In the computer lab today, students begin work on transferring their information from note cards to an outline. As students type, finish up any research, panic, try to change their topics, copy their information from their note cards onto their outlines, and craft their thesis statements, I circulate the room to both calm nerves and answer any questions I can about how to format (or change the auto-format settings) of their outlines. The objective today is to transfer the information from their info cards to an outline in that supplies evidence for the students claims (W.9-10.1b) in a manner that establishes clear organization among their claims and evidence (W.9-10.1a). As I circulate the room, and as needed, I stress to my students that the focus here is on process, not on product (yet); students should be focused on organizing their evidence. We will spend a second day in the lab in order to give the students and myself enough time to address any concerns; three examples of students "work-in-progress" can be seen here (Persuasive Paper Outline Feedback 1, Persuasive Paper Outline Feedback 2, and Persuasive Paper Outline Feedback 3). All of these examples show that students have some organization, and will work on clarity and structure in the lab tomorrow.
With two minutes remaining in class, I ask for their full attention and remind students to save what they're working on and log off of the computers, as well as picking up any trash left behind and pushing in their chairs--all part of community-building. I also remind students that we will be in this ab again tomorrow, and their outlines' "soft" deadline is the end of the period tomorrow, otherwise they will not have feedback for when we begin drafting the paper.