|Return to Unit One:TR|
|Class Plan -- Unit One, Day 8|
Assignment for Day 9
Reading - In PHG, re-read the Tannen essay and the two responses to it (pp. 278-83; 192-6); re-read the section on "Analyzing" on pp. 182-3; In LL, re-read bell hooks, "Keeping Close to Home: Class and Education" (118-28) [NOTE: YOU CAN FEEL FREE TO HAVE YOUR STUDENTS RE-READ ANOTHER ONE OF THE COURSE READINGS--ONE THAT LENDS ITSELF TO ANALYSIS, THAT IS--IF YOU THINK THAT IT WOULD WORK BETTER FOR THEM THAN HOOKS. IT IS, HOWEVER, IMPORTANT THAT THEY WRITE ON SOMETHING THEY HAVE ALREADY READ AND DISCUSSED, SO THAT YOU WILL NOT HAVE TO SPEND ALL OF NEXT CLASS ESTABLISHING THE BASICS ABOUT THE MAIN POINTS OF THE ESSAY];
Daily. You might give your students a short daily writing to do which asks them to articulate (again) the main points of the Jung essay--perhaps a prompt which asks them to get started thinking about the connection of this essay to the "home vs. school language" discussion which is forming.
Discuss "The Pleasures of Remembrance" - One of the benefits of using this essay again is that you have discussed it in a previous class, and (ideally) you won't have to do a great deal of digging to figure out the main ideas here. You might spend about 15 minutes reviewing the content of this essay, then move on to the following activity which asks students to distinguish interpretation from mere summary. One of the purposes of this short discussion of Jung might be to begin making connections to the other essays we've read so far [In the debate over which takes precedence--school (public) or home (private) language, would Jung align her ideas more with Rodriguez or with hooks? Why?]. Asking this type of question will encourage students to begin making connections between essays that are not necessarily directly related with one another. Discussing the readings' relation to one another will help make this activity more natural for students when they are asked to synthesize the readings in preparation for writing the Inquiry Essay.]
Review the Characteristics of an Interpretive/Reflective Response - Ask students to explain what an interpretive/reflective response is, what its purpose is, and what it focuses on. Emphasize once again that interpretation "goes beyond summary"--that it seeks to add to the ideas in an essay by making them more relevant and more easily understood for other readers. Ask students to come up with ideas of how this might be done, and list their responses on the board. [The list might include: using outside observations, personal experiences, comparisons, references to other texts, classes, movies, ideas, etc.] One way I often use to clarify this distinction is that writers and speakers use summary when they are trying to explain the basics of something their listener/reader has not actually read. This same writer or speaker might use interpretation when the listener/reader has read the essay but now wants to discuss it in order to understand it more thoroughly in relation to other more accessible things (like personal experience, pop culture references, etc.) of which he or she has knowledge.
"Workshop" Activity - Have students pair up and exchange responses. Ask them to read through their partner's essay two or three times, highlighting (with their highlighter pen or--if they forgot to bring one--with underlining) all the places where the writer seems to go beyond summary to expand the ideas in the text. Refer them to the list on the board for ideas on what "going beyond summary" might look like, but also note that there might be ways of doing this that the class has not yet discussed. Essentially, they should be on the lookout for those ideas in the response which seem to clarify the ideas in the Jung essay in an original or creative way. As students are doing this activity, be sure to circulate and try to answer their questions (and they WILL have questions) about the distinction between summary and interpretation.
AS STUDENTS ARE WORKING IN PAIRS, GO AROUND AND COLLECT A COPY OF THEIR INTERPRETIVE/REFLECTIVE RESPONSES.
Discuss Examples from the Responses - Ask students to read sections of their partners' essays which seem to effectively "interpret" the Jung essay in a useful, original way. After each example is read, you could ask the class to tell you what it does well. What makes it a good example of interpretation/reflection? Also, when what is read seems to you like an example of mere summary, be sure to point out to the class (tactfully) that this is the case. (You can hope that the other students in your class will do this for you!)
Review Characteristics of Analytical Response.- Begin explaining the assignment for next class by quickly reviewing the distinctive characteristics of analytical response. Explain to students that what they talked about before in discussing the hooks essay was the content of the reading. Analysis looks at a different level of the essay, the "how" (as opposed to "what") level, where the essay is examined as a piece of writing (the same way you as teacher respond to their writing in this class). Bearing this in mind, what might be the new focus of their response to hooks now that they are working in analytical (rather than agree/disagree) mode?Discussion of "Keeping Close to Home" - Briefly review the substance of this essay, noting thesis, main points, and connections to other readings. Again, this is a way of preparing them to write an analytical response to hooks.
Explain to students that they will turn in their Analytical Responses next class, but that they only have to bring one copy.
RETURN THEIR AGREE/DISAGREE RESPONSES WITH YOUR COMMENTS. If time, mention any common problems you saw in these responses.