Susan Ramsey

Writing Assignment Design Phase III

Revise/Reflect

Dear Dr. Hartman,

This particular writing assignment was borne out of the fact that the Chreia was a writing
option in the Omnibus curriculum that I cover in my classroom for a book we had just finished
reading and discussing. I thought that this would be a good assignment with which to
incorporate a workshop environment, specifically in regard to modeling and peer feedback. In
that regard, there were elements that worked in the context of my assigning and assessing and
others that were lacking. Perhaps the only relation this assignment would have for future
writing goals would be to move forward in the specific Progymnasmata writing exercises, some
of which they will work on in the future. Otherwise, this would certainly be more of a
stand-alone writing assignment.
I believe that my students reception of this assignment was positive. Overall, it was something
different for them and some of them took to it for that one reason alone. I also think that most
of them enjoyed participating in the peer feedback process, both in giving feedback and also in
receiving it. I perceived this to be one of the most effective parts of the assignment.
In reflecting back on the execution of this assignment, though, there are several things I would
choose to change. First, I would lengthen the time the students were given to spend on this
writing assignment. My original design allotted a five-day time period in which to complete the
process from beginning to end, but I would extend this by at least double. The most important
reason for this would be to provide more opportunity for modeling on my part. I found that
several of my students had trouble specifically in understanding the difference between an
example and an analogy for the purposes of the assignment. Some of them even struggled with
finding relatable real-life stories to attribute to the saying I had assigned. I believe that had I
provided more modeling time on these specific areas, it would have helped. I did have
modeling figured into my original design, but five days was not enough time to get that done
effectively.
That leads me to a second problem I would address for assigning this in the future. I chose the
saying on which they were to write and it did apply directly to our in-class reading. That being
said, I would perhaps have used All mortals tend to turn into the thing they are pretending to
be as an example on which to model and then allowed the students to each choose a saying to
analyze for their individual Chreia. I believe this would have undoubtedly allowed them to
make the assignment their own and would have made the work somewhat easier. I would
certainly have also enjoyed reading them much better if they had all had had different themes.
The peer feedback portion of the workshop process went quite well, at least as well as I could
have expected it to go for the first time. In the future, though, when I give this specific
assignment, or even on the next writing assignment, I will plan to dedicate more time to
modeling what I am looking for on the peer feedback. I do plan to have the students reflect on
how they feel the peer feedback helped them and, in that reflection, I hope to get some specific
ways they feel the process could help them even more. That could then be incorporated in my
next writing assignment. I also like the idea of giving the students a platform to discuss peer
feedback criteria and give them some voice in what ways they can provide effective feedback
for each other.
Finally, I have seen throughout, based on your feedback as well as my own personal
observation, how I have struggled to match my feedback to my rubric. I have yet to figure out
the exact solution to this discrepancy. I thought that perhaps it was a reflection of the fact that
my rubric is too specific and, while the Chreia has very specific requirements that need to be
met, the rubric itself could have covered this in a more simplistic way. I spent some time here
thinking through some further revisions to the rubric. When I went back to look over my
revised rubric from Phase I to Phase II, though, I felt happy with the way that is currently set up.
So, that leads me back to analyzing the way I am giving feedback. Perhaps it boils down to
needing more practice in this area.
The revisions that I made from Phase I to Phase II did strengthen the overall format of this
assignment and, while there are further changes I would make in the instructional format, I
believe that this has certainly been a positive learning experience for me and for my students
alike.
~Susan
WRITING ASSIGNMENT DESIGN Phase I

Overview:
The Chreia is the third stage of writing in the Progymnasmata, a series of 14 rhetorical exercises
that originated in ancient Greek and Roman cultures. These exercises can be used in modern
classrooms to help students work systematically through a progression of writing/speaking
exercises from the classical rhetorical tradition in order to enhance their own writing and
speech. If the student has already worked through the first two stages of the Progymnasmata,
Fable and Narrative, the Chreia builds on these. In isolation, the Chreia is taught to introduce
students to the significance of a certain short, wise, or pithy statement and to help them
analyze the statement by way of developing an eight-paragraph essay called the Chreia.

Many times, writing an effective Chreia requires a student to be familiar with the author of the
statement on which they are expounding. While there are a plethora of available statements
that a Chreia could be used to analyze, many of which come from famous and important
individuals in society throughout the decades or even centuries, the particular Chreia I will be
assigning will draw from a statement by a fictional character, Screwtape, within C.S. Lewiss
book The Screwtape Letters. In this way, they will be pulling from knowledge of the text that
we are reading in class as a way to further synthesize the information we have already been
working through and discussing.

Context:
This lesson will be taught to my 9th/10th grade Language Arts class over the period of a week
(four class periods) with the final product being submitted on the fifth class day. The statement
they will be analyzing will be one by Screwtape in Letter 10 of The Screwtape Letters. In this
letter, his advice to his nephew, Wormwood, is this: All mortals tend to turn into the thing
they are pretending to be. Because we are about one-third of the way through the book at
this point, the students already have a good understanding through their reading, study
questions, and in-class discussion of Screwtape and his methods/intentions. They will also have
been given information and had discussions about C.S. Lewis as an author and his rationale for
writing this particular book. Beyond that, I will be giving them a firm understanding of the
format of the Chreia overall and its eight-part format and components. My goal is to allow
students to work on this assignment through a workshop format during class.

Goals/Objectives:
1. Describe what a short, wise, or pithy saying is and give examples.
2. Discuss the importance and usefulness of such sayings and how they might impact our
lives.
3. Describe the purpose of a Chreia and identify its eight component parts.
4. Discuss the importance of specific sayings within the context of The Screwtape Letters.
5. Outline ideas for eight specific paragraph formats.
6. Compose an eight-paragraph Chreia explaining and analyzing the statement All mortals
tend to turn into the thing they are pretending to be.
7. Develop writing through planning, drafting, revising, and publishing in a workshop
format.
8. Review peers writing by providing constructive feedback on writing drafts.
9. Show understanding of MLA format.

Writing Assignment Design:

DAY ONE ~ Introduction to the Chreia & Planning

1. Students will look up Chreia and discuss the definition and/or overall idea of a Chreia
and its purpose.
2. Students will take notes on the format of the Chreia. These notes will include the
purpose of a Chreia as a whole and specifically on the types and function of each of the
eight Chreia paragraphs: Panegyric, Paraphrastic, From the Cause, From the Contrary,
Analogy, Example, Testimony, and Epilogue.
3. Teacher will model the writing process for a Chreia using the well-known statement We
are what we repeatedly do; excellence, then, is not an act but a habit by Aristotle.
TODAYS MODELING:
a. As a background to the author, discuss with the class some facts on Aristotle.
b. Model the creation of an eight-part outline following the Chreia format.
4. Hand out detailed Chreia assignment/rubric to students and briefly read through with
them (SEE ATTACHMENT A below).
5. Discuss the assigned saying in context of The Screwtape Letters.
6. Have students work with a partner to make a list of background information on
Screwtape and the context of this saying to further review/reinforce their background
knowledge.
7. Have students work on producing an outline individually in class for their own assigned
Chreia saying. Teacher will walk around, monitor student progress, and provide
feedback as necessary.

DAY TWO ~ Drafting

1. Review information from Day One.

2. TODAYS MODELING: Work through first four paragraphs of the Chreia with Aristotles
saying.
3. Give students class time to use their background information, notes/questions from
teacher modeling, and Chreia format notes to create a draft of the first four paragraphs
of their Chreia essay. Teacher will walk around, monitor student progress, and provide
feedback as necessary.
DAY THREE ~ Drafting

1. TODAYS MODELING: Work through the last four paragraphs of the Chreia with
Aristotles saying.
2. Give students class time to use their background information, notes/questions from
teacher modeling, and Chreia format notes to create a draft of the last four paragraphs
of their Chreia essay. Teacher will walk around, monitor student progress, and provide
feedback as necessary.

DAY FOUR ~ Peer Review/Feedback & Revision

1. Students will swap their drafts with each other and provide constructive feedback on
their peers essay. A handout on the requirements/expectations for this feedback will
be provided to the students (SEE ATTACHMENT B below). Once students have finished
their peer feedback, students will return drafts to their owners, who will be given time
to read the comments and ask clarifying questions.
2. Give students class time to revise their essays based on peer review.

DAY FIVE ~ Publishing

FINAL DRAFT DUE

Assessment:

My rubric is combined with my assignment parameters handout (See ATTACHMENT A below).

 ATTACHMENT A Assignment Handout/Rubric
WRITING A CHREIA

ASSIGNMENT: Using your class notes, your knowledge from in-class discussion, and the text
of The Screwtape Letters as a source, write a Chreia on Screwtapes advice in Letter 10: All
mortals tend to turn into the thing they are pretending to be. For several paragraphs of this
essay, you may need to do some additional research.

GRADING/RUBRIC:

I. PLANNING:

________/15 Outline sets essay up with preliminary thoughts and ideas.

II. CONTENT:

________/7 Paragraph One Panegyric (4-5 sentences)

Discuss the person who uttered the wise saying.

________/7 Paragraph Two Paraphrastic (3-4 sentences)

Put the saying into your own words.

________/7 Paragraph Three From the Cause (4 or more sentences)

Explain the motivation of the speaker.

________/7 Paragraph Four From the Contrary (4 or more sentences)

Explain the consequences if the opposite of the saying had occurred.

________/7 Paragraph Five Analogy (4-5 sentences)

Liken the saying to something else.

________/7 Paragraph Six Example (3 or more sentences)

Point the reader to a specific instance in which the saying was demonstrated.

________/7 Paragraph Seven Testimony (3 or more sentences)

Quote a famous person, past or present, who testifies to the truth of this
saying.

________/7 Paragraph Eight Epilogue (4 or more sentences)

Summarize your previous paragraphs/conclude.
ATTACHMENT A Page Two

FORMAT/STYLE:

________/10 Essay has good flow and organization of thoughts.

Good transition between paragraphs.

________/10 Essay uses strong verbs and descriptive adjectives where necessary.
Essay shows good mastery of correct grammar, punctuation, and spelling.

________/9 Essay shows mastery of MLA format.

________/100 TOTAL
 ATTACHMENT B
PEER REVIEW REQUIREMENTS/FEEDBACK CRITERIA

GENERAL RULES FOR PEER REVIEW:

1. Take your role in reviewing your peers work seriously.
2. You may give positive comments and critical comments, but negative comments must
be constructive in nature, i.e. tell the writer how the writing could be made better or
improved for you as a reader.
3. Feel free to ask questions of your peers writing where you may be confused or need
additional information.
4. Make your comments as specific as possible so that your peer may have intentional
ways to improve the essay.
5. Do not give a comment without telling why. For example, instead of saying, I do not
like this part, try saying something like I think that this sentence/portion of your essay
does not follow your thesis, etc.
6. Do not correct your peers grammar, punctuation, or spelling. Your feedback needs to
relate to the content of the essay itself.

SPECIFIC STEPS:
1. Read through the essay once without making any comments and to get a feel for your
peers essay.
2. Re-read the essay a second time with the object of making comments or notes.
3. Give your peer at least five comments or questions on the positive aspects of their
writing as well as anything you find confusing or lacking.

SAMPLE QUESTIONS TO ASK AS YOU READ (this is only a list of examples not meant to be
exhaustive):

1. What is the writers purpose? Does their essay convey that purpose all the way
through?
2. Identify any places where the writers ideas are unclear. How could the writer clarify
these points?
3. Where would you like the writer to have provided more information?
4. Was there something that you could relate to as a reader? A point that helped you
understand or learn something new?
5. Is the essay easy to read? If not, how and where could it have flowed better?
6. What are some strengths of the essay? Weaknesses?
WRITING ASSIGNMENT DESIGN Phase II
Assignment Part I ~ Revised Handout Given to Students:

WRITING A CHREIA

WHAT IS A CHREIA? A Chreia is one of the 14 classical rhetorical exercises known the
Progymnasmata. It is meant to praise the author of a wise or moral saying and show why the
saying is useful.

PURPOSE? To convince the audience/reader that a particular wise quote is trustworthy and
wise, and how it can be applied to our lives.

FORMAT? A Chreia is made up of eight paragraphs, each of which proves the truth of the
saying in a different way:

Panegyric (3-5 sentences) Gain the attention of the reader by painting a compelling picture of
the author of the statement.
Paraphrastic (2-3 sentences) Put the statement into your own words in a way that clarifies or
simplifies the original statement for your reader.
From the Cause (4 or more sentences) Prove the truth of the saying by giving an example of
what happens when the advice is followed.
From the Contrary (4 or more sentences) Prove the truth of the saying by providing an
example of what happens when the advice is not followed.
Analogy (3-5 sentences) Prove the truth of the saying by showing how it applies to something
that seems completely different. EXAMPLE: A caterpillar cannot force its way out of the
cocoon until the time is right. In the same way, a person must choose to be patient rather than
force someone to do something they are not ready to do.
Example (3 or more sentences) Demonstrate the truth of the saying by revealing how it has
been used or not used in history. It can be a positive or negative is a real-life, well known
demonstration of the truth of the saying. It can be a historical event or a well-known story (i.e.
Cinderella, the Bible, etc.)
Testimony (3 or more sentences) - prove the truth of the saying by using a quote from a respected,
famous or well-known person or source that is similar to the Chreia saying.
Epilogue (3 or more sentences) Conclusion paragraph in which you sum up the other
paragraphs of your Chreia and further reinforce how the truth of the saying can affect our own
lives.

ASSIGNMENT: Using your class notes, your knowledge from in-class discussion, information
provided below, and the text of The Screwtape Letters as a source, write a Chreia on
Screwtapes advice in Letter 10: All mortals tend to turn into the thing they are pretending
to be. For several paragraphs of this essay, you may need to do some additional research.
Rubric Given to Students:
GRADING/RUBRIC:
III. PLANNING:

________/14 Outline sets essay up with preliminary thoughts and ideas.

IV. CONTENT:

________/7 Paragraph One Panegyric (4-5 sentences)

Discuss the person who uttered the wise saying.

________/7 Paragraph Two Paraphrastic (3-4 sentences)

Put the saying into your own words.

________/7 Paragraph Three From the Cause (4 or more sentences)

Explain the motivation of the speaker.

________/7 Paragraph Four From the Contrary (4 or more sentences)

Explain the consequences if the opposite of the saying had occurred.

________/7 Paragraph Five Analogy (4-5 sentences)

Liken the saying to something else.

________/7 Paragraph Six Example (3 or more sentences)

Point the reader to a specific instance in which the saying was demonstrated.

________/7 Paragraph Seven Testimony (3 or more sentences)

Quote a famous person, past or present, who testifies to the truth of this
saying.

________/7 Paragraph Eight Epilogue (4 or more sentences)

Summarize your previous paragraphs/conclude.

________/10 Chreia uses strong verbs and descriptive adjectives where necessary.
Essay shows good mastery of correct grammar, punctuation, and spelling.

________/10 Reader feedback given on one peers writing based on feedback criteria handout

________/10 Appropriate revision made/incorporated into Chreia based on peer review.

________/100 TOTAL
These are the guidelines I gave to students for their feedback:

PEER REVIEW REQUIREMENTS/FEEDBACK CRITERIA

GENERAL RULES FOR PEER REVIEW:

7. Take your role in reviewing your peers work seriously.
8. You may give positive comments and critical comments, but negative comments must
be constructive in nature, i.e. tell the writer how the writing could be made better or
improved for you as a reader.
9. Feel free to ask questions of your peers writing where you may be confused or need
additional information.
10. Make your comments as specific as possible so that your peer may have intentional
ways to improve the Chreia.
11. Do not give a comment without telling why. For example, instead of saying, I do not
like this part, try saying something like I think that this sentence/portion of your
Chreia does not follow the format, etc.
12. Do not correct your peers grammar, punctuation, or spelling. Your feedback needs to
relate to the content of the Chreia itself.

SPECIFIC STEPS:
4. Read through the Chreia once without making any comments and to get a feel for your
peers Chreia.
5. Re-read the Chreia a second time with the object of making comments or notes.
6. Give your peer at least five comments or questions on the positive aspects of their
writing as well as anything you find confusing or lacking.

SAMPLE QUESTIONS TO ASK AS YOU READ (this is only a list of examples not meant to be
exhaustive):

7. Identify any places where the writers ideas are unclear. How could the writer clarify
these points?
8. Where would you like the writer to have provided more information?
9. Was there something that you could relate to as a reader? A point that helped you
understand or learn something new?
10. Is the Chreia easy to read? If not, how and where could it have flowed better?
11. What are some strengths of the Chreia? Weaknesses?
STUDENT SAMPLE #1: Nick (Page 1)
STUDENT SAMPLE #1: Nick (Page Two)
STUDENT SAMPLE #1: Nick (Peer Feedback FOR his Chreia)
STUDENT SAMPLE #1: Nick (HIS peer feedback for another Chreia)
STUDENT SAMPLE #1: Nick (Grade Based on Rubric was 80 based on certain paragraphs not
meeting criteria and lack of proofing of spelling, etc.)
STUDENT SAMPLE #1: Nick (My written feedback for him)
STUDENT SAMPLE #2: Emily (Page One)
STUDENT SAMPLE #2: Emily (Page Two)
STUDENT SAMPLE #2: Emily (Peer Feedback FOR her Chreia)
STUDENT SAMPLE #2: Emily (HER peer feedback for another Chreia)
STUDENT SAMPLE #2: Emily (Grade Based on Rubric was 95 based on that fact that she met
most of the criteria and followed the format. A couple of examples, etc., I felt, needed more
backup based on the idea of pretending as related to the quote analyzed)
STUDENT SAMPLE #2: Emily (My written feedback for her)