September 20, 2012

At the beginning of the semester, I noted that the lowest essay grade of the course is typically the first essay of the Expository Unit.  The reason for this is that students tend to feel that they cannot use their voice in an expository essay.  With our first readings in this unit, hopefully students will see that this is not the case.  Our goals for tonight include discussing our progress on Major Essay #1, taking notes and discussing types of expository essays, and applying our discussion to an analysis of the assigned readings.

Objectives

• Use the writing process to shape the development of the essay
• Identify and analyze how authors manipulate structure to achieve their purpose

Activities

• Pass back and discuss the results of Minor Essay #1
• Check on the progress of the Major Essay #1 rough draft
• In-class notes over Expository Structures
• Define ethos and apply it to the writer's point of view
• Discuss King, Berube, and Chabon
• Assign and discuss the readings for next week

Homework

• Bring in a printed draft of Major Essay #1 to the Sept 27 class
• In The Writer's Presence, read:
• Akst, 293 - 304
• Didion, 366 - 370
• Trillin, 581 - 583
• In each essay, be prepared to identify and analyze:
1. Which expository structure is used?
2. How does the writer incorporate his/her voice?
3. What is the writer's ethos?