English 101 Online First Half of Week 2 Learning Goals for Thursday: >>Becoming more familiar with summary and paraphrase >>Becoming more familiar with strategies for responding critically >>Reading James Paul Gee’s, “What is Literacy?” and writing your second critical reading response. As a fun way to get started, watch this nine-year-old address standardized tests… Link: https://youtu.be/ogBuz4dU5Ew Where are we at in the quarter? What are we working towards by reading these course texts and writing these reading responses? >>Your first essay will be a summary + critical response. In other words, your first essay will take one of your reading responses and revise it into a 3.5-page academic essay. >>For Thursday, 10.1, you’ll be continuing to address Robinson’s ideas. You will also be reading James Paul Gee’s “What is Literacy?” and writing Critical Reading Response #2 Note: I have given comments for all Reading Response #1s that were turned in on time. Click on folder  Submission details  View Feedback/Rubric Summary of assignments due on Thursday by 10 a.m. These assignments will be explained in detailed in this PowerPoint. Responding to Monday’s “Imagining Educational Alternatives” discussion board (at least 250 words). 2. Critical Reading Response #2: (200-word summary + 400-word critical response). 3. Optional discussion board for questions about course material. Part 1: Summary Writing . Take a few minutes and think about these questions: 1. Why are we emphasizing summary writing at the beginning of this course? Is it “anti-creativity”? 2. Why might summary and paraphrase be important for academic readings and writers? Now, take a few minutes. Can you remember key points about summary writing from last week’s PowerPoint? 1. A summary is neutral and objective. 2. A summary includes mostly paraphrasing with direct quotes given only when you absolutely want to maintain the words/phrasing of the author. 3. A summary uses attribution tags with strong verbs. 4. A summary avoids the first person (I, We, Us, Me) and the second person (You) and instead uses the third person. 5. A summary is logically organized, connecting ideas for the reader using transitions. Remember: Imagine someone reading your summary who is not familiar with the original text. Will she or he understand the main idea and organization of the text based on your paraphrasing in the summary? Review: Open the document called “Annotated Sample Summary” on Canvas. This is a summary on an article we won’t be reading in class. It includes my comments in bubbles on what the summary is doing well and why. Read the summary and my comments carefully. If you want more information on how to paraphrase – putting someone else’s words in your own words – visit the following link on paraphrase: https://writing.wisc.edu/Handbook/QPA_paraphrase2.html . Part 2: Critical Responses . After reading some of your response ...

1. English 101 Online
First Half of Week 2
Learning Goals for Thursday:
>>Becoming more familiar with summary and paraphrase
>>Becoming more familiar with strategies for responding
critically
>>Reading James Paul Gee’s, “What is Literacy?” and writing
your second critical reading response.
As a fun way to get started, watch this nine-year-old address
standardized tests…
Link: https://youtu.be/ogBuz4dU5Ew
Where are we at in the quarter? What are we working towards
by reading these course texts and writing these reading
responses?
>>Your first essay will be a summary + critical response. In
other words, your first essay will take one of your reading
responses and revise it into a 3.5-page academic essay.
>>For Thursday, 10.1, you’ll be continuing to address
Robinson’s ideas. You will also be reading James Paul Gee’s
“What is Literacy?” and writing Critical Reading Response #2

2. Note: I have given comments for all Reading Response #1s that
were turned in on time.
Summary of assignments due on Thursday by 10 a.m.
These assignments will be explained in detailed in this
PowerPoint.
Responding to Monday’s “Imagining Educational Alternatives”
discussion board (at least 250 words).
2. Critical Reading Response #2: (200-word summary + 400-
word critical response).
3. Optional discussion board for questions about course
material.
Part 1:
Summary Writing
.
Take a few minutes and think about these questions:

3. 1. Why are we emphasizing summary writing at the beginning
of this course? Is it “anti-creativity”?
2. Why might summary and paraphrase be important for
academic readings and writers?
Now, take a few minutes.
Can you remember key points about summary writing from last
week’s PowerPoint?
1. A summary is neutral and objective.
2. A summary includes mostly paraphrasing with direct quotes
given only when you absolutely want to maintain the
words/phrasing of the author.
3. A summary uses attribution tags with strong verbs.
4. A summary avoids the first person (I, We, Us, Me) and the
second person (You) and instead uses the third person.
5. A summary is logically organized, connecting ideas for the
reader using transitions.
Remember: Imagine someone reading your summary who is not
familiar with the original text. Will she or he understand the
main idea and organization of the text based on your
paraphrasing in the summary?

4. Review:
Open the document called “Annotated Sample Summary” on
Canvas. This is a summary on an article we won’t be reading in
class. It includes my comments in bubbles on what the summary
is doing well and why. Read the summary and my comments
carefully.
If you want more information on how to paraphrase – putting
someone else’s words in your own words – visit the following
link on paraphrase:
https://writing.wisc.edu/Handbook/QPA_paraphrase2.html
.
Part 2:
Critical Responses
.

5. After reading some of your responses, here are some ideas to
keep in mind when writing your responses. I will explain them
more in the next several slides.
What makes for a strong critical response?
1. It doesn’t simply repeat the author’s same point and give the
same examples. It says something unique about the ideas.
2. It is descriptive, specific, and detailed.
3. It is focused and coherent.
Descriptive / detailed writing:
Making sure that you describe your ideas in detail, with specific
language and sustained description, is a key skill for writing
critically. You want to make sure that your critical responses
are detailed. This means in your response you probably
shouldn’t respond to more than 1-2 ideas. If you try to respond
to more, you won’t be able to fully and vividly express your
ideas.
When should you be descriptive and specific?

6. When describing an example.
When describing a personal experience.
When trying to get your reader to “picture” or sense something.
Using concrete language rather than abstract language.
For a little more information on description, read the following
link: http://www.iup.edu/page.aspx?id=61881
Focus and Coherence:
Coherence is the ability to stay on topic and deeply explain a
point you’re making. Writing that is “incoherent” jumps from
topic to topic and is not focused. There might be several main
ideas in one paragraph in an “incoherent” or “unfocused”
paragraph.” Writing that is coherent clearly follows a “train of
thought” and logically develops the ideas. In your responses,
make sure that you aren’t taking on too many different ideas.
Instead, I want you to focus on and coherently develop 1-2
specific ideas.
For more information on coherence:
https://www.southeastern.edu/acad_research/programs/writing_c
enter/handouts/pdf_handouts/coherence.pdf
Part 3:
Assignments for Thursday, due by 10 a.m. on Canvas.

7. A key aspect of critical response is to be able to respectfully
disagree and challenge others’ ideas. The following assignment
is to help you begin challenging/questioning others’ ideas. The
point here is to adopt a “devil’s advocate” towards someone
else’s point of view. When you play devil’s advocate, you don’t
necessarily have to believe what you are saying. Rather, you are
trying to question and locate the weaknesses in someone else’s
thinking.
Assignment:
1. Open up the “Imagining Education Alternatives” discussion
board from Monday.
2. Read through everyone’s responses carefully.
3. Choose one of your peers’ imaginings and CHALLENGE /
QUESTION the ideas behind it. Please choose a response that
no one else has responded to yet.
Remember, your goal is try to take the argument apart. In doing
so, you’ll also be challenging Robinson’s ideas.
Here are some ways you might think about challenging your
peers’ ideas:
What hasn’t been “filled in” about the education proposal?
Where is it vague? What would you ask for clarification on?
Are the ideas practical? What are the practical problems?
What are its limits? When would the proposal be too extreme?
What might be unintended consequences?
What is possibly negative about the suggestions?
Discussion Board Assignment #1: Challenging our education
alternatives (250 words)

8. Read James Paul Gee, “What is Literacy?” on Canvas.
Write a 200-word summary and 400-word critical response (see
previous two days’ PowerPoints for more on summarizing and
responding critically). Make sure to write at least 600 words
overall. Also, make sure to separate your summary from your
response.
Remember to focus on:
Detail/description
Focus/coherence
Moving beyond repeating the authors’ ideas.
In your summary, try to answer as many of these questions as
possible:
What is discourse?
What is dominant discourse?
What does it mean that discourses are like identity kits?
What does it mean that discourses are ideological?
What is the difference between acquisition and learning?
What is the difference between a primary and a secondary
discourse?
What is literacy?
What is powerful literacy?
Critical Reading Response #2: “What is Literacy?”

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