A word processing program is also needed. Students receive a chart that outlines categories for which students will compare elements of apartheid to three other oppressive situations in our own history. We also complete the chart that compares these writings and movements with apartheid. We select two or three as a class and look at how each can be supported textually. Students are encouraged to share knowledge of any of these topics and to discuss with each other how the paper could be written.
Students write for portions of two-three class periods.
They then come to class with rough copies and peer edit, looking especially for the thesis statements and the textual references that support their thesis statements. After final copies are due and returned, I often given students an opportunity to revise and return for possibly more credit. Most students don't, however, take me up on this. The state CIM writing rubric is used.