1. Each student explains something about him or herself (4 minutes). Other students evaluate, finding one useful element and one to improve from the performance.

1. Students read info at web sites for College Boards and other sites, teach class what the sites suggest colleges want in college app essays. See <http://www.collegeboard.com/article/0,1120,5-26-0-9406,00.html?orig=sec >.
2. Students examine sample essays by former students, ranking them by the informal rubric that they have devised.
3. Students write one college app in response to the generic list handed out by teacher or in response to actual colleges that they may apply to. (We will continue this project next week.)

1. Day 1:
2. Students examine teacher-provided model of “Who Am I” essay, explaining which they prefer and why.
3. Students brainstorm possible topics for themselves.
4. Composition on “Who Am I” due at start of next class in print.

1. Quickly review writing process.  
2. Segue to revision: students follow script in groups of 4:
3. group selects timekeeper, who allows 10 minutes for each writer.
1. writer reads his/her piece aloud, while group listens attentively
2. writer reads piece again, with group taking notes
3. group members read comments aloud
4. writer takes notes, without responding
5. writer may then ask questions after all have commented
6. Range of possible responses: weak (“I like it. It sounds okay.”), marginal (“I thought the description in your second part was interesting.”); useful (“Can you give me an example of why you like your neighbor?” [telling what info is needed]); most useful (“You confused me when you said, . . . because earlier you said. . . .” [telling more exactly what info is needed]) (from Chaffee, John, et al. Critical Thinking, Thoughtful Writing, 106)

1. Day 3:
2. two college application essays. Prior to class, go to <http://www.collegeboard.com/article/0,1120,5-26-0-9406,00.html?orig=sec >.

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