[This assignment is only required for students who are not completing one of the "Final Project" options outlined under additional labor]
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: 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: 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.
Step 1: Find an excerpt from a piece of analytic writing (20-40 minutes) Your goal for this exercise is to present to the class an excerpt (500-700 words) from a piece of analytical writing that you think can teach us something about writing. Here are the available options for pieces of writing you might choose:
An excerpt of your own writing from Paper 1 or Paper 2 that you think we can all learn from. You could, for instance, select a moment of weak close-reading (or anything else), and have us diagnose and rewrite the passage as a class.
A scholarly article about one of the texts we’ve read. I have uploaded some selections on bcourses. You can also come see me in office hours to find more.
A scholarly article from your own field of interest (architecture, engineering, computer science?) that can teach us something about writing in your field. Your presentation should both address what is different about writing in your field, and what writing skills that we have learned in this class carry over to your field.
I cannot help you find this resource, so you must either have a piece from another class, or talk to a Professor or GSI in your field.
It cannot be something we’ve already read and discussed in class.
It cannot be fiction, creative nonfiction, or poetry. If you have any questions about your selection, feel free to email me.
Step 2: Write Up (70 minutes)
Read your selection over at least three times, making notes in the margin as you go (30 minutes).
Write up 500-700 words describing what you find helpful about this passage, and what you’d like your classmates to learn from it. Connect your analysis to writing concepts that we have learned throughout this class (introduction, conclusion, argument structure, theses, connecting evidence to analysis, integration of quotation, close reading, etc.). (40 minutes)
Step 3: Lesson Plan (45-60 minutes)
Sketch out a lesson plan for how you will introduce and discuss this piece with the class, and create a handout for students to follow along. Your presentation should take the following format:
For the first 5 minutes, introduce and contextualize the piece. Then, have students read and comment on it.
For the next 5 minutes, you will lead a discussion on writing. 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 give us a final summary of the writing. What do you want us to take away from reading and thinking about this piece?
In order to be considered complete, you must turn into me on the day of your presentation: