1. About six to eight weeks before the Common Essay, prep students with a writing exam that mimics the strategies of the CE.

2. Friendlier text - Instead of an argumentative, though, you can use a fun or thought-provoking narrative or biography from Common Places “Thematic Anthology of Readings” (p. 553) and create your own inclusive prompt just as the CE does, that promotes annotating, group discussion, quoting, paraphrasing, summarizing, and placement of evidence and ideas.

3. If you cannot think of a prompt, choose one question from the section
at the end of each reading titled “Thinking about the Text.”
See attached assignment that I chose for this mock exam.
Notice it follows the same format as the prompt sheet for the Common Essay identifying exam requirements such as word count etc.

4. Read, discuss and annotate story as a class.
Help students explore ideas and inferences.
Use class time to allow students to create an outline.
This gives them a chance to construct their work and place their ideas
with support from the reading while the instructor looks over their shoulder
and offers suggestions for a stronger paper.
Recommend that students write a draft at home that can be used as practice or a “study guide” before they attempt the exam in class.

5. Test day!
Mimic the Common Essay
Give this exam the same way you’d give the CE
—timed, two-part, single page of notes or outline allowed,
word-count requirement, etc.

6. Post practice exam
After exams are graded, conference with each student
pointing out what they did right or wrong.
For example, some students will not have used an accurate thesis or some will have never
mentioned evidence from the story, or some will have written an underdeveloped paper.

7. Common Essay
Review the elements of argumentative writing.
Provide students with the Common Essay Materials about two weeks
before the exam is to take place.
* Note: Initially, hold off on the prompt. Explanation coming.

8. Create small groups. Have students read the CE article and annotate and discuss as a group,
and continue for homework individually as needed. You do the same, preparing to cover article with them during the next class meeting.
The following class- Review points of the article and discuss some of the ideas that students annotated. Let them take the lead.

9. Reveal the prompt
Sharing the prompt too early causes students to lose vision of the article and instead immediately apply tunnel vision searching only for what they need or think they need.

10. Group activity. Have the groups gather and choose ONE side, opposing or agreeing, and develop three ideas to defend their group’s stance.
They must use places in the article to reaffirm their three points.
Remind students that they can still choose their own personal stance for their exam, but for now,
it’s a group consensus for the exercise purpose.

11. To affirm class community collaboration, each group stands up at the front of the class and presents their stance as well as three reasons why and paragraphs in the article that they used for support.
Classmates are welcome to jot down some of these points and places to find them.

12. Additional information
Finally, if you identify any documentaries or news videos or any videos that students might find relatable and helpful regarding the CE article topic, show them, but make it clear that their essay support should strictly come from the article itself.

13. Allow students to draft their outlines to show that they know exactly where they are going with their argument, idea and evidence placement.
They are always welcome to work in their groups to discuss ideas.
Solid thesis - No student should leave class without having a solid thesis
statement maybe even one that is group approved.