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Armed with the thesis statement and the lists of examples supporting their points, students can then write an outline or plan for what they will include in their first draft and the order in which they will present it.
I asked them to end the paper with a recommendation to their audience.
The paper length was to be 3 double-spaced typed pages. I had them show me their prewriting and tentative plan for the paper a couple of days before their first draft was due (I didn't read or grade this, just checked for completion). Then they brought in multiple copies of their first draft for in-class peer editing, and then the second and final draft was due a week after the first.
I didn't provide them with a rubric in advance. I did return their graded final drafts with a rubric (as well as comments on the papers themselves). I can't lay my hands on that rubric this morning, though (I retired in 2008, and it's in a box somewhere :-). But what I recall is that I evaluated them for process (prewriting, tentative plan, participation in the group editing activity), thesis, organization, development with examples, and writing mechanics (sentence structure and grammar).
I was a community college English instructor and used this assignment in freshman English classes for The Grapes of Wrath, The Devil's Highway, The Last Town on Earth, and maybe some other books.
Hope this helps :-).
Gail Pearlman
I taught English for eighteen years at both the university and community college level. My classes included developmental writing, first-year college level courses in expository and argumentation writing, research writing, creative writing, literature, newspaper writing, and technical writing. I am recently retired. My last ten years of teaching were spent at Yakima Valley Community College in Yakima, Washington. Washington State has an extensive "Running Start" program that allows high school students to take college classes, and I taught many 11th and 12th graders in my classes. I also taught many returning adults and ESL students. While at YVCC, I founded the student literary journal, PRISM, and served for one year as the faculty coordinator for the student newspaper. I also initiated an annual campus-wide symposium involving faculty and students from a variety of disciplines that is attended by members of both the campus and the broader community (symposium topics have included Katrina, Hunger, and Climate Change).
Fostering critical thinking is the core of my educational philosophy. My classes are interactive and involve students in discussion and debate; my essay assignments usually relate to literature, reports, or articles we have read and discussed in class. I want students to be engaged and to think.
Selected for inclusion in Who's Who Among America's Teachers 2002. YVCC Associated Students Award for Best Program (revival of the student newspaper, which I facilitated). First Place Award, Allied Arts Council of Yakima Valley Juried Poetry Reading, 2001, as well as Honorable Mention in 2003.
B.A. in anthropology, California State University at Los Angeles. Graduate work in anthropology, UCLA. M.F.A. in writing, Columbia University, New York.
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