Return to Unit One:TR |
TR Unit One, Day 14 - Thursday, October 5 |
(READING DAY)
What we'll do today in class:
Connection to course goals: Asks students to practice applying academic skills of analysis to the larger culture. Shows how the writing context for Assignment 3 requires close attention to various parts of the "text" they'll analyze.
INTRODUCTION
(NOTE:
You'll be collecting these homeworks to see if students have a good sense of the essay and where they might go with it. Also, when you read these homeworks make a list of any concerns you think you need to address for the whole class.)(5 min)
- (10-15 min)
Transition: Now that we have possible claims for a cultural analysis of this segment, let's discuss the reading from RC to see what parts of the show we can look at to provide evidence to support our claims.
(NOTE: You should encourage everyone to copy as much of the list of details asthey can, since they'll need it for their homework assignment.) (10 min)
If time…
Assignment:
Read: |
RC, William Bennett, "Announcing a Public Campaign…", 28-29 RC, Donna Gaines, "How Jenny Jones Saved My Life", 29-33 |
Write: |
A one-page analysis of the segment we viewed today based on our observations. Write this one as a function for viewer or culture, whichever you didn't do in class today. (NOTE: you will read these homework assignments and select four or five that you think will work well for the Purpose /Focus /Audience activity on Day 16. Typically you'll want to look for homework that already have some focus, have used some evidence, but may have to be adjusted based on a new audience or purpose, or perhaps they aren't clearly focusing on Function for Culture or Function for Viewer, which they'll have to do to meet the context for essay 3. Make enough copies of each homework assignment for each student to have one.) |