Lesson Plan: Evaluative Writing
Near Eastern and Judaic Studies
Objective
To help students builds skills for writing an evaluative paragraph
Estimated Time
40-52 minutes
Work Completed Before Class
Students have read an article that was assigned as homework for the session.
In Class
- Hold a short discussion about whether or not they liked the article read for homework so they have an opportunity to air their opinions. Ask each student to sum up their initial "gut" reactions to the article in one word and write these words on the board. (5 minutes)
- Give a presentation on how we express opinions and back them up in academic writing, e.g., providing explicit criteria for assessment rather than simply giving personal "gut" reactions, avoiding pejorative language, etc. (15-20 minutes)
- As a class, put together a list of the major strengths and weaknesses of the article and its argument, which you should then record on the board. (10-15 minutes)
- Give the students a handout (see Evaluative Writing handout) on evaluative writing, and ask them to write one sentence that summarizes their own evaluation of the article read for homework, e.g., a one-sentence evaluative summary. As an example of what this sentence would like, share your own one-sentence evaluative summary of a reading from a previous homework assignment. (5 minutes)
- Ask one student to share their one-sentence evaluative summary, and write this sentence on the board. Discuss how it represents a summation of the student's stance on the article and how it logically flows from their assessment of the article's strengths and weaknesses. Suggest revisions if necessary. (5-7 minutes)
Molly DeMarco
Developed at Brandeis University through a grant from the Davis Educational Foundation