Week 6/Day 15 – Monday, September 26

Homework Due:

  • Read the A2 student sample posted on Canvas.
  • Print out the A2 student sample and bring it to class.
  • Answer the questions about the student sample(s) as a way to rhetorically analyze the text These questions are on Canvas.
  • Work on your A2 draft for the Peer Review Workshop on Wednesday, September 28.

Lesson Objectives

  • Students will be able to rhetorically analyze a student sample of A2 as way to prepare for their own peer review workshop and to apply attained knowledge regarding skills reviewed in the context of both A1 and A2.

Prep

Makes sure to thoroughly review the student sample, and write your own responses to the questions you have asked your students to answer. You might wish to consider creating a student sample that is color coded / highlighted to project on the board and provide a common visual focus to enhance explanations and make connections in terms of a rhetorical analysis. This helps draw attention to any specific areas you might wish to point out to the class as a whole and is beneficial for visual learners.

Materials

  • Extra copies of the student sample
  • A color-coded student sample (if you wish)
  • Your own answers to the questions provided to students

Lead-In

Today’s focus is on rhetorically analyzing a student sample of A2. Students have one workshop experience and are probably feeling less anxiety about the upcoming A2 workshop. Still, it is a great idea to practice a rhetorical analysis of a student sample before the actual workshop in order to accomplish three main goals: 1) allowing an opportunity for students to see and interact with a completed A2; 2) continuing and enhancing the community building which will need attention all semester; and 3) polishing workshop skills, rhetorical analysis skills and the ability to provide peer feedback in a lower stakes manner.

ACTIVITIES

Attendance (1 minute)

Transition: Last week we wrapped up our A2 preparations with a review and practice of citation skills. Today, we are going to interact with a student sample of A2 by analyzing it using the knowledge we have acquired and the methods of our upcoming workshop which is on Wednesday. Let’s start by taking out the student samples and answers to the questions you were asked to complete.

Student Sample Rhetorical Analysis: Round 1 (15 minutes)

The students were assigned quite a few questions to answer! When there is this level of depth to an assignment, it can be helpful to break the students into groups, assign each group a specific question on which to focus, and share their responses with one another. Then, in round two, make NEW groups that have one “expert” from each section in round 1, then they teach each other about what they discussed in their groups from round 1. (This is called a jigsaw). Explain to them that what they are doing is called rhetorical analysis and also explain why it’s an important approach for college, professional settings, and life and involves they will have developed as a direct result of CO150. They have already started putting together the building blocks with A1 and now with A2

Using whatever method you wish, break your class up into groups and assign each group a question or two to focus on for round 1. Group of 3-4 students may make sense. Make sure to provide verbal, written, and projected instructions.

Please get together with your group in the area of the room I have indicatedfor you to meet. When you have settled, please do the following:

  • Share your answers to your group’s assigned question(s)
  • Discuss and explore the similarities and differences in your analyses
  • Come to a group consensus and formulate a brief response that takes into consideration all of your responses.
  • Mark the place on the student sample that corresponds to the content of your response.
  • You have fifteen minutes to complete this task
  • Keep in mind: in round 2 of this activity you’ll be teaching your peers in a new group about your questions from round 1, so you’ll want to make sure you’re taking good notes in round 1.

Once students are in the groups, have an assigned question, and understand their task, ask them to begin their process.

Tip: Circulate the room and sit in on the group discussions about the student sample and their analyses. Provide pointers and clarifications where needed and answer any questions that arise.

Tip: When students are “set” and you’ve circulated a bit, write out a list for the round 2 groups, putting one person from each of the round 1 group in new groups (meaning that in round 2 groups every question is “covered” and has an expert who will speak). Don’t try to let students figure this out themselves – you’ll want to assign these groups, or you’ll have complete chaos and confusion! When the time comes, project these new groups on the doc cam or put them on the board.

Transition: Now that you’re an “expert” in your question(s), you’re going to get into a new group and teach your peers about what you learned in round 1.

Student Sample Rhetorical Analysis Part 2 (15 minutes)

Project the following directions for round 2:

Each person in the group will now “teach” their peers about what they discussed in round 1. Decide on a logical order for people to share and each student should spend a few minutes teaching the people in their new group about what works (and what doesn’t) in the student sample, based on the discussions from round 1.

Pay attention to time and announce when a new person should be teaching so that the group gets to hear from each person.

Large Group Discussion (5 minutes)

Spend a few minutes as a class debriefing about the student sample. What worked especially well? What didn’t? How can you learn from the student sample and apply some of these items to your own A2 proposals?

Transition: Practicing our reading strategies on proposals has given you an opportunity to closely and critically read the genre you’re writing for A2. Now we’ll talk about something else that will be vital for your success on A2: feedback from A1!

Return A1 (10 minutes)

Whenever you return assignments, you should always wait until the end of class—that way there are fewer distractions as you work through your lesson. Also, given that this is the first time students are receiving an assignment back in your class, it’s important to not rush through it. It’s very important to set up expectations of what they will see written on their papers, how to critically read those comments, how commenting is a way of “teaching in the margins” to that student about his/her writing, and where to find the grade.

You may want to explain your policy for handing assignments back. For example, you may want to express the following:

  • A “C” is considered average; therefore, it is NOT a “bad” grade
  • There is a 24 hour policy regarding returned work; wait 24 hours before coming to talk to me. This way you have allowed yourself plenty of time to read the very detailed comments and reflect on your own writing.
  • I enjoy discussing your writing with you, so please feel free to stop in at my office hours or make an appointment to discuss your writing. I will not, however, discuss your grade.

Assign homework (2 minutes)

  • Prepare your draft of A2 for our workshop. (Insert any length requirements you may have here). Bring TWO hard copies of A2 for workshop.
  • Consider visiting the Writing Center and instructor office hours as you draft A2. Remember: writing is a process of continual improvement and revision. The more time you spend with your draft and the more collaboration you engage in, the more successful you’ll be!
  • Discussion Post “Synthesize A1 Comments” (optional to assign): You’ve just received your graded A1 papers. Take some time to closely read the comments/feedback provided to you. Synthesize this feedback (meaning, paraphrase the big ideas you gleaned from the feedback) and write a response that addresses how these comments will help you as you write and revise A2. What does it seem that you should focus on for your next assignment?

Conclude Class

Today we closely and critically read some proposals and honed our critical reading skills. Next time, you’ll be critically reading your workshop partners’ A2 proposals and giving them feedback to help them as they revise their paper!

Connection to Next Class

Today’s rhetorical analysis of proposals should serve as a springboard for the A2 Peer Review Workshop. Make sure students are clear on the workshop expectations and will be set for Wednesday!