I collected seminar reflections at the start of class and told students we were finished with Ehrenreich for now, but some may want to use the text as part of their research project next semester. Then we reviewed my suggested organization for Argumentative essays before students wrote a timed essay, the de Botton prompt. After writing, we reviewed the published Q&A about this prompt from the College Board, we watched some examples of humorists at work discussing various current events, and students started planning revisions to these essays. Homework: revise your de Botton essay using the Q&A slides, additional/better evidence (including things we watched today and other new examples you come across this weekend); turn in both drafts on Tuesday.
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.