2-Week Unit Plan

2-Week Unit Plan

Argumentative Essay in Pairs

An Assignment Sequence for English 101.10

 

Introduction

In this two-week unit, students will write a collaborative essay.  Students will need to make collaborative decisions on research, analysis, and presentation style in order to create a final product that is ready to be submitted to the forum of their choice.  This unit exercise builds upon the skills that we have worked in previous paper assignments: Audience, Forum, and Analysis.  Finally, the students will be creating an argumentative essay in collaboration with an in-class partner of their choice, providing both pro and con.

 

Lesson Design

·        This lesson plan is designed to take advantage of the 5-day/50-minute class period, which allows ample time for idea processing and paper development.

·        Instructions for this assignment will follow the same format as those previously assigned. Instructor will introduce the paper topic along with an introductory exercise.  The paper assignment will be introduced after students have completed the introductory exercise and have demonstrated a full understanding of the topic.  Once the students have been given the assignment, students will utilize time in-class to pre-write, draft, peer- respond, revise, and edit.

·        Evaluation and Assessment of this unit will be generated from peer-evaluations, grading standards, and students’ ability to work collaboratively using the process. The reflective essay written by each individual student will serve as a tool for students to comment on each other’s individual performances and contributions.

 

Unit Schedule

 

DAY

Student Information

Class Activities

Instructor

1

Discuss Paper Topics

Brainstorming

Mind-Mapping

Introduce Paper Topic/Lecture

2

Choose Partner/Paper Topics

Pre-Writing

On-line Research

Introduce Exercise

3

Write 1st Draft Individually

In-class Drafting

Introduce Paper Assignment

4

Work w/partner

Peer Response

 Peer Response Questions

5

Write 2nd Draft w/partner

In-Class Drafting

Observe/Comment

6

Work w/Teams

Peer Response

Observe/Comment

7

Write 3rd Draft w/partner

In-Class Drafting

Observe/Comment

8

Work w/Teams

Peer Response

Observe/Comment

9

Write Reflection Individually

Unit Reflection

Instructor Review

10

Paper Presentation & Turn-In

Peer Evaluation

Assess & Evaluate


 

2-Week Unit Plan (cont.)

 

Related Readings & Teaching Practices

This unit utilizes both the Process Pedagogy and the Collaborative Pedagogy:

 

Process Pedagogy

This approach is defined as the way in which students follow an order or step-by-step procedure for writing papers.  In the contemporary composition course the instructor introduces the writing assignment, students pre-write, revise multiples drafts through peer revising and editing, receives instructor comments and later has the opportunity to improve upon the final paper by using the comments received through this process.

 

Emig, Janet.  “Writing as a Mode of Learning.” Cross-Talk in Composition Theory: A Reader. Urbana, IL: NCTE, 1997.

 

Murray, Donald M.  “The Composing Processes of Unskilled College Writers.” Cross-Talk in Composition Theory: A Reader. Urbana, IL: NCTE, 1997.

 

Perl, Sondra.  “Teach Writing as a Process not a Product.” Cross-Talk in Composition Theory: A Reader. Urbana, IL: NCTE, 1997.

 

Toben, Lad.  “Process Pedagogy.” A Guide to Composition Pedagogy. New York: Oxford University Press. 2001.

 

 

Collaborative Pedagogy

This approach is defined as the intentional physical grouping of students either by the teacher or by the students in which students work together as a team to produce a single written document.  Students equally divide the work and assign individual persons in the to work on a specific section. This method provides instant feedback from each other through peer revision response and editing. In the case of collaborative video games students can also provide immediate feedback to each other while working as a team to achieve the game goal.

 

Bruffee, Kenneth.  “Collaborative Learning and the Conversation of Mankind.” Cross-Talk in Composition Theory: A Reader. Urbana, IL: NCTE, 1997.

 

Howard, Rebecca M.  “Collaborative Pedagogy.” A Guide to Composition Pedagogy. New York: Oxford University Press. 2001.

 

Myer, Greg.  “Reality, Consensus, and Reform in the Rhetoric of Composition Teaching.” Cross-Talk in Composition Theory: A Reader. Urbana, IL: NCTE, 1997.

 

Trimbur, Jogn.  “Consensus and Diference in Collaborative Learning.” Cross-Talk in Composition Theory: A Reader. Urbana, IL: NCTE, 1997.

 


 

Paper # 4 – Argumentative Essay in Pairs

 

Exercise

Today we will choose a partner. Then we will discuss possible controversial topics that you would like to focus on for this paper. We will also choose a topic today. Each person must be either for or against the issue and support their argument with at least three references (only one can be an internet source). After you have a topic, free write for 10 minutes on everything you can possibly think of about that topic: pros, cons, related topics, etc. This pre-writing can be handwritten or typed.

 

Assignment

For this paper you will be writing an 8-10 page collaborative essay.  Actually, you will write the first and second drafts differently. For the first draft, you will write alone on either the pro or con position of a controversial topic. For the second draft, you will combine your first draft with your partner’s first draft. However, the two of you will need to agree which side you will write in support of and which side you will refute within your collaborative essay. Please see below for a step-by-step process.

 

Step One

Choose a partner with whom you would like to work on this project.

 

Step Two

Decide on a topic based on the individual pre-writings the two of you do. For best results, consider choosing a topic on which the two of you have differing opinions, especially if one of you is strongly in favor and the other is strongly opposed.

 

Step Three

One of you will write a first draft individually on the proponent side of the argument. The other will write on the opposition side. These first drafts should be three pages in length. Also, each first draft should have a clear argument and substantial support. Make sure to include internal citations and a works cited page for each first draft.

 

Step Four

After receiving peer response on your first drafts, you will need to combine the two essays to make them one whole essay. In order to do this successfully, the two of you need to agree to write the second draft from either the pro or con position. Once you have decided, you will need to refute the opposite position within your essay. Since each of you are experts on your own side, you will be able to help each other write a strong position and create a convincing refutation of the opposition.

 

Paper Guidelines

1) 1st draft = 3 pages   2nd draft = 6 pages 3rd draft = 8-10 pages

2) 4 sources (2 sources per person) are required for each first draft.     

    8 sources are required for the 2nd draft (4 sources per person)

3) Only two of the final eight sources can be Internet sources

 

Peer Response Activity (Individual and Pairs)

The purpose of this activity is to help your peers combine their two first drafts into one solid argument-based essay. This peer response activity will take two days to do. Please plan accordingly.

 

Pair up with another team. Give each member of this four person group a copy of your first draft. Each member should have four first drafts, including his or her own.

 

All group members then need to read these drafts and write down answers to the following questions before the next class period for both team papers.

 

1) Which statements in either draft are not clearly supported?

2) How could the authors support their positions more fully?

3) Why do you feel this team should take either the pro or con position when they do their 2nd draft?

4) How could the writing team combine their first drafts into a single essay?

 

During the next class period, the group will get together to discuss each team’s two first drafts, specifically the answers to the above questions. One member of each team should take notes. Make sure to discuss any and all possibilities for revision. Be specific in your suggestions in order to fully help the other team.  Please turn in answers to these questions and the notes from the discussion with your unit 4 packet.

 

Instructor Review Draft Two (Pair)

Before you turn in the 2nd draft (and unit packet), please write down three or more questions you would like your instructor to answer about your draft.

 

 

 

Unit Reflection (Individual)

Write a 1 ˝ - 2 page reflective essay individually on the process you and your partner went through to write this argument essay. Make sure to clearly answer the following questions by including specific examples.

 

1) How did the two of you make decisions about your topic and first draft?

2) Give two examples for each of you of how or what you contributed to the writing of the argument essay.

3) Explain how your peer response group did or did not help you and your partner combine your first drafts.

 4) What would you and your peer still like to change for the final draft?