happy ending/evals You may want to review where the course has taken students Restate why we took them on this journey – the value of these skills and their relevance to future academic, professional (and civic) work. Have them do a “reflection” and informal evaluation that will prime them for the online evals. You may also want to bribe them with food.

Assignment Sequence The writing assignments: 1. construct an account of a single argument 2. gather sources, situate an argument within a field of other texts, and analyze relationships between them 3. identify and evaluate rhetorical strategies used in texts with different audiences, genres, contexts, purposes. (a set of exercises and small writing assignments) 4. use one text as a lens on another, applying concepts, claims or arguments to the “target” text.

Some skills we have focused on Reading rhetorically/critically Reading for purpose, context and audience Identifying the argument, claims, evidence and project in a text Charting – examining what texts do as well as say. Identifying and analyzing rhetorical strategies

Mapping and analyzing relationships between texts (how one text “illustrates,” “clarifies,” “extends,” or “complicates” another.) Interpreting and analyzing strategies in different genres Evaluating evidence Rhetorical strategies in academic discourse (CARS) Using one text as a lens on another, applying concepts, claims or arguments to the “target” text. Etc.

Why We Fight! (for you to write, argue and analyze well) The ability to interpret arguments, locate claims and evidence, analyze moves and strategies, and evaluate arguments are crucial skills. They are central to business, law, professional life, and to academic study (including graduate school). You will be tested for these skills in the WPA, the LSAT, GMAT, and GRE – all the gateways to professional life. Consider the GRE…

Skills Measured in General Test: Analytical Writing Section Articulate complex ideas clearly and effectively Examine claims and accompanying evidence Support ideas with relevant reasons and examples Sustain a well-focused, coherent discussion Control the elements of standard written English

Analytical Writing Tasks Present Your Views on an Issue (45 minutes, choice of 2 topics) Analyze an Argument (30 minutes) Each essay is scored on a 0-6 scale using holistic scoring Two scores for each essay GRE Website presents directions, actual topics, scoring guide, and sample essays for both the Issue and Argument tasks (www.gre.org/gentest.html)

Opening Sequence Reflection Questions What we the most significant critical reading skills you learned as a result of this opening sequence? Which class assignments/discussions helped you to learn these skills? What were the most significant writing skills you learned as a result of this opening sequence?

Survey Questions A) To what extent have you found this work more or less enjoyable than previous reading and writing assignments in other classes? 1. Much less enjoyable 2. less unenjoyable 3. about the same 4. more enjoyable 5. much more enjoyable B) To what extent do you think these critical reading and writing skills might be valuable, especially as applied outside the classroom? 1. No value 2. a little value 3. not sure of value 4. valuable 5. very valuable

Sample from Micah’s reflection questions Introduced you the role of critical reading in this course, college in general, and “out in the world” Discussed challenges that many readers encounter in working with texts Been introduced to two general reading strategies Listening to the Text Questioning the Text Been introduced to and practiced two specific reading strategies: charting AND prereading Read, reread, and charted Robert Heilbroner’s “Don’t Let Stereotypes Warp Your Judgment,” working toward a solid understanding of the text as a whole, the relationship among ideas, AND the main argument Read, charted, reread, and discussed Jeremy Rifkin’s “A Change of Heart About Animals,” working toward a solid understanding of the text as a whole, the relationship among ideas, AND the main argument Been introduced to “reading rhetorically” and various subtle persuasive strategies writers employ to achieve their aims AND speculated about such choices in both Heilbroner and Rifkin’s essay, as well as the Hilton and Coca-Cola texts. Reflected on the Heilbroner Warm Up Rhetorical Analysis Writing Assignment (written prior to instruction and our work with the text). Went through a drafting and revision process with a warm up rhetorical analysis of Rifkin’s “A Change of Heart About Animals.”