Class Plan for 9/5

Friday August 31, 2012

Take roll

Comment on Writing Construct Proposals. Answer any questions about Project 1.

Refresher on what we’ve done so far: quick overview of Swales, Greene, and Kleine- how they relate to research (5 min)

Break class into groups (4 groups of 4 and 1 group of 3)

Hand them all a sample of an essay similar to Shirley’s paper on the Battle of Agincourt: one that is full of information and facts. Ask them to figure out, as a group, ways to revamp the essay into an argument: What sources could be brought in? Who is the audience? What could be an angle? They’ll play Alice to your Shirley.

Present ideas to rest of class

Another choice: Give them several statements (from scholarly articles) and ask them to decide whether they are facts or opinions (trick question- they are claims, according to Kantz)

Then move into talking about Kantz’s view on facts and opinions in scholarly writing. Had they thought about this construct?

Talk about Shirley. Did they sympathize with Shirley or relate to her struggles writing? Did they see themselves as Shirley. Did they agree that most of the blame fell on the instructor for failing to correct Shirley’s paper for lack of argument? What does she do that you do?

Ask them what were some of the mistakes/misconceptions that students made/had when researching and writing (think they have to either agree/disagree with their sources, don’t read rhetorically but read for information and facts (reproduce sourcesà plagiarism), don’t establish or occupy a niche)

What are some of the questions Kantz offers that might help students read rhetorically (or as Greene says, read as inquiry)? (Who is the author’s intended audience, “What context affected your ideas and presentation? (76), “Why does the author think this way,” and “So What?”)

What part of the writing process is perhaps most helpful in developing an argument? (synthesis?- because it “[requires] that readers not accept the authors’ ideas” (77) i.e. makes them think critically and analytically)

How realistic is Kantz’s suggestion that students need to produce more than one draft? Do they agree with this suggestion?

Academic writing vs creativity- construct that it is devoid of creative. Isn’t Kantz’s article creative (narrative and anecdote)? Explore creative sources (interviews, etc.)

Wrap up any questions

Talk about library tutorials- meet @ library