow the essay. In addition, tell students to begin thinking about the topic they’d like to write about for their comparison-contrast, cause-effect, of definition essay and to come up with a list of four possible topics. Class 14 • Have students form small groups of 3 or 4 students and share their lists of four possible topics for their essays. Then have them share their small group discussion with the entire class. • Discuss with students the assigned essay, the Essay Structure Diagram, and their responses to the critical reading and craft questions. • Have students do one of the Prewriting Activities in the chapter. Use groups to share results.

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    xxviii • Assignments—Have students read an additional professional selection in the chapter, consider how they would respond to the questions following the reading, and prepare a draft of the comparison-contrast, cause-effect, or definition essay. WEEK 8 Class 15 • Initiate peer review on students’ first drafts of their comparison-contrast, cause-effect, or definition essays. Ask students to revise their essays and be ready to submit them by the next class. • Discuss the assigned reading selection and students’ responses to the questions following the reading. • Read with students the final visual reading in the chapter and review and discuss the questions following it with students. • Assignments—Have students revise their comparison-contrast, cause-effect, or definition essay. Class 16 • Have students submit their comparison-contrast, cause-effect, or definition essay. • Talk with students about their final portfolios. Remind them that they should already have a revised draft of both their first and second essays in their portfolios--that they should not wait until the end of the term to work on their portfolio drafts. Also let them know that while these revised drafts should already be included, they can go back and work on them more as they'd like until they submit the portfolios to you at the end of the term. Let students know that in one week they will be expected to share with you and with the class what they've done thus far with their portfolios. • Assignments—Have students: a. Read Chapter 11: "Argumentation-Persuasion," through "Revision Strategies." b. Spend time thinking about a topic they'd like to explore in your research essay. They need to make sure to choose a topic they find engaging. c. Work on final portfolios. WEEK 9 Class 17 • Pass back and discuss with students their comparison-contrast, cause-effect, or definition essays to which you have responded. • Introduce “Argumentation-Persuasion” to students and discuss assigned reading--especially the "Development Diagram: Writing an Argumentation-Persuasion Essay," "Rogerian Strategy: A Checklist," and "Questions for Using Toulmin Logic: A Checklist." Consider dividing students into groups and giving each group one of these topics to present to the class. • Assignment—Have students:

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    xxix a. Read the student essay ("It's About Time, Augusta" by Lydia Gumm) and the commentary that follows. b. Begin narrowing down the list of topics they might choose to explore in their argumentation- persuasion essay. c. Work on final portfolios. Class 18 • Share in small groups their final portfolios in progress. Then have each group report to the class. • Read aloud and discuss "It's About Time, Augusta" by Lydia Gumm and the commentary that follows. Be sure to discuss with students the sources Lydia chose to use in her essay and why she likely chose those sources. You need to get them started thinking about the kinds of sources that would be appropriate in their argumentation-persuasion essays. • Have students make a list of five topics they might consider for the topic of their argumentation-persuasion essays. Then have them get into small groups and discuss the possible topics. Encourage students to go ahead and tentatively decide on a topic. • Assignments—Have students: a. Write a paragraph in which they share with you the topic they have tentatively decided to focus on in their argumentation-persuasion essays. b. Read Chapter 11 professional essays by Stanley Fish ("Free-Speech Follies") and Mary Sherry ("In Praise of the 'F' Word") and answer the "Questions for Critical Reading" and "Questions about the Writer's Craft" at the end of each selection. WEEK 10 Class 19 • Collect students paragraphs about the topic they've tentatively decided to focus on in their argumentation-persuasion essays. • Discuss the assigned readings and students’ responses to the questions following the readings. • Assignments—Have students: a. Read either the two essays by Marlow/Abdukadirov and Brones or the two by Garibaldi and Kimmel and answer the "Questions for Critical Reading" and "Questions about the Writer's Craft" at the end of each selection. b. Get started looking for outside sources they might use in their argumentation-persuasion essays. Class 20 • Discuss the assigned readings (either Marlow/Abdukadirov and Brones or the two by Garibaldi and Kimmel.

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    xxx • Discus in small groups the possible sources for their argumentation-persuasion essays that they've found so far and how they might use those sources. Have each small group report back to the class. • Assignments—Have students bring in a list of at least three sources they have found so far that they are considering using in their argumentation-persuasion essays. Also have them read Appendix A; “A Guide to Using Sources” and make a list of things they learned from the reading that they can use in their own argumentation-persuasion essays. WEEK 11 Class 21 • Have students meet in small groups to share their lists of things they learned from the reading that they can use in their own argumentation-persuasion essays. Have each group share their discussion with the rest of the class. • Lead the class in a discussion of material not brought up so far in class that you feel you need to stress from the assigned reading. • Have students begin working in class on assembling their annotated bibliographies, using the information they brought to class on sources they plan to use. Refer them to the latter part of Appendix A where documentation rules are presented. • Assignment—Have students: a. Continue working on their annotated bibliographies and ask them to submit them to you at the beginning of the next class. b. Write the first draft of their argumentation-persuasion essays. Let them know that this draft is simply a beginning—that they don't have to have everything figured out yet—that this essay is more complex than the ones they've previously written in the course—that they'll be taking this essay through an extra draft—so this first draft can be rough. Class 22 • Continue discussion of Appendix A and sections you consider most pertinent to the essays your students are writing. • Have students share both their annotated bibliographies and their first drafts in small groups. The purpose of this peer review is to share their rough drafts and get ideas from each other on how they might make their essays stronger. • Ask students to take ten minutes to write and tell you what their argumentation-persuasion essay is about, what they've done so far, and what they plan to do in the next draft. • Assignments—Have students continue finding appropriate sources as needed to use in their argumentation- persuasion essays, update their annotated bibliographies as needed, and work on the second drafts of their argumentation-persuasion essays.

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    xxxi WEEK 12 Class 23 • Provide students with feedback on the writing they turned in during the last week on what their argumentation-persuasion essay is about, what they've done so far, and what they plan to do in the next draft. • Continue discussing Appendix A and sections you consider most pertinent to the essays your students are writing. • Assignments—Have students prepare second drafts to submit to you at the beginning of the next class. Make sure they know that this draft should include a list of Works Cited (or a list of References if they're using APA style) and parenthetical documentation. Class 24 • Continue discussing material presented in Appendix A, emphasizing correct MLA or APA formatting-- depending on the documentation style your students are using. Take time to read aloud in class the student essay by Lydia Eileish Kelly, her Works Cited page, the annotations that accompany both the essay and the list of Works Cited, as well as the commentary that follows the essay. • Give students the option of submitting their second drafts to you now or taking time (if they need it) to make further revisions and submit them to you (either in person or electronically--your choice) within the next 24 hours (so that you can return drafts to all students during the next class). Giving students this option would allow those who need it to apply what they learned in class today as they revise and should lighten your work load a bit--at least for a short while. • Assignments—Have students: a. Prepare their second drafts to submit to you within 24 hours (if they haven't already given them to you). b. Read another pair of "Debating the Issue" essays in Chapter 11 and answer the "Questions for Critical Reading" and "Questions About the Writer's Craft." WEEK 13 Class 25 • Return second drafts of the argumentation-persuasion essays with your feedback. • Discuss the assigned "Debating the Issue" essays and students answers to the accompanying questions. • Assignment—Have students prepare a third draft of the cause-effect essay for peer review. Class 26 • Initiate peer review on students’ argumentation-persuasion essays. • Have students freewrite about possibilities for their radical revision projects. Let them know that this

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