Week 9: Monday, October 21st - Friday, October 25th
Goals for this Week
Part 3 - Annotated Bibliographies - of Portfolio 2
Part 4 - Issue Analysis Report - of Portfolio 2 (due at the beginning of Week
the purposes for the Issue Analysis Report
how to analyze the "conversation surrounding an issue" by reading
sample essays and applying them to the Issue Analysis Grid
Issue Analysis Grids
Connection to Course Goals
Experienced researchers and writers learn to
draw connections between sources and make choices when organizing ideas for
their writing. The issue analysis grid helps students think in more complicated
ways (like these researchers and writers) by asking them to critically examine
their sources and synthesize ideas. Since this kind of thinking might be new to
college students, modeling the process will prepare them for this activity.
Required Reading and Assignments
Read through activity #3 and decide which parts you'd like to assign for
homework and which parts you'd like to complete in class
3 Issue Analysis Grids (due at the start of Week 10)
Potential Activities for this Week
Assign Part 3 - Issue Analysis Report - of
Portfolio 2 (10 minutes):Give students a few minutes to read over the
assignment sheet and address any questions or concerns they may have. Review
the purpose for writing the Issue Analysis Report. Have students brainstorm a
list of reasons that support the purpose for writing this report.Ask
oWhy is it
important to show that an issue is complex (based on what you've learned so far
from researching and writing in Portfolio 2)?
it especially important for college students to see the complexity of an issue?
Tell students that they should use this
discussion as a way to think about how they'll introduce their issue in the
analysis. Ask them to consider how they will appeal to their audience and give
them a reason to read their analysis. This conversation will help students
understand their purpose for writing (beyond completing an assignment). In turn
they will produce more thoughtful and focused essays.
Model how to analyze the "conversation
surrounding an issue" (you decide): Since the issue
analysis report will pose a new challenge for students, begin this portion of
Portfolio 2 by modeling how writers critically examine their sources. Many
students have never been asked to think or write analytically, so they'll need
to see some examples in order to succeed with this assignment. This activity could
take anywhere between 40 - 75 minutes, depending on which parts you complete in
class and which parts you assign for homework.
for this activity:
a.)Choose a debatable issue that interests you.
b.)Tell students that this is "your own
issue" and that you'd like to use it as a class model before having them
analyze their own issues. (Try pitching it as if you're also writing for
Portfolio 2 and you need their help). Let them know that this process will
clear up their confusions and also set the standard for your expectations.
c.)Find a range of sources on your issue
beforehand (3 - 5)
d.)Pick 3 of these sources for students to read,
and link them to your class reading list on SyllaBase (please don't make
hundreds of copies). Also, if some of your students don’t have access to computers/printers,
put copies in the library on reserve. Have students make copies of the readings
beforehand and read them for homework (or in class)
e.)After students have read all three articles,
apply each of the articles to the Issue Analysis Grid. Do this activity as a
whole class (at the board or on an overhead) so that you can model the process.
Suggestions for modeling the grid:
students to look closely at the texts when filling in responses.
phrases such as "readers' needs and interests" and "cultural
norms and beliefs" along the way (suggest that they take notes).
questions that ask students to "read between the lines" looking at
reader and writer assumptions, cultural influences, historical events, etc…
to do further research. For example, if a writer doesn't come out and say,
"I believe that Mickey Mouse is the axis of evil…" some students will
be quick to respond with, "This writer has no values, beliefs or
biases." Try not to let them get away with surface responses without doing
some digging first.
f.)Be sure that you've filled in the grid before
doing this activity in class, and that you've done some research and digging
yourself. Having done so, you can set a standard and model your expectations in
class (e.g. "Since I couldn't tell from this article who Joseph Biden was
or what he believed in, I visited his website. Turns out that he's the
Democratic Senator of Delaware and he supports such issues as fighting crime
and drugs, protecting women from violence, and nuclear arms control. This
information helped me decide which approach to group him with).
g.)Explain that your model is only a small
sample to illustrate the process of thinking critically about texts. Students
will need to include 8 - 15 sources or their grids. Let them know that he grid
aims to help them organize viewpoints so that they can write a focused Issue
Analysis for their target readers.
Assign Issue Analysis Grid (5 minutes):Explain that students will need to complete a grid for at least 3
approaches that include a total of 8 - 15 sources. To avoid making 3 copies for
everyone, give students 1 copy in class and then paste the grid onto SyllaBase
for students to print at home.
CO150 - Issue Analysis Grid
Name of Approach
Part I: The Writers
Sources for this approach
Writer's background and biases
Writer's beliefs and values
Writer's knowledge or expertise
Part II: The Readers
Sources for this approach
Who are the target readers?
Reader' s needs and interests?
Reader's background and biases?
Reader's beliefs and values?
Part III: Social and Cultural Influences
Sources that take this approach
What Historical events shaped this
What recent events or experiences shaped
laws and social codes shape this position?
What assumptions, social norms or cultural
beliefs shape this approach?