Group Essay Project Assignment Teaching an Essay to the Class

For printer-friendly copies of the assignment and the question development handout, click on the links below:

Spring Semester Student Choice Group Essay Teaching Projects

Rationale:  Due to the plethora of rhetorical techniques we have discussed in class, hopefully you have progressed as a discerning reader, a reader who detects the strategies authors use to develop meaningful texts.  Furthermore, you probably have discovered that some texts impact you more than others for reasons transcending your initial interest in the topic.  Therefore, as the day of the test looms, it is time to demonstrate what you have learned through an assignment encompassing many of the techniques you have learned and share your expertise with the members of your group as well as the class.

The Assignment:  You and your group will choose an appropriate essay from The Norton Reader and conduct a class discussion.  Your group will compose five AP-level multiple-choice questions, questions pertaining to rhetorical analysis (including style) and implication.  Finally, your group will submit an AP-level writing prompt requiring either rhetorical analysis or argumentation.

Requirements and Helpful Hints:

·         Choose an appropriate essay, an essay rich in meaning and style (not necessarily the shortest).

·         You must decide on which essay you will present by the end of the period on 4/7.

·         You must inform the class of your chosen essay during the class period prior to your presentation, so they can prepare for your presentation.

·         You will have most of the block periods on 4/9 and 4/14 to work with your group. 

·         If you require overheads or copies, you must give me 48 hours notice.

·         Multiple-choice questions should transcend level one (literal) questions or simple regurgitation.

·         Use the handout on stems as well as the multiple-choice sample tests to help you develop your multiple-choice questions.

·         Your multiple-choice questions should transcend your presentation.

·         Remember we are all in this together.  Now is the time to “raise all boats.”  Use this opportunity to help your fellow group members who may be struggling in some areas.  Note that all group members will earn the same grade on this assignment.

·         Prepare for your presentation by reviewing the handouts on syntax, arrangement, diction, tone and argumentation.  Review Language of Composition (Ch. 1-3) and Analysis, Argument & Synthesis (Ch. 1-2) to refresh your memory on stylistic and argumentative techniques.

·         Remember style is a facet of rhetorical analysis, so your writing prompt should not focus exclusively on style.

·         A successful presentation will require most – if not all – of an entire block period, including administering your five multiple-choice questions.

·         On 4/9, I will model Woolf’s “In Search of a Room of One’s Own” (NR 1074-1084 – sans multiple-choice and writing prompt).

·         Presentations begin on 4/16.  I will give you the order in class.

Individual Assignment:  Each member of the group will compose a response to the prompt created for the project.  This response – in MLA format – will be due at the beginning of the period following your presentation.

Spring Semester Student's Choice Essay Teaching Project (pdf file)
A printer-friendly copy of the handout above
Multiple-Choice Question Creation (pdf file)
A printer-friendly copy of the handout distributed in class

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