Critical Analysis Unit

Because I chose to tackle the Critical/Textual Analysis unit first, I did not have my own sample draft prepared.  Even if I had managed to focus long enough to get it together in time, I don't imagine I would have used a sample version.  Between the copier crash and the struggle to readjust to a new semester, I found myself mostly giving direction on the board rather than on an overhead or by passing things out in class.

That being said, I did adopt a little more of a process this time around, and that helped my students understand the concept immensely better.  First of all, I divided the class in groups, having them pick their essay (one article per group, but each student writing his or her own essay, of course).  I asked them to work together to, first, summarize, and second, create a detailed outline.  This helped them to break the argument down into specific points and evidence.  Next, I asked them to work together in groups to write a practice analysis for one article that I picked.  Naturally, I carefully emphasize the differences between a summary, an opinion essay, and an analysis.  Because they worked together in class, they were better able to come to me with questions as they arose.  As such, when they wrote their own rough drafts, the drafts were almost all definitely on the right track--much different from last semester's experience.  

I'm proud of my students!