In-Class Assignment: Composing Supporting Paragraphs With Evidence from the Text

Directions for in-class assignment:

First, students will locate and discuss a relevant passage for class discussion assigned by the professor.

Second, students will individually locate a passage from the reading that connects to the first essay assignment, or that they found interesting. The passage should be one-two sentences in length. They will note the page number and take notes on what they believe to be the main points of the passage. They should also make note of the "context" for the passage they select. (The context is anything important for a reader to know about the text they're working from, and from the "moment" of the text they've found. They will also write down (in note form) what they believe the passage "means," and/or why it's important.

In small groups, students will then share the passage they found. Students should at least take notes on the page numbers of the texts the other student's chose, and any other information they might find valuable. After students share each other's passages, other students should offer each other another possibility about what the text means, or why it's important.

Finally, students will compose a paragraph that reflects their passage. This paragraph should begin with a topic sentence that is also a claim (a claim is a smaller, supporting argument that supports a thesis statement). The paragraph should then alert the reader to context for the passage they will describe. Students should then quote the passage using direct quotes, with the page number in parentheses at the end of the sentence (page number). After the quote, students should paraphrase the quote. Then they should explain why it's important, what it shows, what it means, and/or what a reader should learn after reading it.

Students should then post the assignment to their blog.

NOTE:

Students should avoid the pronoun "you."
Students should read their sentences out loud.
Students should write the paragraph to an audience of LaGuardia students and professors who are not taking this course.