Writing Into the Day --Threshold Concept Idea from NWWK - Writing is a Knowledge-Making Activity

Step 1 - Reflect for a moment on how your homework assignment working with Question 4 on your History Exam Review Guide

  • Did the act of writing out the answers help you gain knowledge about the subject material (the events leading to the Revolutionary War, Sewall, and Adams)?
  • Please provide evidence of what your learned by providing one specific example that is content related to Question 4.

Step 2---Getting a little "meta" on Yourself

  • Consider how difficult or easy you found it to complete this assignment. What kind of feedback does that provide you about your learning and engagement with your history course. Here are some responses that you might make:
    • Damn, I learned I take shitty notes.
    • Boy howdy, I need to study more!
    • Wow, this is hard but it may be because I did not read this chapter in CV yet.
    • Hey, I decided to do some research (a.k.a. watching a History Crash Course episode) to help me get my head wrapped around the time period.
    • I figured out that I really struggle with setting aside time to learn the material.
    • I found it really helps to discuss the answers with friends.

Okay, what did you learn about yourself in the process of completing this assignment?


  • Please make certain to have your Rhetorical Analysis Drafts in your Writing Folder for Friday and for next week as we will be working with these drafts and doing the work of REVISION!!!!
  • Good luck on Your History Exam! We are all rooting for you!

Class Activities -- Compinar with Marquez and Hartman!


Use this document to help you evaluate your Rough Draft and to make decisions about where you need to focus your efforts with revision of your RA:Outline for Rhetorical Analysis

  • Keep thinking about the concept of a RHETORICAL SITUATION and how it applies to your primary source. Remember, writers and speakers and their audiences are all situated in a particular historical, social, political, and cultural context that impacts the way they write, act, listen, read, and think.
  • Your focus for the Rhetorical Analysis of your primary source document is to try to get at the heart of the rhetorical situation to provide an argument or theory for the following:
  • What were the important and relevant features of historical context (social, political, and cultural values) that shaped the writer's outlook and his or her purpose for writing?
  • What situation or issue was the writer trying to address in his or her writing?
  • What particular audience was the writer trying to reach?
  • How did the author use language and the rhetorical appeals to persuade and influence?

If you choose to do some revision work, please create a doc in your Writing Folder that demonstrates your revision work. As always, title this document with an appropriate title, such as RA Revision Work for 2/15.