Lesson Report:
Title: In-class Essay Drafting: Clear Argumentation, Structure, and Academic Integrity
Synopsis: The session launched an in-class essay drafting assignment focused on building a clear, well-structured argument using concise language over ornamented diction. The instructor reviewed essay structure (thesis, topic sentences, supporting details), set parameters and conduct expectations, answered process questions, collected phones, and began the timed writing period with notes and the course anthology permitted.
Attendance
– 4 students were mentioned as not present at the very start (“last four people to returnâ€�); all returned before the main instructions concluded.
– Net confirmed absences by end of instructions: 0
Topics Covered (in chronological order)
1) Rapid review of essay structure
– Visual/board mapping of an essay: main argument (thesis) leading into the introduction, followed by topic sentence 1 and topic sentence 2, then supporting details.
– Emphasis on paragraph architecture: first body paragraph demonstrates the pattern—topic sentence → supporting details/evidence—and that all body paragraphs should follow this logic.
– Framing the “scaleâ€� of the whole essay: readers should see a clear progression from thesis to organized body paragraphs with coherent support.
2) Assignment parameters and performance expectations
– Length and format:
– Target length: about two pages; maximum three.
– Structure: minimum of four paragraphs; typical range 4–5; up to six acceptable.
– Each paragraph: at least 4–5 sentences.
– Quality over quantity:
– More pages/paragraphs do not earn more points; clarity and strength of argument are prioritized.
– A concise, well-argued two-page essay is preferred to a longer, weaker one.
– Style guidance:
– Avoid needlessly “bigâ€� words and thesaurus-driven diction.
– Aim for simple, clear, readable prose that communicates the argument directly; “not Shakespeare.â€�
– Essays that are confusing or difficult to follow will score worse than simple, well-argued ones.
3) Process, timeline, and integrity controls
– Workflow and due dates:
– 100% in-class drafting today; submit drafts at end of class.
– Instructor will keep the original drafts and return them on Monday for continued in-class revision.
– Final submission expected Tuesday (after Monday’s in-class work).
– Style consistency and authenticity:
– The instructor will compare the Friday draft with the Tuesday submission; a drastic shift in writing style (e.g., from first-year voice to “Shakespeareanâ€� prose) will trigger a rewrite requirement.
– Clear warning against using external writing generators/tools to rewrite outside of class; honesty emphasized.
– Passing hinges on following instructions and being understandable.
4) Q&A and clarifications
– Topic requirement:
– The essay must address Orientation Week (stated as required because it will be part of students’ report).
– Format questions:
– No rigid word-count minimum provided; guidance anchored to pages and paragraphs instead.
– Reiteration: approximately two pages, about four paragraphs, with 4–5 sentences per paragraph.
– Connection to prior work:
– Last session’s paragraph exercise (splitting an argument into two sub-parts) was foundational practice; students will do a similar exercise with a new topic in about a month.
5) Classroom conduct and materials policy for the writing period
– Phone policy:
– Instructor collected phones prior to writing; phones prohibited during drafting.
– If caught using a phone, talking during the writing period, or submitting matching work with a neighbor, students will be required to rewrite.
– Allowed resources during drafting:
– Notebooks and the course anthology/readers are permitted.
– Students may use any personal notes as references.
6) Writing session kickoff
– Final reminders before beginning:
– Recommended length reiterated: two pages; minimum four paragraphs; each paragraph 4–5 sentences.
– Begin writing on the given topic (Orientation Week) using permitted notes/readers.
– Writing session commenced after all phones were collected and procedural questions addressed.
Actionable Items
Urgent (before Monday)
– Safely store today’s collected drafts; organize them by student for efficient redistribution Monday.
– Post a brief recap/confirmation on the LMS: topic (Orientation Week), page/paragraph expectations, and the Monday continuation + Tuesday final due date.
– Prepare a brief Monday mini-lesson/checklist on “clarity over ornamentationâ€� (e.g., sample sentence revisions) to support revision work.
Next Class (Monday)
– Return drafts to students and allocate structured revision time (e.g., peer checklist on thesis clarity, topic sentences, and supporting evidence coherence).
– Provide a concise rubric emphasizing clarity, structure, and adherence to instructions to guide Monday revisions and Tuesday submissions.
– Plan to spot-check for style consistency between drafts and final submissions.
Follow-ups/Clarifications
– Consider offering an approximate word-count range (optional, e.g., 600–900 words) to satisfy students who asked, while keeping the page/paragraph guidance primary.
– Document the phone collection procedure and return process to avoid confusion at the end of class.
– Track any students who missed parts of the instructions (initially out of the room) and ensure they received all parameters and due dates.
Homework Instructions:
NO HOMEWORK
Because the instructor stated that “this essay will be done 100% in class,â€� that “at the end of today, you’re going to be submitting your drafts,â€� and that “we will be doing this all in the class,â€� no take-home assignment was given.