After collecting Nickel and Dimed to check the Minnesota annotations, I had students make a number of lists (novels, historical events, current events, etc.) that they each knew a lot about so they would know from where to get the data for an Argumentative essay. Then we returned to the Cohen prompt and students chose sources from their lists they could use as data to answer this prompt. Students constructed T-charts and practiced “Yes, but...” statements with these sources. After this, I reviewed my recommended organization of a four-paragraph Argumentative essay. Switching gears, we discussed Ehrenreich’s Minnesota chapter for a bit, and then I introduced the Paine prompt, which we read and annotated together. Homework: spend 40 minutes writing the Paine essay; also, annotate “Evaluation” and simply read “Afterward” in Nickel and Dimed; also, work on late/revised TIB and novel essays!
College professors frequently lament the poor writing skills of the students who enter their classrooms, particularly straight out of high school. This course is designed to help you succeed in not only a freshman composition course, but in college altogether. Students will learn to think critically, read analytically, and communicate with clarity and confidence.
While students may earn college credit if they receive a 3, 4, or 5 on the AP English Language and Composition Exam (depending on their chosen college), the ultimate goal of this course is to prepare students for the rigors of college writing.