This document provides an overview of a class on concept essays. It includes an agenda with items like a vocabulary test, presentation on basic features of concept essays, and in-class writing. It then reviews key aspects of concept essays like having a focused concept, appealing to readers' interests, and using appropriate writing strategies. Students are given guidance on focusing a concept by choosing a limiter and categories. The document provides examples and has students practice developing a focused concept for homework.

1. Class 22
EWRT 1A
S

2. AGENDA
 Vocabulary Test
 Review
 Presentation: Basic Features
 Discussion: Ways to begin your concept
essay.
 In-Class Writing:
 Focusing your Concept

3. You have 15 minutes
May the odds be ever in your favor
S

4. Review: The Basic Features of
the Concept Essay
S A Focused Concept S Appropriate Writing
Strategies
S An Appeal to Readers’ S Classification
Interests
S Process Narration
S A Logical Plan S Comparison and Contrast
S Cause and Effect
S Clear Definitions
S Careful Use of Sources

5. A Focused Concept
S Concepts can be approached from many
perspectives (for example, history, definition, known
causes or effects), and you cannot realistically
explain every aspect of any concept, so you must
limit your explanation to reflect both your special
interest in the concept and your readers’ likely
knowledge and interest.

6. Focusing your Concept
Remember, choose your concept, and then limit it. For example, if you
are writing your essay about the concept of games, focus on one kind of
game, like playground games.
Then split your limited concept into two or three categories: Using the
games example, we might say games with a ball and games without a
ball.
Then identify two or three types that fall under each of the categories.
For example, you might use kids games with a ball, teenager’s
games with a ball, and adult games with a ball. You could use the
same three type for “games without a ball.”

7. Concept: Games
Limiter: Playground Games
S Types S Types
S Kids’ games with a ball S Kids’ games without a ball
S Teenagers’ games with a ball S Teenagers’ games without a
ball
S Adults’ games with a ball.
S Adults’ games without a ball.

8. Then provide an example of each kind.
. Games: Playground
games:
With a ball (kids, teens, adults)
Without a ball (kids, teens, adults)
Find examples of each type:
S A kids game played with a ball S A kids game played without
(kick ball; four square; tether a ball (tag, hide and go
ball) seek)
S A teen game played with a ball S A teen game played without
(basketball, soccer, baseball or a ball (kick the can, red
fast pitch) rover)
S An adult game with a ball (slo- S An adult game played
pitch or lawn bowling). without a ball (cribbage,
chess, checkers at the park)

9. S Make a list of two or three aspects of the concept that could become
a focus for your essay, and evaluate what you know about each
aspect.
S Under each possible focus in your list, make notes about why it
interests you, what you know about it already, and what questions
you want to answer about it.
S Consider your readers: answer these questions to help clarify your
thinking:
S Who are your readers likely to be?
S What do they already know about the concept or about related
concepts?•
S Are they likely to be interested in the concept or related concepts? If not,
how could you interest them?
S What would be useful for them to know about this concept—perhaps

10. Testing Your Choice
Get together with one or two other students to find out what your readers
are likely to know about your subject and what might interest them about
it.
Presenters:
Take turns briefly explaining your concept, describing your intended
readers, and identifying the aspect of the concept that you will focus on.
Listeners:
Briefly tell the presenter whether the focus sounds appropriate and
interesting for the intended readers. Share what you think readers are
likely to know about the concept and what information might be
especially interesting to them.

11. HOMEWORK
S Read: HG through chapter 22
S Post #26: Finish and post your in-class writing: A focused concept
S Follow the example on slide #7
S 1 Concept
S 1 Limiter
S 2-3 Categories
S 2-4 Types
S BRING THIS POST TO CLASS WITH
YOU TOMORROW