Last week, noted here, I had another instance of encountering an assignment for students that did not demand a new sample from me. I was fortunate to have already developed a number of samples of the kind of work students were asked to do, so I gathered an assortment of them for ease of reference and left them for the students to read through. There was some pushback from them on how I want things done–I am of the opinion that summaries need to identify their subjects, which not all of my students seemed to appreciate–but they seem to have done largely well with the exercise.
The assignment for the present week appears to be another such thing. Students are asked to expand upon their summary work by writing a response to the issue treated by the summarized piece, and the examples of summaries that I had provided to students contain responses. As such, I thought I had already done the work for this week that I sought to do to help the students. But that is not entirely accurate.
For the present week’s assignment, students are asked to write a draft of a response essay. It needs to be in APA format, and it needs to make formal reference to an outside source–in the present case, the article that had been summarized in the previous week’s work. A four-paragraph structure is suggested by the University; introduction, one paragraph relating and explaining personal experience with the subject, another summarizing the article and explaining its relevance, and conclusion. And that expanded structure suggests that I compose a sample to help guide students.
To do so, I began by stubbing out a document according to the APA format template my students and I had developed in the class. That done, I looked at my current-to-the-writing news feeds for an article to summarize and respond to; as is ever the case, I do not want to do the students’ work for them in putting together examples for their use. Nor yet do I want to be too narrowly constrained against future iterations of the class for which I write the examples. Ultimately, I pulled up an article I had long bookmarked for another project; it seemed appropriate to turn to it for the present work.
Having decided upon a piece to which I would respond, I entered its information into the required References list, looking at APA standards to do so. I then read it, annotating it for summary. And it seemed a simple thing to then draft the summary, since I would either be responding to it or prefiguring it, so I did so.
With the summary written, I then considered whether my own comments would precede or succeed it. The former would have the advantage of leading from my own situated ethos to the invented ethos of outside documentation, corresponding to traditional rhetorical ordering by placing what might appear to be a stronger point in the stronger position. The latter, though, would figure my work as a more direct response, moving from the abstract to the concrete in a way that often reads well for students. Given that the piece is meant as a sample for students, the latter course suggested itself more strongly, so I drafted my own comments after giving the summary.
As I drafted, a thesis emerged for me. I took it, rephrased it slightly, and put it in the “expected” position–just before the body of my essay begins. I then drafted an introduction to move readers into the thesis smoothly. I followed that with a conclusion that moves forward from the thesis into an idea of what can be done with that thesis, a style of conclusion I typically prefer in shorter academic pieces.
The draft compiled, I gave it a quick review to ensure that its orthography was as it should be. Nothing showed up to that review, so I rendered the document into an accessible form that I present here in the hopes that it will be helpful: G. Elliott Wk 6 Sample Essay.
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