Lesson Report:
Title
Argumentative Essay Workshop: Taking a Position, Using Evidence, and Final Draft Preparation
This session was a structured writing workshop to complete and polish students’ argumentative essays on the prompt “Which is better: the journey or the destination?� The instructor emphasized making a clear, defensible claim, supporting it with direct quotations from two different texts, and ensuring paragraph-level clarity via strong topic sentences and a clear thesis. Students used class time for independent revision and/or producing clean final copies, with the instructor available for questions.
Attendance
– Number of students mentioned absent: 0
– Notes: Sharifah stepped out/returned mid-session; Aliyah and Milana’s drafts explicitly referenced as present.
Topics Covered (chronological)
– Session kickoff: timeline and submission expectations
– Use the entire session for essay completion; optional 15–20 minutes at the start of tomorrow’s first session for final touch-ups.
– Final versions due by the end of tomorrow’s first session; collect clean, presentable copies (no markings, no strike-throughs).
– If already finished with content, begin rewriting a clean final draft. If the final draft is already completed, students initially were told they could use phones; later, phones were collected for a distraction-free environment.
– Mini-lesson: argument focus and structure checklist
– Taking a position (not compare/contrast):
– The prompt requires choosing which is better (journey or destination) and arguing why. Essays that “compare both sidesâ€� without a clear stance do not answer the prompt.
– Fix: Identify the strongest body paragraph that implicitly aligns with one side and elevate that as the main claim; revise the essay around that position with a straightforward argument.
– Evidence requirement: direct quotations from readings
– At least two direct quotations, each from a different text, are required somewhere in the essay.
– Many drafts lacked quotations or only paraphrased; revise to incorporate direct quotes that clearly support claims.
– Topic sentences and thesis clarity
– Topic sentences must clearly preview what each body paragraph will argue (avoid vague generalities like “All people are in the worldâ€�).
– The thesis should clearly state the chosen position and governing reasons.
– Self-check: Are my topic sentences specific and aligned with the thesis? Is my thesis unmistakably taking a side and setting up my reasons?
– Outcome: If thesis and topic sentences are strong and quotes are included from two texts, proceed to the clean final draft; otherwise, use this session (and tomorrow’s brief window) to revise.
– Workshop logistics and supports
– Instructor redistributed printed drafts and noted individualized feedback (example: Aliyah received marginal comments).
– Quiet, independent writing time; the instructor available for targeted questions but no peer review during this session (peer review planned for later).
– Brief on-the-spot mechanics support when asked (e.g., spelling clarification such as “deceiveâ€�).
– Classroom management: Phones collected mid-session to create a secure, distraction-free environment.
– Contingencies and next steps
– If everyone finishes today, tomorrow’s quiet writing block can be shortened or skipped; instructor will plan an alternative activity for early finishers.
– Ongoing reminder: Essays must be students’ own work; peer review will occur later.
Actionable Items
– Due next class (time-sensitive)
– Collect final, clean copies by the end of tomorrow’s first session.
– Provide up to 20 minutes at the start of class for last edits, as promised.
– For tomorrow’s lesson plan
– Prepare a short, meaningful activity for students who are already fully finished (e.g., mini-lesson on integrating quotations smoothly or a quick rhetorical analysis exercise).
– Decide whether to keep or skip quiet writing time based on completion status at the start of class.
– Clarifications to issue
– Reiterate the evidence requirement: minimum two direct quotes, each from a different text; specify citation expectations if applicable (MLA/APA, etc.).
– Clarify phone policy for “finishedâ€� students to avoid mixed messages; maintain the agreed secure environment once phones are collected.
– Future planning
– Schedule and outline the upcoming peer review session (criteria, partner assignments, and a checklist aligned to thesis clarity, topic sentences, and quote integration).
– Consider a brief mini-lesson on quote integration and analysis (introducing, citing, and explaining quotations) for students who struggled with evidence.
Homework Instructions:
ASSIGNMENT #1: Final Draft — Argument Essay: Journey vs. Destination
You will produce a clean, polished final draft of your essay that takes a clear position on whether the journey or the destination is better. This assignment solidifies your ability to craft a strong thesis, use clear topic sentences, and support your argument with direct quotations from the texts discussed in class.
Instructions:
1) Revisit the prompt and choose a side.
– Prompt: Which is better, the journey or the destination?
– Commit to one position. Do not write a compare/contrast piece or say “it depends.â€� Your essay must argue clearly for one side.
2) Clarify your thesis.
– Write a thesis statement that directly answers the question and briefly indicates why your chosen option is best.
– Place your thesis in the introduction so your reader knows your stance from the start.
3) Align your body paragraphs with your thesis.
– Each body paragraph should support your thesis, not just discuss both sides generally.
– If your draft currently compares both sides without taking a side, rework a body paragraph into your main argument and make sure all paragraphs serve that argument.
4) Add required textual evidence.
– Include at least two direct quotations total, with each quote taken from a different text we studied.
– Introduce each quote (context/speaker), put it in quotation marks, and follow it with analysis that explains how it supports your point.
– Make sure the quotes are tied directly to your argument, not just dropped in.
5) Check topic sentences.
– Begin every body paragraph with a clear topic sentence that previews the specific idea of that paragraph and shows how it supports your thesis.
6) Draft the final copy.
– Rewrite the essay as a clean, presentable final draft (no markings, no crossing-out, no annotations on the page).
– Ensure the essay flows logically: introduction with thesis, focused body paragraphs with evidence and explanation, and a brief conclusion that reinforces your position.
7) Revise for clarity and coherence.
– Read aloud once to catch awkward phrasing and ensure transitions make sense.
– Verify that every paragraph links back to your thesis and that your argument stays consistent.
8) Complete the pre-submission checklist.
– I take a clear position (journey OR destination) and argue for it.
– I include at least two direct quotations total, one from each of two different texts.
– Every body paragraph starts with a clear topic sentence.
– My thesis and topic sentences are simple, specific, and easy to understand.
– My final copy is clean and presentable.
9) Submission and timing.
– Due: By the end of the first session tomorrow.
– You may use the first ~20 minutes of that session to finish if needed; otherwise, arrive ready to submit your final clean copy at the end of that first session.
10) Work independently.
– Complete the writing on your own at this stage; peer review will come later.