Week 9: Collect rhetorical analysis of a topic assignment; assign research plan paper; homework and in-class writing focus on rhetorical and textual analysis techniques; discuss advanced research techniques; provide opportunities for topic groups to meet and plan during class

What You’ll Do in Class Today · Review and Summarize Bailey’s essay on global warming · Introduce third type of response - analyzing the effectiveness of a text · Begin discussing how to write an analytic response to Bailey’s argument. Connection to Course Goals

Planning a successful training program. Using the "tools" in your computer classroom. Following up. Related resources

Think about Previous Classes You might find a topic by thinking of classes you have taken. Think back to concepts covered in those classes and consider whether they would serve as unique, interesting, and enlightening topics for the informative speech. In astronomy, you learned about red giants. In history, you learned about Napoleon. In

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For assistance, look at the section on writing introductions and conclusions from the guide on Planning a Class located in the Teaching Guides on Writing@CSU (https://writing.colostate.edu/guides/teaching/planning/).

Lesson Objectives: Today’s class introduces students to the third and final type of response that we’ll cover in CO150. The analytic response involves evaluating the effectiveness of a text, using specified criteria, for the purpose of judging a text’s success in meeting its …

As a whole class, practice synthesizing personal experience and readings. Students begin putting together their essays by freewriting on their issue/question of choice. YOU WILL PROBABLY WANT TO PROVIDE A TYPED COPY OF THIS RATHER …

As a class, establish the text's purpose, topic, and position WITHOUT getting into the complexities of analysis which you hope students will do on their own. Daily: Review Assignment Sheet for Assignment Criteria and Strategies.

Teachers report the computer classroom tends to be less teacher-centered. Instructors felt more like facilitators than leaders, and students tend to assume more responsibility for what goes on during class.