Editing 101, continued...
You've read the essay you've been assigned for our book project. In coming to class, you'll have the following in hand:
1. Outline. An outline of the essay you developed, based on your reading.
2. Active reading. A copy of the essay, marked up from your active reading. In your markup, you will have specifically identified...
3. Arguments. As part of your active reading, identify arguments made by the author, and grade them as +, 0, or -. That is, was it a good argument (well supported, etc.), neutral (could be improved), or poor (lacking evidence, unsubstantiated, etc.).
Discuss (pairs, 15min)
Sit down with your partner.
1. Compare outlines. First, compare the outlines you developed for the essay. Did you both extract the same, or similar, outlines for the document?
2. Identify arguments. Go through your document page-by-page, and identify those places where you felt the author was attempting to make an argument or point that was important to their essay.
3. Grade arguments. For each of the arguments you identified, compare and contrast your grading. Consolidate your argument list, so that the markup on both papers reflect the complete set of points the author was trying to make.
Discuss (Full Group, 20min)
What did we see? We'll share some of the better and not-so-better examples from our readings. I'll be asking individuals to come up and present using the online version of the document.
Third Thursday Callout planning (10+ min)
For the last ten minutes, we'll take some time to talk about advertising our first Third Thursday. This will be September 22nd, and it will be a callout session.
