always, remember to introduce and conclude your lessons with previews
and reviews. Use transitions to maintain a connection between
daily classroom activities, assignments, and portfolio and course
The Publication Analysis
combines the analytical skills from Portfolio 2 with the course's
overall goal of revision and ability to write for multiple contexts/writing
introduce this activity, you might acquire a publication of your
own and analyze it as a class. Or you might bring in 4-5
publications and split the class into groups to practice analyzing
publications. Whatever you choose, be sure to outline how
long you feel the activity will take, what materials you will
need, and what you will need to do to prepare students to successfully
complete it. You may also decide how you want students to
turn in their Publication Analyses--do you want it written out
in paragraph form or is question-and-answer satisfactory?
What is the purpose of the publication you chose?
What is the publication's mission statement?
3. What type(s) of authors
are regularly featured in the publication?
Who are the primary, intended readers?
5. What values, beliefs,
needs, concerns, and expectations do the readers of your publication
hold? Describe these fully.
6. What topics/issues
does the publication usually cover?
7. What is the typical
length of an article in the publication?
8. What kinds of graphics
are used throughout the publication?
9. What patterns do
you note in the layout of main articles in the publication?
(i.e. Do all the articles or columns begin the same way?
Do they each contain a certain number of graphics?)
10. What is the tone,
style or level language (formal, use of jargon, etc.) used by
writers in the publication?
11. What requirements
of guidelines do you need to be aware of in terms of citing sources
or other stylistic features?
12. Note anything else
significant about your publication here.
The Context Comparison
provides students with the opportunity to foreground the choices
they will make in the revision of their arguments for an academic
audience. You can make the Context Comparison "bigger"
or "smaller" according to what you feel your students
need more time or work on.
Divide a sheet of paper
in half. Label the left column "Academic Context"
and label the right column "Public Context." Fill
in the appropriate answer to each of the following for both contexts:
Who is the audience?
(Be specific here: what is the average age of the audience
members? What is their economic status, social class, gender,
What is your purpose
What is your claim?
What are the limitations
of the context?
List the reasons you
can successfully develop within your limitations.
List the evidence you
can successfully use to support your reasons.
What tone and style
are you using for the argument?
Think carefully about
the audience of your publication/public context argument and answer
What do the readers
of your publication already know about your issue? What
will they want or need to know additionally?
Describe the general
attitude or viewpoint of the audience toward your issue.
What social and cultural
factors might shape the way your audience feels about the issue?
In this section, you
should go beyond the answers to Part 1 and 2, and, in sentence
form, explain the revision choices you will make when you change
your argument from meeting the expectations of an academic context
to meeting the expectations of your public context.
What are the most significant
differences between the audiences for which you are writing?
How are the audience's
views or attitude toward the issue similar or different to your
own position as reflected in your clam?
To what extent has your
purpose for writing changed between contexts?
How will you revise
your claim for each context according to the differing purposes?
To what extent will
you revise your reasons? Your evidence?
How will your tone or
What social and cultural
factors might account for the similarities and differences between
the two contexts for which you are writing?
What are the two most
important things you will need to keep in mind about the expectations
and requirements of your new context?
the day’s activities (3 minutes)
you or a student does this, take special care to make clear their
connection to both Portfolio 2 and larger course goals. Take care
to provide some sort of conclusion to each class.