• Discuss other analyses of other media outlets and TV shows in the King, Rapping, and Douglas essays
• Review the types of function and possibilities for purpose and audience
• Emphasize and focus on Function for Viewer
• Consider how to develop their analyses
• Begin to develop their own audience

Connection to course goals: Students will again look at how academic writing and thinking skills can be applied to larger cultural contexts. The discussion of the essays again focuses on audience, purpose and focus to show how they respond to a context. The activity with their homeworks shows how their choices of audience and purpose will affect the type of evidence they'd need to use.

1. WTL: What type of function(s) is each author doing? Find specific places in the text to support your claims about what type of analysis the authors do. Remember, they may be doing both!

- Count them off by twos so half of the class works on each essay.

(5-10min)

2. Discuss the King and Rapping essays. Your goal in this discussion is to cover once again the three areas we've looked at in previous analyses - what type of function are they doing? What is their purpose/context/audience? What do they use (and how effective is) their evidence?
• What types of function do we see here and where?
• What function does King think horror movies serve for a viewer?
• Does Rapping think Roseanne challenges any cultural myths?
• According to Rapping, what anxieties has Roseanne managed to address and calm in viewers?
• What is different about the way Roseanne handles issues such as homosexuality and parenting? Why is this difference important to Rapping?
• Who is the audience for King? For Rapping? What clues do you get about the audience? How do you know that's the audience?
• What is each author trying to achieve with their essay? What is their purpose?

(15 min)


3. Discuss the evidence used by King and Rapping.
• What types of evidence does each author use to support their claims about culture messages or anxieties? Find specific places where there are pieces of evidence…
• What types of evidence does each author use to support their claims about the TV show or horror movies? Find specific places where there are pieces of evidence…
• Are there any places that could use more evidence? Unsupported claims? What type(s) of evidence may still help strengthen this analysis?
• How is their evidence connected to their mode of analysis? How is connected to either their purpose or their audience? What kinds of expectations did these authors face in terms of evidence?

(10 min)

Transition: We've been talking a lot about purpose and audience and how that affected various authors use of evidence. Wednesday you gave your homeworks a more defined purpose and audience, and developed a claim. Lets now look and see how those changes may have affected what you would need to use as evidence in your analysis.

4. Analyze the evidence needed for this analysis.
• Have the class look at what the groups came up with for A/P/F and what their original essay used as evidence, and consider the following questions.
• Look at the overheads they did on Wednesday one by one.
• Also have them looking at the original homeworks so they can see what evidence was used and what was changed on the overhead in terms of purpose, audience and focus.
• How do the changes in the context (the new purpose, focus, and audience) affect what you'd expect to see as evidence in this essay?
• Based on their purpose, focus, and audience, what types of evidence will they need and why?
• Will the evidence in the original homework still work?
• Would a writer need to add more evidence to meet this new context? What types of evidence might be needed to meet the new purpose and address the new audience effectively? (10 min)

Transition

5. Take 5-10 minutes to begin writing on possible audiences you might choose to address in your own analysis. You might think about the audience for your show, what general purpose you may have in mind for your analysis, etc.

IF TIME…

6. Have students freewrite on their chosen show to think of possible aspects of the show to focus on and which might be most effective. This can prepare them well for their homework assignment.

(5-10 min)