Studying Exemplification: "The Catbird Seat"
Writing PromptAll of David J. Birnbaum's examples are drawn from his own experience. How does Birnbaum arrange his examples? Does this reliance on personal experience and his arrangement make his essay more (or less) convincing? Is his arrangement effective?
Student Activities (Approximate Time 2:53)
This is what students will do. To view lesson content click on the lesson zoom above.
Critical Concepts (40 min)
Record concepts that are essential to the message of a text.
Quickwrite (8 min)
Write for a brief amount of time about a subject/topic.
Previewing and Predicting (10 min)
Scan the text and make predictions about subject, content, and structure.
Writing in the Margins (15 min)
Think about the text and write ideas in the margin.
Analyzing Text Structure (30 min)
Analyze how sentences and paragraphs are structured to communicate an idea.
Socratic Seminar (60 min)
Engage in a structured academic discussion that focuses on a text that has been read.
Integrating Sources (10 min)
Use this handout to practice writing with sources.
11th Grade English Language Arts Standards
Get moving with the Common Core Standards. The literacy resources on this page help educators implement the following College and Career Readiness Anchor Standards.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).
Initiate and participate effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 on page 54 for specific expectations.)
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)