Learning Activities Plan
A Community of WR090 Scholars
Tuesday, May 31st
Hello Scholars!
Here we are, Scholars, at the end of the term, and what a term it has been! In spite of all the
disruption, you have done very well this term. Thus far you have learned a wealth of
information, acquired skills in writing, and along the way, have learned new ways to learn
and understand the world. You know more than you probably ever thought you would
about critical reading, how to visually inform your reading, how to find and assess
information via the web and the MHCC library, how to write a reading response, a summary,
and a short essay—and make them good, and finally, how to work with each other—even
when you didn’t think you could.
I have decided to switch the two parts of your final exam in order to give you time to get
more feedback from me on your essays.
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On Thursday, June 2nd, you will take (very) short grammar assessment that will
measure how well you recognize fragments, run-together sentences, and comma
splices when you see them. Because this assessment will take no longer than 30
minutes to complete, and for most students, less time, we will have time for a
quick review and a preview of the final in-class essay.
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On Tuesday, June 7th, you will write an in-class essay on either of two topics (your
choice): Food Rules or a Tax on Sugary Beverages. This essay will make an
argument. You will write this final in our classroom in longhand. If you need
accommodations (a computer, longer time, private room, quiet environment),
please do let me know ASAP so we can arrange to have you take the final in the
Testing Center.
And to give you more opportunities to get feedback on your writing, I have expanded my
office hours this week and on Monday of next week. All hours will be drop-in.
 Tuesday, May 31st, 3 to 5 pm
 Wednesday, June 1st: 10 to noon and 3 to 5 pm
 Thursday, June 2nd, 3 to 5 pm
 Friday, June 3rd, 10 to noon
 Sunday, June 5th, 2 to 4 pm, in the MHCC Library, main floor
 Monday, June 6th, 10 to noon and 2 to 4 pm
Essay Review
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The parts of an essay
The essay process
The all-important thesis
Mt. Hood Community College, Mary Kelly-Klein, Instructor
Learning Activities Plan
A Community of WR090 Scholars
Tuesday, May 31st
Exercise, individual work followed by small group work:
1. First, individually read the following scenario, and pretend that you are about to write an
essay on the subject.
Scenario: Should we reverse the smoking ban on campus?
“In recent years smoking has been banned from many workplaces and public areas
due to the proven hazards of second-hand smoke. Indeed, in many states,
including Oregon, new laws have been enacted to guarantee smoke-free work,
recreation, and educational environments. Public colleges and universities have
responded to these laws in different ways. While some institutions have continued
to permit smoking in designated areas, most have banned it altogether. This has
had the unintended effect of creating informal smoking zones immediately off
campus. So, how to deal with the hazards of second-hand smoke continue to
present a puzzle to these public institutions—whether it is present on campus or
immediately off campus. Although I agree that colleges do have a responsibility to
lead, I am convinced that the smoking ban encourages students to leave their
classes to have a smoke, and in some cases, it discourages students from enrolling
in college altogether. Let us rebuild the smoking shelters and once again allow
smoking on campus!”--G. Arnold Feeney
Prompt: Write an essay in which you explain Feeney’s argument and discuss the extent to
which you agree or disagree with his analysis. Support your position, providing reasons
and examples from your own experience, observations, or reading.
2. Individually brainstorm your views for 5 minutes or so on paper.
3. Using your brainstorm, individually formulate a thesis statement. Then re-write
it to meet a standard 3, 4, and 5.
4. Individually write a sentence outline (blueprint) of the essay.
5. Then individually flesh out each major point with an example or application or
two.
6. Working together with a partner, evaluate each other’s work, giving cool and
warm feedback.
Class Discussion & Questions
Mt. Hood Community College, Mary Kelly-Klein, Instructor