Final Class Presentation on Writing: Additional Labor
You are eligible to complete this assignment as additional labor based on the following criteria:
IF you did not do a “Class Presentation on a Text”
IF you are completing one of the “Final Project” options outlined under additional labor
That is:
If you already did a “Class Presentation on a Text,” you cannot have the “Final Presentation” count as an additional labor item.
If you plan to complete this assignment as your final assignment for the class, and do not plan to complete one of the “Final Project” options, then you cannot count this assignment as additional labor. See the labor instructions for “Final Presentation” instead.
This type of Presentation will take place in the final week of class. A sign-up sheet will go out soon.
You must submit your handout to me 48 hours in advance if you’d like me to make 18 copies for the class. After 48 hours, it will be your responsibility.
OBJECTIVE: Reflect on your writing progress and process. Give you the opportunity to think seriously about the kind of writing you want to model, and give you an opportunity to practice your presentation skills and discussion moderation in a safe, collegial space.
ACTIVITY: Reflect on your own writing strengths and weaknesses. Find a piece of analytical writing that you think we as a class can learn from. Describe why. Lead a 15-minute presentation on writing.
Slowly read over your final drafts of Paper 1 and Paper 2 (45 minutes)
Write four paragraphs (500-700 words – ok if a bit more) reflecting on the progression of your writing: (90 minutes)
In the first paragraph, describe the state of your writing when you entered the class. What was your writing process like? What were your strengths and weaknesses?
In your second paragraph, address anything that improved over the course of your first to second paper. What was stronger in this paper? Why was it stronger or more convincing writing? Be sure to cite specific examples.
In your third paragraph, describe what aspect of your writing you find most challenging, and what aspect of writing you would most like to continue working on.
In your fourth paragraph, create and describe a metaphor for what your writing process was like when you started the class versus now. You have total creative freedom here! (it was like driving a car, now it’s like taking out the garbage; it was like a tree, now it’s like a squirrel). Whatever you come up with, draw out the implications of your metaphor as if close-reading it.
Step 2: Find an excerpt from a piece of analytic writing (105 minutes)
Now, based on what you identified in your third paragraph, find a piece of analytical writing (see scholarly articles on bcourses) that you think can teach us something about this aspect of writing. (60 minutes)
For instance, if you want to continue working on conclusions, you might read several different conclusions from the scholarly articles on bcourses. If you want to focus on argument structure, you might read a scholarly article and map out its transitions, or each major point it makes.
Keep in mind the major writing concepts we've focused on this semester as potential topics: Close-Reading, Thesis, Paragraph Structure, Argument Structure, Transitions, Introductions, Conclusions, Incorporating Quotation, Style (including wordy sentences, passive voice, etc.) and Grammar.
Write up a few paragraphs (500-700 words) describing what you can learn about this aspect of writing from reviewing this scholarly article. (45 minutes)
Step 3: Lesson Plan (60 minutes)
Come up with a 15-minute lesson plan for the class to practice whatever concept you want us to learn about (introductions, conclusions, wordy sentences, argument structure, transitions, etc.).
You can do this however you want! Some options might include:
Have a series of questions about the strengths and/or weaknesses of the piece. Ask students to discuss these questions, and even to reflect on them in relation to their own writing.
Engage the class in a writing activity. Have them rewrite the passage to make it worse or better, have them illustrate the trajectory of the passage – you can be creative here! But whatever you choose must have a clear learning outcome.
To conclude your presentation, you must share with us:
1) a final summary of the writing. What do you want us to take away from reading and thinking about this piece?
2) Your writing process metaphor from Step 1
Type up a brief outline of your plan.
In order to be considered complete, you must turn into me: