Lesson Report:
Title
Argument-Driven Essay Drafting and Feedback; Launching “Technology vs. Heritage�
This session centered on drafting a 5-paragraph argumentative essay that synthesizes three course texts around a big, human-condition question, with live, individualized feedback focused on strengthening thesis/topic sentences and evidence use. The instructor also previewed the next unit (Technology vs. Heritage), shared a dense sci‑fi reading via Google Spaces for early finishers, and set timing for peer review and portfolio work.
Attendance
– Students explicitly mentioned absent: 0
– Notes: Multiple late arrivals due to power/internet issues (e.g., Zara; one student with ongoing electricity outage)
Topics Covered (chronological)
1) Course roadmap and session decision
– Status: Week 2; reaching the program’s halfway point.
– Plan overview: After essays, the class will work with two more texts, run several analytical/creative activities, then begin final portfolios (target start: Wed/Thu).
– Session choice: Instructor polled the class via reactions. Majority opted to use the session for essay drafting; a minority preferred to proceed to new content.
– Compromise: Students already near completion could (a) revise with instructor feedback and/or (b) begin the assigned sci‑fi reading to prepare for next session’s “Technology vs. Heritageâ€� work.
2) Essay assignment recap and parameters
– Core task: Write a 5-paragraph argumentative essay (intro, 3 body paragraphs, conclusion) that answers a broad, human-condition question by synthesizing three course texts.
– Prompts: A set of example prompts is posted in Google Spaces. Students may choose one or craft a similar broad question that allows connection to three texts.
– Not group work: This is the primary graded assignment for the L&T/LNT program.
– Structure/length:
– Paragraph count, not word count.
– Target 4–5 sentences per paragraph; up to 7–8 if concise; split overly long paragraphs as needed.
– Typical body paragraph support: 2 concrete supports (e.g., 1 textual quote + 1 example).
– Deadline/submission:
– Final draft due Tuesday, ~10:30 AM (Kabul time).
– Submit via email to instructor’s personal email (shared in chat).
– Near-term plan: Peer review will happen (either way); given today’s drafting focus, peer review is expected next session.
3) Reading distribution for next unit (Technology vs. Heritage)
– Material: A dense sci‑fi text uploaded to Google Spaces.
– Guidance: Early finishers should start reading now to be thematically prepared for next session’s activities. The text is conceptually demanding; previewing will ease discussion.
4) Administrative clarifications
– Attendance/records: One student reported not seeing the class in Power Campus. Instructor verified the student is still on the roster and is being marked present daily. Final grade to be recorded in Power Campus; day-to-day tracking done separately by instructor.
– Communication: Students can email drafts for feedback; instructor acknowledged receipt and triage (e.g., oldest emails, attendance inquiries).
5) Writing workshop: Guidance emphasized argument-first structure
– Thesis statements:
– Must clearly preview the three distinct arguments that will appear in the body paragraphs.
– Avoid vague theses (e.g., “Justice at times calls for resistanceâ€�) that don’t foreshadow specific points.
– Body paragraph structure:
– Topic sentence = your claim (student’s argument), not a summary of a text.
– 1–2 explanatory sentences in the student’s voice to define key terms and clarify the claim.
– Evidence: Use quotes/examples from course texts to support the student’s claim (not to restate what authors think). Ensure quotes directly support the articulated claim.
– It is not necessary to use all three texts in every paragraph; all three must be represented somewhere across the essay.
– Common pitfalls to avoid:
– “Three-paragraph summary trapâ€�: One paragraph per text summarizing what each author says, with minimal student argument. Reframe so each paragraph advances the student’s own point, then uses texts as evidence.
– Overlong paragraphs: Split if approaching a page; keep sentences concise.
– Alignment with FYS: This is an argumentative essay blending the student’s opinion with textual evidence; it is not a pure opinion piece.
6) Individualized draft feedback (high-level takeaways)
– Abdulbayaz:
– Strength: Good quotation incorporation.
– Revisions needed: Clearer, preview-style thesis; create strong topic sentences that state your claims; add 1–2 sentences explaining your claim before bringing in quotes; structure each body paragraph around one distinct reason/condition justifying disobedience of unjust laws.
– Sara:
– Strengths: Clear thesis and topic sentences; integrated multiple texts.
– Revisions needed: After each topic sentence, add your definitions and reasoning in your own words (e.g., define “justice,â€� “unfair treatmentâ€�) before quoting; ensure quotes explicitly support your stated claim; you don’t need all three texts in every paragraph.
– Mariam (questions on length/evidence):
– Guidance: 4–5 sentences per paragraph is ideal; up to 7–8 if concise. Two supports per paragraph (e.g., 1 quote + 1 example) is a healthy target; split paragraphs if they become unwieldy.
– Nargis (missed prior session; clarification):
– Recap provided: Choose/compose a broad prompt; 5-paragraph structure; use three texts; see Google Spaces for posted prompts and technical requirements.
– Students with connectivity/power issues:
– Guidance: If you can’t access your draft due to power loss, begin the sci‑fi reading now and return to your draft when you regain access.
– Najma and Umani:
– Instructor will provide feedback during the next break window (due to time overrun this session).
7) Closing logistics
– Time overrun acknowledged. Class dismissed for a 10-minute break with plan to resume, conduct additional feedback, and prepare for next session’s peer review and Technology vs. Heritage activities.
Actionable Items
Urgent: Before next session
– Finish first drafts and revise so each body paragraph:
– Starts with your claim (topic sentence),
– Explains your reasoning (1–2 sentences),
– Uses targeted quotes/examples from course texts to support your claim.
– Begin/continue reading the sci‑fi text (Google Spaces) to prepare for Technology vs. Heritage activities.
– Prepare for peer review next session (have a shareable draft; be ready to give/receive focused feedback on thesis, topic sentences, and evidence alignment).
Time-bound (by Tuesday, ~10:30 AM Kabul)
– Email final draft to instructor’s personal email (as shared in chat). Ensure all three course texts are represented across the essay.
Instructor follow-ups
– Provide promised written feedback to Najma and Umani (next break).
– Double-check Power Campus enrollment/visibility for the student who cannot see the course.
– Confirm peer-review procedure and criteria next session (e.g., checklist focusing on thesis clarity, paragraph argumentation, evidence relevance, and quote integration).
– Ensure prompts and technical requirements remain pinned/visible in Google Spaces; consider sharing a brief rubric.
Upcoming planning
– Launch Technology vs. Heritage discussion/activity sequence next session using the distributed sci‑fi reading.
– Set firm start date for final portfolios (target: Wed/Thu) and share portfolio expectations.
Homework Instructions:
ASSIGNMENT #1: Final Argumentative Synthesis Essay (5 paragraphs, 3 texts)
You will write a five-paragraph argumentative essay that answers a broad, human-condition question by synthesizing ideas from three of our course texts. Your goal is to make your own argument first and use the texts (e.g., Sophocles’ Antigone, MLK’s “Letter from Birmingham Jail,� Socrates/Plato) as evidence to support your claims, not to summarize what those authors think.
Instructions:
1) Choose your guiding question.
– Select one of the broad questions we generated together (posted in our class chat) or craft a similar “big questionâ€� that allows you to connect three texts. Example: “Is disobeying the law ever justified?â€�
– Ensure the question is general enough to engage three texts meaningfully.
2) Select your three course texts.
– Plan to use three texts from our course across the whole essay (they do not all need to appear in every body paragraph).
– Choose texts that best help you support your own claims.
3) Draft a clear thesis that previews your body paragraphs.
– Write one sentence that states your overall answer to the question AND clearly lists the three distinct reasons (the main points that will structure Body Paragraphs 1–3).
– Avoid vague theses (e.g., “Justice at times calls for resistanceâ€�); instead, specify the three grounds on which you will argue.
4) Outline the 5-paragraph structure.
– Paragraph 1 (Introduction): Hook, brief context of the issue, and your thesis with three clearly stated reasons.
– Paragraphs 2–4 (Body): One reason per paragraph.
• Topic sentence = your claim for that paragraph.
• 1–2 sentences explaining what you mean (your reasoning in your own words).
• Evidence: integrate the texts to support your claim (at least two supporting details—e.g., one direct quote and one example).
• Concluding/clincher sentence that ties the evidence back to your claim.
– Paragraph 5 (Conclusion): Synthesize your points, restate how the three reasons collectively answer your question, and briefly note broader implications.
5) Keep the focus on your argument.
– Do not structure paragraphs as summaries of what each author believes. Start with your claim, explain it, then bring in the texts to support you.
– Use quotation marks and clearly attribute all quotations (author/text). If page/line numbers are available, include them.
6) Length and sentence guidance.
– Five paragraphs total: introduction, three body paragraphs, conclusion.
– Aim for 4–5 sentences per paragraph; you may go up to 7–8 if the sentences are concise.
– If a paragraph grows very long (e.g., a full page), split it for clarity.
7) Evidence and integration.
– Across the essay, draw on three course texts.
– In each body paragraph, include at least two supporting details (e.g., one direct quote and one concrete example/illustration).
– You are not required to use all three texts in every body paragraph; all three must be represented somewhere in the essay.
8) Individual work and academic integrity.
– This is not group work; it is the primary graded assignment for the program.
– Your analysis must be your own; properly quote and attribute any textual evidence.
9) Drafting and revision.
– Aim to have a complete first draft (all five paragraphs) before the deadline.
– Use feedback you received in class (and any instructor comments) to revise, especially strengthening topic sentences, clarifying your thesis, and ensuring quotes support your own claims.
10) Submission.
– Email your final draft to the instructor’s personal email address shared in class.
– Deadline: Tuesday by 10:30 AM (Kabul time).
– Include your name in the document and in the email subject line.