Assignment 1 Materials

How to use these materials

While the lesson plans explain how to implement activities, the materials are conceptualized as anything
that you would project on a screen or print as a handout for students. There is one materials document
for each major assignment, and each document is divided by week (Note: for TR lesson plans, some
activities may appear in a previous or subsequent week due to the necessary shifting for a TR schedule).
You will see links in some places to online materials, including online genre examples and Google Slides
presentations. These materials are easiest to navigate via the Navigation pane, found by clicking on View
-> Navigation Pane. You will also see that you will have several options for some activities in these
materials so that you may choose the one that best suits your teaching style.

Week 1

Student Introductions & Icebreakers

Choose one of the introduction activities below, or use another that allows students to make connections
with each other while encouraging participation and community.
Option 1: In this activity, students pair up and interview each other; then they introduce each other to the rest of
the class. Here are instructions, which you might put on an overhead:
Introductions
 Pair up with someone near you who you do not know. Take a few minutes to find out interesting things about
your partner—you can ask the typical questions (name, major, hometown, etc.) but also try to find out
something unusual, unique, funny, and/or amazing.
 In a few minutes, I’ll ask you to introduce your partner to the class, so be sure to jot down notes.

Option 2: This activity is a version of option 1, but it helps add a bit of fun and humor and ensures that students
have something unique or interesting to share with the class.
Introductions
For this activity you will interview one of your classmates then introduce him/her to the class.
Find out the following about your partner:
 Your partner’s name
 Your partner’s year in school (first, second, etc.)
 Your partner’s hometown
 Your partner’s major
And then, choose ONE of the following questions for your partner to answer:
 If you could have an endless supply of any food, what would you get and why?
 What is one goal you’d like to accomplish during your lifetime?
 When you were little, who was your favorite cartoon character and why?
 What is the most embarrassing CD you own?
 If you could visit any place in the world, where would you choose to go and why?
 What’s the weirdest thing you’ve ever eaten?
 Tell us about a unique or quirky habit of yours.
 If you had to describe yourself using three words, they would be…
Option 3: In this activity, students introduce themselves with the usual name, hometown, and academic interest
information, but they also offer the class one true statement and one untrue, and the class has to try to identify
which is which. Was this girl really born in a submarine, or did she just date Lance Armstrong’s nephew? Let the
fun begin!
Day Two Ice Breaker

Choose one of these questions to write about in your notes. Keep your hand moving.
 What was a treat for you where you were a kid? Why?
 What is one food that will always have a possitive association for you? Why?
 What food do you miss now that you're at college? Why do you miss it?

Share one of your responses with someone that you didn't chat with yesterday. Write down
one thing that your partner talked about that you can relate to.

The Conversation Model

Writing as Conversation

JOIN THE CONVERSATION:

LISTEN TO THE
offer a new contribution
CONVERSATION:
to the conversation that
understand WHAT is being
builds upon what has
said
already been shared

EXPAND THE
CONVERSATION: apply
critical reading strategies,
understand the rhetorical
situation of the
communication, search for
points of controversy,
disagreement, uncertainty,
etc...try to find an "in" into
the conversation
Colorado State University

Principles of Community
The Principles of Community support the Colorado State University mission and vision of
access, research, teaching, service and engagement. A collaborative and vibrant community is
a foundation for learning, critical inquiry, and discovery. Therefore, each member of the CSU
community has a responsibility to uphold these principles when engaging with one another
and acting on behalf of the University.
Inclusion: We create and nurture inclusive environments and welcome, value and affirm all
members of our community, including their various identities, skills, ideas, talents and
contributions.
Integrity: We are accountable for our actions and will act ethically and honestly in all our
interactions.
Respect: We honor the inherent dignity of all people within an environment where we are
committed to freedom of expression, critical discourse, and the advancement of knowledge.
Service: We are responsible, individually and collectively, to give of our time, talents, and
resources to promote the well-being of each other and the development of our local, regional,
and global communities.
Social Justice: We have the right to be treated and the responsibility to treat others with
fairness and equity, the duty to challenge prejudice, and to uphold the laws, policies and
procedures that promote justice in all respects.

Suggested Questions to Guide Discussion During Conversation about

Classroom Expectations:

 What expectations do you have for your instructor?

 What expectations do you have of your peers?
 What kinds of things make you want to participate in discussion?
 What kinds of things make you want to retreat?

WTL and Discussion "Food Memories"

Choose one of the quotes you highlighted for homework and answer the following questions in
reference to that quote:
 What is the speaker referring to here?
  What reaction did you have to this? Why did you react this way? How is this sentiment
similar to your own ideas? How is it different?
Share your thoughts and ideas with a partner you haven't had a chance to chat with yet.

WTL: Hartke and Offutt

1. Hartke makes the argument that food can bring a community together and create a sense of
community. Do you agree or disagree? Why?
2. What specific connection is Chris Offutt making with food? Can you think of other examples
that fit with this connection?

Sharing Annotations Directions

Sharing Annotations
Directions: Work with a partner and discuss the following questions about your annotations
for the two assigned articles:
 How did you decide when to annotate in the margin?
 Where did you ask a question? Give a reaction?

Close Reading Notes

Close Reading: Reading carefully to discover what an author is saying.

 When we read closely, we look for the text’s thesis, reasons, and evidence.

Thesis: A sentence (or two) that clearly states the author’s main argument.
Reasons or Key points: Key points the author makes to support the thesis. Sometimes but not
always, they are “because” statements.
Evidence: Proof that supports the author’s reasons and thesis (e.g. facts, statistics, examples,
expert opinions, quotes, paraphrases, etc.).
Thesis, Reasons, Evidence Example

3-Pass Reading

3-Pass Reading
First Pass
 Read all the way through for comprehension – your purpose is to understand the thesis
and key points of the text.

Second Pass
 Read to understand the perspective/context of the author
o E.g. institutional association, roles, apparent values and beliefs, perspective, bias,
etc.

Third Pass
 Read to analyze the construction of the text (evidence selected, organization, tone,
register, etc.) AND how these observable elements of the writing reflect the combination
of main point (first pass) and context (second pass).

Week 2
WTL: "Fighting Food Insecurity on Campus"
1. What is one point or idea that Nellum made that resonated with you? What do you think
this is?
2. What effect did using "three pass reading" have on your understanding of the text as a
whole?
3. When thinking about writing situations, what are some things that we need to consider,
based on your reading from the JtC?

Closely and Critically Reading an Image: Option 1

After looking closely at the image above, think about these three
questions:
 What is going on in this picture?
 What do you see that makes you say that?
 What more can you find if you look at the smaller details in the picture?
  What questions might you ask to better understand what's happening?

Updated: April 1, 2016

This week’s image comes from the Jan. 27, 2016 “Pictures of the Day” slide
show on the Lens blog. The original caption reads:
A Greek man grabbed a bag of tangerines as farmers handed out free produce
in Athens to protest government plans to overhaul the pension system.
You can more about the protests on Reuters.

How does reading the caption and learning its back story (i.e.
CONTEXT) help you see the image differently?
Closely Reading an Image: Option 2

After looking closely at the image above, think about these three
questions:
 What is going on in this picture?
 What do you see that makes you say that?
 What more can you find if you look at the smaller details in the picture?
 What questions might you ask to better understand what's happening?
Updated: April 8, 2016
This week’s image comes from the March 25, 2016 “The Week in Pictures” slide
show on the Lens blog. The original caption reads:
Heiner Goebbels’s staging of Louis Andriessen’s “De Materie” arrived in the vast
Drill Hall of the Park Avenue Armory on Tuesday, with dozens of sheep from the
Pennsylvania countryside that are among the cast.
In “A New Breed of Opera Diva: Sheep,” Michael Cooper reveals more about the
animal stars of the opera:
The unlikeliest stars of New York’s spring opera season were raised humbly in
rural Pennsylvania on pop and country-western music, but they are already
showing prima donna tendencies. Not only did a whole new dressing room
have to be built for them backstage, but it also had to be soundproofed and
kept fully stocked with their favorite snacks: grain and a hay mixture of
timothy, orchard grass and red clover.
The scene-stealers in question are the 100 sheep that appear in an eerie,
endearing section near the end of Heiner Goebbels’s dreamlike staging of Louis
Andriessen’s “De Materie,” a Dutch avant-garde work from 1988 being
performed in the cavernous Drill Hall at the Park Avenue Armory through
Wednesday.
…
 How does reading the caption and learning its back story (i.e.
CONTEXT) help you see the image differently?

The Rhetorical Triangle

Purpose
Rhetorically Analyzing Cereal Boxes Handout
Analyzing Cereal Boxes with the Rhetorical Situation
In composition, we use the word “rhetoric” in a wide sense. In this class the definition of rhetoric
will be using language (or other communication strategies) to achieve a purpose with an audience.

Directions: In your groups, fill out the grid below for the cereal box assigned to your group.

Rhetorical Feature Cereal box element(s) that I analyzed for that

rhetorical feature
What is the genre? The text on the front of the box that provides the name
of the cereal.

Cereal box

Who is/are the audience(s)?

Who is the author?

What is/are the purpose(s)? How is the

purpose achieved?

What is the context?

How effectively does the cereal box achieve its purpose with its intended audience(s)? Explain.

Dialogue Prompt
1. Given that one important element of this class is the sharing of ideas, what idea
sharing formats have you preferred? Why?
2. What, if anything, do you find to be most challenging about whole or small class
discussions? What has kept you from participating in conversations?
3. What conditions or circumstances do you feel are important in order to allow for
healthy and robust conversations?
4. Are there any further guidelines you think we need to add to those we came up with
last week? If yes, what are they?
5. Out of this list, which do you prefer during open-full class discussion:
* cold calling
* writing to a prompt and then discussion
* working in groups and then sharing out
* working with a partner and then sharing out

Effective Summaries
Rhetorical Summary Writing

A general academic summary’s purpose is: To offer a condensed and objective account of the main ideas
and features of a text; to demonstrate your accurate comprehension of a text. The audience is academic,
and so they’ll have certain expectations of an effective summary.

What are some components of a “good” rhetorical summary?

 Publication information

 Includes thesis and key points that support that thesis.

 Includes the rhetorical features of the text

o Be sure to be specific about who the audience is and what feature of the text you analyzed
to determine that audience.

 Key points should be broad so that you don’t get weighed down in detail
  100% objective (no opinions or reactions)

 Some quotes/snippets for unique phrases

 Good paraphrases

 Attribution

WTL: “What Americans Can Learn from Other Food Cultures”

1. What is the main argument that Choi is making in “What Americans Can Learn from
Other Food Cultures”?
2. Who do you think is her intended audience? Are you part of that audience?
3. What are some of the foods that you consider comfort food? Why do you consider
them comfort food; that is, what memories or feelings are connected to that food?

WTL: “The Importance of Eating Together”

1. What connections (either positive or negative) does the author make with the act of
eating with others or the act of eating alone?
2. The author ends the article with a specific quote from his father after the author
showed him how to use chopsticks: “’The chopsticks each have an individual role,
but in order not to drop your food they have to work together, right?’ I smiled
‘exactly.’” Why do you think he chose to end the article this way? How does this
quote relate to the theme of the article?

Blank Rhetorical Key Point Summary Outline

Rhetorical Summary Outline:

I. Publication Info
a. Author:
b. Article Title:
c. Publication:
d. Date of pub:
II. Rhetorical Situation
a. Author (any appropriate background, affiliations, etc.)
b. Intended Audience
i. Rhetorical feature(s) used to identify intended audience
c. Purpose
d. Context
 e. Genre/Text
III. Main Point/Thesis/Argument/Claim
a.
IV. Key Points
a. 1st Key Point (KP1)
1. Evidence for KP1

b. 2nd Key Point (KP2)

1. Evidence 1 for KP2

Rhetorical Key Point Summary Outline – Nellum

Rhetorical Key Point Outline:
I. Publication Info
a. Author(s): Christopher J. Nellum
b. Article Title (in quotations): “Fighting Food Insecurity on Campus”
c. Publication Name (in italics): Higher Education Today
d. Date of pub: June 2015
II. Rhetorical Situation Info
a. Author Background:
i. Senior Policy Analyst for the American Council of Education
ii. Ph. D in education and health
b. Intended Audience: college educated adults (out of college), postsecondary leaders,
researchers, policy makers, and university officials
i. Rhetorical feature(s) that identifies the audience: Nellum addresses that change is
up to the stated groups and he insinuates that the audience has already attended
college
c. Purpose: to raise awareness and promote action
d. Context: increased costs of a college education and a shift in student demographics
e. Text Type/Genre: article in education blog

III. Article Outline

a. Thesis/Main idea: Undergraduate college students have increasingly limited access to
nutritional food
i. Key Point #1: The demographics of college students has shifted
1. Nontraditional—coming from poverty, first generation students, individuals
of color, older in age
ii. Key Point #2: Major rise in the costs of a college education
1. State funding has decreased
2. Goods and services also have an increase in cost
3. Students are struggling to afford an education and meet their basic needs
 iii. Key Point #3: Existing organizations and policies need improvement
1. Higher Education Act (HEA) reauthorization in order to make changes in the
financing of an education and the appropriate living expenses
2. Food pantries
3. Equal access and opportunities for students of all demographics

Reading a Text Rhetorically Activity Directions

Reading a Text Rhetorically
Directions: In your groups, review your annotations from 3-Pass Reading to answer the
following questions about Nellum’s text:
1. Who is the audience for this text? How do you know that this is the audience (i.e.
what rhetorical features and clues does the text give you to help you identify the
intended audience?)
2. What affiliations might the author have? (institutional association, roles, apparent
values and perspective, bias, etc.)
3. **To answer each of these questions, consider the following features to help you
determine that audience & author affiliations. Where are examples of these features,
or how would you describe them?
a. Publication
b. Claim
c. Tone
d. Evidence
e. Language/word choice
f. References/allusions

Week 3
Quoting and Paraphrasing Notes

Paraphrasing and Quoting in Summaries

Quoting Directly

 Quoting directly means taking a specific statement or passage made directly by an author and including it,
word for word, in your work. The words you quote are original to the author you are quoting and are not
taken from any other source.
 You may NOT rephrase the statement or passage; simply copy it into your document exactly as you found it,
punctuating it with quotation marks.
 Pick quotes that are memorable either because of the author’s word choice or tone. Do NOT quote
because you are unsure of what a sentence means.
Paraphrasing Source Material

 Paraphrasing restates ideas and information found in source material. It requires that you fully understand
the contents of the passage enough to explain or reiterate them in your own words while retaining the
meaning intended by its original author.

Author Tags:

o Whether you are quoting or paraphrasing, it is always important to be abundantly clear as to whose ideas you
are representing.
o Any time you’re borrowing someone else’s ideas, you need an author tag before the quote (Author name +
Verb) and a parenthetical citation after the quote (page#).

 Edmundson states, “To get an education, you’re probably going to have to fight against the institution
that you find yourself in—no matter how prestigious it may be ” (18).
 Edmundson believes that attaining a worthy education comes from the individual’s tenacity rather
than the brick and mortar building at which they attend classes (18).
 In a summary, author tags can get repetitive! Some ideas for adding variety …
 The author then points out …
 He cites a study in which …

In a summary, use author tags:

o Any time you’re using/reporting the author’s ideas, whether it’s a quote or a paraphrase.

Quoting and Paraphrasing Handout

Quoting and Paraphrasing
Guidelines for Selecting a Quotation:
 Are the author’s words so moving or so clever that to put them in my own words would
lessen their impact?

 Are the author’s words so precise that to put them in my own words would change their meaning?

 Are the author’s words so concise that I would need twice as many words to paraphrase the passage? 1

If your answer is NO to all three questions, you should paraphrase!

Paraphrasing shows that we have listened to the conversation and can put it into our own words. In summary, you
should paraphrase when it’s the idea, not the tone or exact wording, that you’re trying to get across.
1 These ideas are taken from Spack (2007). Guidelines: A Cross Cultural Reading/Writing Text. (3rd Ed). New York, NY: Cambridge.
 1. Make sure that you use your own words to explain what the author is saying (e.g. use synonyms).

2. Try to change the structure of the sentence so that it is different from the original (e.g. switch from
active to passive voice).

3. Remember to keep the meaning the same as the original text.

4. Keep the tone of the writing the same (e.g. do not make the writer sound angry if he does not sound
angry in the original).

5. Attribute the information to the original author by using an author tag (e.g. Edmundson argues).

6. Include the page number in parentheses after the paraphrased text (If there’s a page number; some
electronic sources may not).

Example

Original Text: “If you want to get a real education in America you’re going to have to fight […] To get an
education, you’re probably going to have to fight against the institution that you find yourself in – no matter
how prestigious it may be” (Edmundson, “Who Are You and What Are You Doing Here?”, pg. 18).

Plagiarized paraphrase: Edmundson believes that if you want a real education, you have to work hard.
Inaccurate paraphrase: Edmundson believes that institutions put up a fight against their students because they
don’t value their students’ education (18).
Better paraphrase: Edmundson believes that attaining a worthy education comes from the individual’s tenacity
rather than the brick and mortar building at which they attend classes (18).

Practice
Directions: Paraphrase the following sentence in the space below.
Original: “Concern springs from a number of things: steep rises in fees, increases in the levels of debt of both
students and universities, and the declining quality of graduates” (The Economist, “Higher Education: Not What
It Used to Be”).
Paraphrase: ____________________________________________________________________________

Now, see if you succeeded in making your paraphrase different in words and structure.

1. Draw a rectangle around any words that are the same in the original text and your paraphrase.

2. Circle synonyms that you used in your paraphrasing and the original.

3. Underline phrases/ideas that you changed in order. For example, if you moved the idea about “quality
of graduates” to the beginning of your paraphrase, underline this idea.

Look at what you’ve marked.

  How many words have a rectangle? If there are more than two, you probably need to work on using
synonyms. Specific words like “graduate” can stay the same because this is a specific title, but there are
many other ways to say “university,” so this word should change.

 Did you underline anything? If not, see if you can move around the order of ideas.

TIPS: How to Paraphrase Without Plagiarizing

 One useful technique is to read the passage carefully several times to identify its main points; then set
it aside. Try re-writing the main points in your own words without looking at the original. In other
words, explain it to yourself.

 When finished, set the draft aside and move on with the rest of your writing, or to some other activity.
Turning your attention to something else puts distance between yourself and the original passage, it
clears your head so to speak.

 When you return to it, you will have a fresh perspective. Your recollection of the exact words being
paraphrased will have faded to some degree and it will be easier to focus on your own language
choices and sentence structure.

Workshop Expectations
Workshop Expectations
(Adapted from Richard Straub’s “Responding – Really Responding – to Other Students’
Writing”)
1) How to See Yourself
  As a responder, not an evaluator
 As a “friendly reader”
 Straub says, “Point to problems and areas for improvement but do so in a
constructive way. See what you can do to push her to do even more than she’s
done and stretch herself as a writer.”
2) What Are Your Goals?
 The task is simple, says Straub… “You’re there to play back to the writer how you
read the paper; what you got from it; what you found interesting; where you were
confused; where you wanted more. With this done, you can go on to point out
problems, ask questions, offer advice, and wonder out loud with the writer about
her ideas.”
3) How to Get Started
 Review the assignment and the criteria (i.e. the rubric)
 Consider “the writer’s interests and aims”
 What are the rhetorical features and concepts we’ve been discussing
throughout class?
 What “stage of drafting” is the piece in?
4) Comments: The What, the Where, & the How
 What to address in your comments: “Try to focus your comments on a couple
areas of writing,” says Straub. In other words, use the hierarchy of rhetorical
concerns to determine what is most pressing to address and address one or two
of the most crucial areas.
 Where to put comments: Writing margin comments as well as endnotes and
connecting the two can be extremely helpful for the writer. Since multiple people
may be marking on the same draft, you might jot your name down in parenthesis
next to your comment.
 How to sound: “Sound like you normally sound when you’re speaking to a friend
or acquaintance,” Straub says. “Not like a teacher. Not like a judge.”
 How much to comment: Instead of making brief statements, Straub says, explain
what you mean and explain why you’re saying what you’re saying. Don’t be “short
and sweet;” Straub says. “Be specific!”
5) Presenting Comments

A1

Sample – Strong
In Higher Education Today’s article “Fighting Food insecurity on Campus,” published in 2015

Christopher Nellum argues that food insecurity on college campuses is a critical problem that needs to be

addressed. Nellum supports this point by reporting that the demographic of college students have largely

changed over the years. When referring to today’s college student, Nellum writes, “they tend to be older, first

generation, from lower income and communities of color.” The author concludes that these students are more

likely to have difficulties paying for college. In addition to the changing identity of the “traditional college
student,” the author cites research which shows a dramatic increase in campus based food pantries. As stated by

Nellum, The College and University Food Bank Alliance reports that there are “almost 200 food banks and

pantries that primarily serve college students across the nation,” which is a direct response to the increasing

prevalence of this problem. Ultimately, Nellum emphasizes the growing need for post secondary leaders to

address this growing inequity by seeking out viable solutions.

Nellum’s purpose is to raise awareness in order to shed light on the issue of food insecure college

students. This article was clearly written for college administrators, as many of the solutions present in this

article directly involve government programs, such as the Higher Education Act, that can directly assist students

in need.

A1 Sample – Low

Published by Higher Education Today in June 2015, this article, “Fighting Food Insecurity on Campus”

by Christopher Nellum discusses how today’s college students are unable to access nutritional food due to the

significant rise of the cost of tuition plus the general increase in the cost of goods and services. The author

speaks for malnourished college students as he backs up his claims with outside sources, like Feeding America,

which is a “nonprofit network of food.” They help give support to millions of people who struggle finically

balancing their education expenses and money for food forcing individuals to skip meals leading to the rise of

food insecurity. An additional key point talked about is the decrease of state funding and the growth of campus

based food pantries. Resources and support to the food banks provided by the College and University Food

Bank Alliance (CUFBA) helps fund these food pantries. To fix these issues, Nellum believes there are multiple

solutions to lower the food insecurity among these college campuses. He states that, “… the Higher Education

Act (HEA) presents an opportunity to rethink not only issues related to college financing and affordability, but

financial aid and its ability to adequately to cover living expenses,” and not just college expenses. Financial aid

should take in account the cost for food, living and transportation for student rather than just student academic

expenses. The purpose of this work is to inform other people about how food is an issue for college students,’
but there are resources and solutions on how to end the financial and hunger crisis many students face daily. The

audience that this article is intended for are policy makers, post secondary leaders, and researchers since they

are referenced in the article.

Workshop Guide – Assignment #1

Writer’s Name: _______________________ Reviewer #1:__________________ Reviewer #2:________________

CO 150 Peer Review Workshop for Rhetorical Summary Portfolio

Read your peer’s summary portfolio and consider the questions below. Write your ideas on the summaries
(not on this sheet). Please make sure that you are respectful and your comments are as helpful as you can
make them. Remember to provide a range of praise, questions, and suggestions.
1. Does the writer introduce the title of the article (in “quotations”), the author’s first and last name, the
date it was written, and where it was published (in italics)?

a. Is this formatted correctly? Make any necessary comments about how the writer could improve
this information.

2. Does the writer include the rest of the rhetorical situation: genre, purpose, and audience?

a. Is it clear HOW the writer has determined the audience based on the features of the text
and/or its publication?

3. Does the writer introduce the thesis of the article? Is the thesis accurate, complete, and clearly
stated?

a. If you see any ways this could be improved, write some comments.

4. Does this introductory section flow well? Can you make any suggestions about how this could be
better organized?

5. Does the writer describe all of the key points?

a. If the writer has missed some points, please advise them to look for other points.

6. Are the key points accurate?

a. If you think some sections could be improved, indicate this.

 7. Do you notice any problems with paraphrasing?

a. Check the reading and underline any issues that you see.

8. Do you see any details that you think are extra and should not be included? Mark these.

9. Do you see any words or phrases that could be interpreted as opinion? Make a note of these.

10. Does the writer use frequent and varied author tags? How could these be improved?

11. How is the summary organized? Does it flow together well? Could ideas be connected more with
transitions?

12. Are there any parts that are unclear?

a. Underline these and write “unclear” in those sections.

Greatest strength: __________________________________________________________________________

Focus for improvement: _____________________________________________________________________

Style & Mechanics Seminar #1: Author Tags & Transitions

Author Tags & Transitions PowerPoint

A1 Outcome Activity

Activity Option #1
Task For Students:
In small groups, take 5 minutes and put Outcome #1 (“Exhibit a thorough understanding of audience, purpose,
genre, and context that is responsive to the situation.”) in your own words. I want you to put the outcome in your
own words because research shows that we get better at comprehending a new idea or sentence if we can put it in
our own words. Rely on your paraphrasing skills from A1 to help you. Make sure to take notes, as you will use those
notes at the end of the semester when you write your portfolio.
For the instructor:
While students are in small groups, wander the classroom listening and helping groups put Outcome #1 in their
own words. After small groups have finished, come back together as a class and take 5 minutes to ask small groups
to report their phrasing and sentences. Write keywords or phrases on the board that help students grasp outcome
#1. Then ask students for examples of how they met Outcome #1 in A1.
Activity Option #2
Task For Students:
As a class, take 5 minutes and discuss what it means to “Employ Rhetorical Knowledge.” In your discussion, talk
about how you employed your rhetorical knowledge in A1 when evaluating and analyzing sources. Make sure to
take notes, as you will use those notes at the end of the semester when you write your portfolio.
For the instructor:
While students are partnered, wander the classroom listening and helping them understand what it means to
employ rhetorical knowledge. After small groups have finished, come back together as a class and take 5 minutes to
ask groups to report their ideas. Try to get everyone to talk about, even briefly, audience, purpose, genre, and
context.