My brother wants to be a writer. He has lots of time on his hands.
So I put together my entire Essay Exposition course so he could work through it unit by unit (it was part of his Christmas present, actually).
In the spirit of giving, here's what I did. I will use this structure again if I get to teach this course next year (it's probably my all-time favourite class to teach, actually) but I will make some improvements to give them more feedback in 1:1 settings.
Now, you lose a lot without all the discussion we had. This is just the reading we did and the writing we did. There were daily discussions and frequent seminars on all the reading assignments and workshopping the students' writing.
If you use these assignments or ideas, please credit both me and Andrew Thomasson. Almost all of this is straight from the tmi shared brain.
To see the unit plans, follow the link. If any documents are not available, comment here or send me an email.
And Merry Christmas everyone!
So I put together my entire Essay Exposition course so he could work through it unit by unit (it was part of his Christmas present, actually).
In the spirit of giving, here's what I did. I will use this structure again if I get to teach this course next year (it's probably my all-time favourite class to teach, actually) but I will make some improvements to give them more feedback in 1:1 settings.
Now, you lose a lot without all the discussion we had. This is just the reading we did and the writing we did. There were daily discussions and frequent seminars on all the reading assignments and workshopping the students' writing.
If you use these assignments or ideas, please credit both me and Andrew Thomasson. Almost all of this is straight from the tmi shared brain.
To see the unit plans, follow the link. If any documents are not available, comment here or send me an email.
And Merry Christmas everyone!
My brother wants to be a writer. He has lots of time on his hands.
So I put together my entire Essay Exposition course so he could work through it unit by unit (it was part of his Christmas present, actually).
In the spirit of giving, here's what I did. I will use this structure again if I get to teach this course next year (it's probably my all-time favourite class to teach, actually) but I will make some improvements to give them more feedback in 1:1 settings.
Now, you lose a lot without all the discussion we had. This is just the reading we did and the writing we did. There were daily discussions and frequent seminars on all the reading assignments and workshopping the students' writing.
If you use these assignments or ideas, please credit both me and Andrew Thomasson. Almost all of this is straight from the tmi shared brain.
Unit 1: Literacy and Transformation
This unit deals with the concept of literacy, and how we define literacy in several modern contexts. It also focuses on writing the first major essay - a definition essay about a time/event that had an impact on making you who you are.
[note: these assignments are just part of the first unit I posted about a month ago. See that unit plan for a more complete first unit plan]
Unit 2: Narrative
The focus for this unit is the Narrative Toolkit development - we read the model texts, answered the questions, then developed a list of traits that all these narratives share. Compare to the list generated by 2nd period (in the Revised Definition Essay assignment list) once you’ve developed your own characteristics of a narrative.
Unit 3: Style Alike Essays
This unit focuses on reading good essays and writing style-alike essays that take the voice and style and try it out on a different topic. We’ve used McSweeneys articles mainly for this unit, and focused on finding two things: author’s purpose and audience. Many of these texts are funny, but we are assuming the purpose is not to make you laugh. Go beyond that and figure out what they are communicating in the text.
Unit 4: Personal Writing/College Writing
This unit’s focus was on personal writing conferences. We reviewed one piece in depth together, made changes, and then the student reworked it. During those conferences, the rest of the class worked on these personal writing assignments - all of which are derived from college entrance essay topics.
Unit 5: Observation and Description
This unit deals with viewing the world a little bit differently. Writers need to see and experience life differently. You will start to describe the world in a way that helps your reader see and experience what you want them to experience.
Unit 6: Synthesis
This unit deals with putting all the pieces together - narrative, description, observation, argumentation, reflection, etc. The final essay will draw on all those genres and make something entirely new: a synthesis.
So I put together my entire Essay Exposition course so he could work through it unit by unit (it was part of his Christmas present, actually).
In the spirit of giving, here's what I did. I will use this structure again if I get to teach this course next year (it's probably my all-time favourite class to teach, actually) but I will make some improvements to give them more feedback in 1:1 settings.
Now, you lose a lot without all the discussion we had. This is just the reading we did and the writing we did. There were daily discussions and frequent seminars on all the reading assignments and workshopping the students' writing.
If you use these assignments or ideas, please credit both me and Andrew Thomasson. Almost all of this is straight from the tmi shared brain.
Unit 1: Literacy and Transformation
This unit deals with the concept of literacy, and how we define literacy in several modern contexts. It also focuses on writing the first major essay - a definition essay about a time/event that had an impact on making you who you are.
- Blog Post #1
- The word literacy has been used in a wide variety of contexts in recent years. Educators now speak of computer, visual and media literacy, for examples. What does being literate mean in the 21st century? What does it mean to be academically and technologically literate?
- Model Text: Snapshot of a Modern Learner
- 3-5 page definition essay on a memorable, transformative experience
- Write about a time that had a significant impact on your life and describe what happened during that time. You may also write about a person, but you should focus the essay on an event so that it stays focused.
- Model Text: On the Rainy River and Smoke in Your Lights and Hero at 30,000 Feet (movie notes video analysis)
- Analysis task
- mixed media format Blank White Page project
- Style Alike Essay #1: 2-3 page Snapshot of a Modern Learner
- Instructions
[note: these assignments are just part of the first unit I posted about a month ago. See that unit plan for a more complete first unit plan]
Unit 2: Narrative
The focus for this unit is the Narrative Toolkit development - we read the model texts, answered the questions, then developed a list of traits that all these narratives share. Compare to the list generated by 2nd period (in the Revised Definition Essay assignment list) once you’ve developed your own characteristics of a narrative.
- Model Texts:
- How to Become a Writer (additional questions) - also Unit 1 Assessment
- Under Water, by Anne Fadiman
- What are the bigger pattern groups?
- What is the author doing with those three groups to build meaning in the story? What’s the point? What is she trying to accomplish or prove?
- In the Ruins of the Future
- Focus Questions for Toolkit:
- what makes for an effective narrative?
- how is your text typical or atypical of narratives?
- how does genre shape narrative (creative non-fiction, fiction, expository)?
- how does the author use patterns to tell the story?
- Definition Essay Revision:
- relatable to reader and to “real life”
- emotional impact is in the content, not the tone/style
- descriptive, vivid imagery, and unique metaphor and similes
- tone becomes emotional when reflecting on the significance of the event and reactions to the event
- balance between fact and emotion
- leaves the reader with a clear impression, often of hope, possibility for change, or a greater appreciation of life
- the impression the reader gets is the one the author intended (you feel what the author wants you to feel)
- clear stance on an issue that is balanced and rational
- there is an underlying/deeper message, but it is subtle and/or does not have a clear/right answer
- Using that list, write Blog Post #2, where you re-read your definition essay from Unit 1 (the Life Changing Event) and evaluated its narrative according to this criteria.
Unit 3: Style Alike Essays
This unit focuses on reading good essays and writing style-alike essays that take the voice and style and try it out on a different topic. We’ve used McSweeneys articles mainly for this unit, and focused on finding two things: author’s purpose and audience. Many of these texts are funny, but we are assuming the purpose is not to make you laugh. Go beyond that and figure out what they are communicating in the text.
- Synesthesia, Open Letter, and Narrative List Assignments
- Model Texts:
- Open Letter to a Gentleman Blowdrying...
- Narrative Lists
- Open Letter Choices and Assignment
- Synesthesia (page 1 page 2)
- Style Alike Essay #2: New Food Review (1-2 pages)
- Model Texts: Review of New Food
- Student Examples
- Style Alike Essay #3 on a McSweeneys piece
Unit 4: Personal Writing/College Writing
This unit’s focus was on personal writing conferences. We reviewed one piece in depth together, made changes, and then the student reworked it. During those conferences, the rest of the class worked on these personal writing assignments - all of which are derived from college entrance essay topics.
- short, daily Clearing the Attic prompts
- Example of one: Congrats!
- 4-10 page musicology project
- 2-3 page My Language Writing Assignment
- 2-3 page Describe a Mundane Moment (example)
- Three assignments:
- If You Really Knew Me essay (2-4 pages)
- Reading Timeline (2-3 pages)
- Model Essay: I Was a Teenage Illiterate
- revised writing conference piece (a choice from any of the essays we wrote)
Unit 5: Observation and Description
This unit deals with viewing the world a little bit differently. Writers need to see and experience life differently. You will start to describe the world in a way that helps your reader see and experience what you want them to experience.
- Prayer Photos assignment
- observation piece (1-2 pages)
- Sit somewhere, silent, for about 10 minutes, writing down everything you see. Start with small details. Build to figurative language (metaphor, simile, imagery, personification) and a larger connection - connection to your life, your memory, your personality, etc.
- Exploded Image Lesson
- This has several assignments from a 90 minute class
- Write Something New (i.e. write something. anything, any topic/genre. that's new) under 300 words
- Exploded Image on the topic of homework - show me a picture of what the impact of homework is on students - it can be a positive or negative image. But use all three elements - setting/context, plot/character, and emotional story. Make sure the emotional story comes last. Lead with setting, sprinkle in plot, and the subtly slip in the real emotional story.
Unit 6: Synthesis
This unit deals with putting all the pieces together - narrative, description, observation, argumentation, reflection, etc. The final essay will draw on all those genres and make something entirely new: a synthesis.
- Homework Articles - we read articles about the impact homework has on students. We researched articles and summarised them in a table to see what common arguments there are
- Examples: mine
- Table from other articles
- Synthesise: Which side does this research support? What are the most common arguments for/against giving students homework?
- On Voice:
- Model Texts: Finding Your Voice
- 300 words-1 page analysis of their writing voice
- Final essay on the purpose of school (4-10 pages)
- assignment for final essay is on page two of that document
- 2 page evaluation of the course
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