- Formal writing components are DUE on Friday, October 21, 2016. You should set up a writer’s conference with Addie, Heather, or Beckah to discuss your essay before this date.
- All new reading and research you do should be added to your Annotated Bibliography throughout your project.
Advisors should continue to use the spreadsheet for attendance.GUIDING QUESTIONS
- Who are we as a community of thinkers, researchers, and innovators?
- How does the world work?
- How do the needs of my community and audience influence my research?
OBJECTIVES:
- Students will provide analysis and revision suggestions in writing.
- Students will create a formal letter expressing their analysis of a written composition.
- Students will assess the conscious rhetorical decisions made by the writer during the writing process.
- Students will reflect on their experience and approach to research, identifying specific next steps.
DO NOW:
Choose a peer/partner with whom you normally do not work or communicate. This person should not be your partner! Share your formal writing with each other.
PEER REVIEW:
Step 1: Read the written composition straight through. Do not write anything at this point. Just develop a sense of the argument the writer is attempting to establish.
Step 2: Read through the rubric associated with the written composition. Be sure you understand the different categories and point systems. Do not hesitate to ask questions.
Step 3: Re-read the written composition. This time through, annotate the text and fill out the assignment rubric. Remember this rubric is meant to critically inform the writer about where their essay stands on the final, summative rubric. Be critical, this is not the time to flatter the writer’s ego. Consider the various elements of the written essay that we have practiced; understanding the weaknesses and faults in the essay will help you and the writer understand how to improve as writers. Points to address in your annotations:
- State the thesis statement in your own words.
- Ask questions when the writing is unclear.
- Inform the writer when there is not enough evidence to support the claim.
- Indicate the conclusion of the essay. Restate the writer's final statement of analysis, the recognition of theme.
- In general, track the progression of the analysis.
Step 4: Construct a formal letter to the writer. The rubric gives the writer a general description of what is expected out of their essay; this letter will allow you the opportunity to be more specific. It will allow you to answer why you awarded the points that you did as well address the annotations you made as the reader. Understanding the strengths in the essay is just as important as recognizing the weaknesses and faults. This letter is also an opportunity for you to build the writer back up by discussing, in detail, the areas of the essay that thrive. Questions to consider during this process:
- Is the writer’s argument explicit or implicit? Is the argument organized?
- Does the writer begin the written composition with a clear thesis that becomes the guiding force behind the writing?
- Does the writer make a claim, directly related to the thesis, in every paragraph?
- Does the writer provide sufficient evidence (support) for their claims? Does the writer provide an explanation of such evidence?
- Does the evidence support the argument or is the evidence used for summary purposes?
- Do the transitions between paragraphs make sense or do the paragraphs merely jump between ideas?
- At the very end, you may critique any spelling or grammatical errors you come across in their essay; however, this should not be the main focus of your review.
STUDIO WRITING TIME:
- Read the letter you received from your peer.
- Choose 1 area of your writing you would like to focus your energy for today based on the feedback from the letter.
REFLECTION:
- What did you accomplish and complete today during studio time?
- What are your next steps tonight for Home Learning and tomorrow for IDEAS Block?
