Using these materials is not a mandatory part of CIE; you can teach writing however you see fit. These materials are intended to make your job easier.
If you only have time to do a few workshops, rather than the whole curriculum, I recommend the following:
Introducing and Analyzing Quotations PPT(15-20 minutes)
Thesis Statements: What They Are and What to Avoid PPT (7 minutes)
Topic Sentences and Body Paragraphs (MEAL Plan) (20-25 minutes)
Using Sources Peer Review exercise (30-45 minutes)
Note that any peer review sheet can be modified slightly to make it a self-evaluation sheet, and vice versa.
Thesis Statement Review and Self-Evaluation
Peer Review Exercise with Detailed Emphasis on Using Sources
General, Generic Peer Review Sheet (very detailed, would take at least 45 minutes to do properly)
Generic Peer Review Sheet (Thesis and MEAL Plan) for situations when some students have a draft and others do not (e.g., with first-year advisees, or if you stagger deadlines)
Essay 1: Emphasize Working with Sources
First or second day of class:
Play Reading to Write PPT and do the associated worksheet with students (15-20 minutes).
Between the day you hand out the Essay 1 assignment and the day they submit Essay 1 first draft
Play Choosing and Formatting Quotations PPT (15-20 minutes) and the Introducing and Analyzing Quotations PPT (15-20 minutes).
Tip: you could ask students to bring list of quotations they’ll use in Essay 1 to class this day, plus rough outline of draft.
The day Essay 1 first draft is due:
Ask students to bring their first drafts to class.
In class, put students with a partner and ask them to do the Using Sources Peer Review exercise (30-45 minutes). If you run out of time in class, you can ask them to finish it at home and bring it back the next class day.
Essay 2: Emphasize Thesis Statements
The day you hand out the Essay 2 assignment (or at least before they submit the Essay 2 first draft):
Play the Thesis Statements: What They Are and What to Avoid PPT (7 minutes), then lead them through the Generating a Thesis Statement exercise (35 minutes).
Before they submit the Essay 2 first draft:
Play the Strategies and Templates for Building a Strong Thesis Statement PPT (15 minutes). Ideally, give them five minutes to revise their thesis statement based on the presentation.
Tip: It would be helpful to ask students to bring a provisional thesis statement to class, plus either a detailed outline or the first two pages of Essay 2.
The day the Essay 2 first draft is due:
Ask students to bring their Essay 2 first draft to class. In class, ask them to do the Thesis Statement Review and Self-Evaluation (25 minutes). If time, ask them to review each other’s thesis statements and give feedback.
Essay 3: Emphasize Organization
Between the day you hand out the Essay 3 assignment and the day the Essay 3 first draft is due:
Show the Topic Sentences and Body Paragraphs (MEAL Plan) PPT (20-25 minutes) and discuss the MEAL Plan practice worksheet (10-15 minutes).
Before the Essay 3 first draft is due
Show the Strong Conclusions PPT (15 minutes) and, if time, ask them to brainstorm ideas for their conclusion.
Tip: it will be helpful to ask students to bring a provisional thesis statement and either a detailed outline or the first two pages of Essay 3 to class this day.
The day Essay 3 first draft is due:
Show the Revising for Better Organization PPT (5 minutes) and ask students to do the Organization Revision Exercise (25 minutes without Step 8; 45 minutes with Step 8).
Tip: If this is impossible because you don’t hold class the day the first draft is due, you can ask students to watch the PPT and complete the exercise on their own.
Essay 1: Review Source Use, Thesis Statements, and Paragraph Organization
Between the day you hand out Essay 1 assignment and the day Essay 1 first draft is due:
Show the Topic Sentences and Body Paragraphs PPT (20-25 minutes) and the Introducing and Analyzing Quotations PPT (15-20 minutes).
The day the Essay 1 first draft is due:
Ask students to bring their Essay 1 first draft to class. In class, ask them to do the Thesis Statement Review and Self-Evaluation (25 minutes). If time, ask them to review each other’s thesis statements and give feedback.
Essay 2: Emphasize Introductions
Between handing out the Essay 2 assignment and the day the Essay 2 first draft is due:
Show the Exciting Introductions PPT (15-20 minutes). In class, ask them to do the Introductions worksheet (15-20 minutes). (You could do these on two separate class days if it makes more sense, and you could also do it when they’ve already handed in their first draft, as a revision exercise, if you prefer).
If you have time, you might want to use some of the thesis statement materials from CIE 100 to give them further review about thesis statements.
Essay 3: Emphasize Style
Between handing out the Essay 3 assignment and the day the Essay 3 first draft is due:
Show the Experimenting with Voice PPT (20 minutes) and ask them to complete the Voice, Diction, Syntax worksheet (5 minutes to do quickly; takes longer if you ask them to explain each answer). You could also wait and do this the day the Essay 3 first draft is due, as a revision exercise.
More materials available under Resources for Faculty.
Tips sheets about various writing topics available under Resources for Students.
Email Dr. Talia Argondezzi, the director of the Center for Writing and Speaking, if you have any questions or comments about these materials.