Week 8: Monday, October 13th - Friday, October 17th
Note to instructors: The
English Department's "Reading Days" are on Thursday, October 16 and
Friday, October 17. Meeting for class during this time is optional. As a
result, fewer activities are planned in the syllabus for this week. Since
students will have completed Part 3 of Portfolio 2 - collecting sources for
their annotated bibliography - you should point out to students that this is a
good time to work on their drafts of the News and Issue Analysis. During this
week you will also meet with individuals or small groups of students to confer
about their progress with Portfolio 2. If you are teaching a T/TH section, you
should cancel your Reading Day class for this purpose. If you are teaching a
MWF section, you can cancel an additional class beyond the Reading Day. Plan to
meet for 10 minutes with each student or for 20 minutes with small groups of
students working on similar issues. You may choose whichever approach you
prefer. Detailed instructions for what to cover during conferences are provided
in the activities section for this week.
Goals for This Week
·
Complete the final draft of the Annotated
Bibliography and prepare the other materials required as part of this
portfolio. [Instructors: Discuss these with students at conference time.]
·
Review positions and move into shared perspectives
or approaches, if not done already. Refer to the single source Position
Analyses and the Composite Grid. If helpful, pull the NYT discussion of
topics/issues back into this review.
·
Continue to collect news clips in the “contact
zones”
·
Sign up for individual or group conferences
·
Meet for conferences outside of class
·
Assign students to read and analyze the
introductions to three Issue Analyses in Talking Back as homework to be
completed by the start of Week 9.
Connection to Course Goals
The
work they have completed with the Annotated Bibliography will set them up for
their News and Issue Analysis and will help them to meet the goal of showing
that an issue is complicated and that perspectives on an issue are guided by
contexts and values. Reviewing positions and shared perspectives or approaches
will encourage students to think critically about their issue, specifically
about the reasons why authors take certain positions on their issue and why
it’s helpful to think about similar groups of positions as either shared
perspectives or approaches. The discussion of these shared perspectives and the
illustration of them through specific text evidence will provide the substance
of the students’ papers. Conferences reinforce the idea that writing is a
process involving collaboration and revision. Exchanging ideas with their
instructors, students learn that college is a collegial environment and that
professors can and should be approached. They also learn that writing is a
process involving careful choices (in regards to purpose, audience, and
context) and continuous, deep revision. They learn as well that they are
responsible for integrating classroom learning and formulating plans for
integrating their new knowledge into their revision plans, as evidenced in their
conference discussions.
Be sure to maintain your efforts at connecting each lesson to
the larger goals of the portfolio and course. Also, continue to anticipate the
transitions in your lesson plans so that you can properly signal them as you
proceed through a class day.
Reading and Assignments:
Students
who complete the Position Analysis for several sources and bring them to
conference will facilitate discussion. Encourage them to work on their analyses
of sources and ask them to bring them to conference. You can assist them at
that time with the Composite Grid or look over what they have done on the
Composite.
[Instructor
reviews annotated bibliographies before conference and has considered the
shared perspectives or approaches implied by each student’s list and
description of sources] Student brings a hard copy or, if previously arranged,
refers to the Working Bibliography in Writing Studio while in conference
Meet for
individual conferences. Remind students that they must come prepared—with all
sources, process materials accumulated so far, for instance the position
analyses, the composite grid, the annotated bibliography, and the news
clippings that deal with issues in the contact zones. They should arrive ready
to brief you on their analysis plans—how they see the individual positions
clustering into shared perspectives and approaches and suggesting any
additional research they think they need to do.
Potential Activities for this Week
Review
positions and approaches: Most likely, despite the fact that you have now
demonstrated the shared perspectives/approaches analysis at least three times
in class, some students will still be confused about how to move from their
analysis of individual sources (the Position Analyses) into an analysis of
shared perspectives or approaches as aided through the Composite Grid. The goal
for the activity today is to guide their thinking by providing an illustration
of the process of arranging individual positions into shared perspectives or
approaches. This activity will prepare students for the analytical thinking
that we ask them to do in the issue analysis portion of this portfolio.
Use
the board and follow these steps:
a.)
Choose a large topic such as gun control and ask
students to write down what they think about this topic. Which arguments do
they support and oppose around this topic?
b.) Write
students responses on board. Try to generate a large list of maybe 8-10
possible responses or reactions to this topic, e.g.,
c.)
If students
don't include reasons for their positions, ask them why they take these positions. Explain that positions and
perspectives are located inside the “why” or “because” statements associated
with reasons. Include a reason to support each view.
d.) Then,
ask students to look for common threads or themes that cut across each
response. Have them group the many responses into common approaches (maybe 3 or
4). Encourage them to create narrow categories (beyond pro and con). As you
group positions into approaches, ask them to be attentive to what factors
determine how positions get grouped (writers with common purposes, audiences,
beliefs, values, background experiences, etc…)
e.)
Once you've arranged positions into 3 - 4 approaches,
label each group with a phrase that accurately represents each the group. Explain
to students that this is what they'll need to do with their own issue to
complete the News and Issue portion of Portfolio 2.
f.)
Then, tell students that you're going to use this
arrangement to illustrate what they'll need to think about for the issue analysis.
The issue analysis will ask them to critically analyze the social and cultural
factors that have shaped these positions and approaches. Students will need to
consider why people take the
positions they do. What has influenced their viewpoints? This is an essential
step in the writing process, because in order for a writer to make an effective
argument advocating his or her own views, he or she needs to understand where
others' views come from. Also, in understanding others' views a writer is encouraged
to look beyond personal (sometimes limited) views, and seek a fuller
understanding of an issue. Often, a writer will change his or her original
position based on new understanding of the origins of other writers’ positions.
Now move into a discussion of explanations for shared
perspectives/approaches
Ask students to discuss the social and cultural factors that
have informed the approaches they’re seeing in the gun control debate. Use the
following questions to guide the discussion:
- What
historical events might have influenced these approaches? (terrorist
attacks, Columbine shooting)
- What
personal events/experiences? (a robbery at home or a break in)
- What
laws may have influenced these approaches? (background checks, safety
locks)
- What
values are associated with each approach? (safety, freedom, choice,)
- What
are the goals or purposes for each approach? (to allow guns but make them
safer, to eliminate gun sales, to allow gun sales for all…)
- If
each approach became an argument, who would be the target audience for
that argument? Why?
- How
might purpose and audience shape the way those who take this approach
present or “spin” the issue?
- In
turn, how might the various presentations of the issue affect the way
readers react to it and thus affect the course of the debate? (Emotional
appeals involving Columbine may create overly sympathetic readers who
ignore rational arguments for gun use or
scare tactic used by the NRA may frighten readers into supporting gun
use.)
Finish by asking students why it might be important to think
critically about the social and cultural forces that shape a conversation about
an issue. Why might this be worthwhile for a writer to consider as he/she
constructs an argument?
Discuss the
analytic tool known as the Composite Analysis Grid (provided in the
introductory pages of Portfolio 2). Show students how to take information from their individual Position
Analyses and analyze them for similarities to produce a Composite Grid.
[Obviously as part of this effort, you must locate the Composite Grid among
your course materials and decide how you will present and disseminate
it—perhaps they can copy it from the overhead or you can download it to
Syllabase and have them copy it from that location.]
Independent
Work on their own Composite Grids (20 minutes): After completing the
activity above, allow students to work on grouping their own bibliography
entries and Position Analyses into shared perspectives or approaches on the
Composite Grid. They will need to have produced several copies of the Position
Analysis template, of course, but they will only need one Composite Grid. In
addition to grouping their sources, students should refer back to their
individual Position Analyses to EXPLAIN the relationship between perspectives
and the social and cultural influences. Students might also be asked to find
specific text evidence to show these perspectives and to connect them to
the values and beliefs that underlie them. As students work, circulate around
the room and address their concerns and questions individually. If you are
teaching a T/TH section, you might allow some extra time for this activity. Or
you might have students peer review their grids in pairs or groups if they
finish early.
Sign up for
individual or group conferences (5 minutes): Tell students that
instead of meeting for class, next time you will meet with them individually
(or in groups). Pass around a sign up sheet specifying dates and times for
conferences. Tell them to bring all their process materials, including their
sources, their annotated bibliography, their Position Analyses, and the
Composite Grid they worked on in class today and will continue to work on
before coming to their conferences. Explain the reason for meeting with them,
which is essentially to check on their progress toward completion of this
portfolio. Your goals for the conference should include
1. seeing
how students are progressing on Portfolio 2 and clearing up any questions about
the first three parts of the portfolio.
2. easing
anxiety by addressing their individual projects. Students may be somewhat
worried about the final essay for this portfolio (the News and Issue Analysis)
and may express this concern as “I’m confused about what I’m supposed to do
with this paper.” Acknowledge their feelings, but remember that you’ve had them
do a lot of things to get ready for this paper and that all these items lead
directly to that product. There is no need for you to repeat the material
you’ve covered in class. Remind them to look at the examples in the Talking
Back online publication, and remind them that we have another week to work
on the paper itself and to review its objectives. Remember that they’re paying
us to challenge them; don’t apologize for asking them to work.
3. Then
move their focus (quickly) to the analysis they’ve done so far, using their
Position Analyses, their Composite Grid, and their drafted Annotated
Bibliography. Since you will have examined their draft Annotated Bibliographies
already—you might want to have their bib in front of you on the computer when
they come to your office. You will be in a position to guide their
clarification of shared perspectives or approaches, but allow them to first try
to articulate some groupings themselves. Also ask them to connect the
perspectives they’ve identified to the values, beliefs, cultural influences,
background factors, and affiliations that they’ve named in their Position
Analyses and Composite Grid.
4. Remember
that jumping in and solving the intellectual problem of this analysis for them
(here in conference or on work that they turn in for feedback) robs them of the
very analytical task this portfolio requires. On the other hand, it will
help them a great deal if you hand out a conference prep sheet for them to
prepare before they come to conference. (See introductory materials to
Portfolio 2.) Ask them a few simple questions that get to the heart of their
ability to group their sources and provide meaningful analysis of the shared
perspectives and clear distinctions among their collected sources. Remember that
the goal of the conference is NOT for you to provide them with answers or the
analysis they need to do; rather the goal is for them to try out (verbally,
with you) their ideas.
5. Finally,
the more prepared they are, the better, and the deadline of a one-on-one
meeting with you, accompanied by their organized materials, may provide the
exact incentive they need to get this work done. Don’t be too casual about
this. After all, if they’re not prepared for the conference, they’re not far
enough along in the process to do well on this portfolio. Convey your concern
very clearly. They do not have a lot of time to get their acts together at this
point. [Note: you will need to move in a business-like fashion to accomplish
the goals of the conference in only a few minutes. Welcome students at the
beginning, but don’t spend more than a minute chatting or you’ll delay the next
student’s conference.]
Assignment
- Come
to your assigned conference with all process materials, as discussed in
class. Also come to conference with the answers prepared on your
conference prep sheet.
- Preparation
for next week should include reviewing the introductions to issues
analyses published in Talking Back. Also read PHG on Explaining,
pgs. 274-282.
- Continue
working with your sources to name their shared perspectives or approaches.
Start locating specific text references that will support your analysis of
the sources and the perspectives associated with them.
- Also,
bring your SAT sources from Portfolio 1 back to class next time. [Instructors:
You may want to send an email reminder of this the day before class meets
since conferences and several days will have intervened between this set
of instructions and the next class meeting when they’ll need to have their
SAT sources with them.]
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