back Return to Unit Two:TR
Unit Two, Day 17 - Tuesday

Class Goal: to illustrate effect as a concern of exigence and audience

Connection to Course Goal: Emphasize writing for a context with a purpose and development as a means to that purpose; communicating critical literacy readings to larger public.

1. Reminder of Conferences: Remind students about conferences on Monday and that class is canceled for them. Prepare a list of times you can be available on Mon. and Tues. for conferences listed by 15-20 minute intervals (usually at least 5 more times should be listed than you have class members). Pass the list around to have people sign-up as you complete other activities. Have those who absolutely cannot make any of the times listed wait until the end of class to speak to you about it. (2-3 min.)

2. Introduction. As a class, weíve discussed many cause-effect relationships at the first level (i.e. culture-t.v. program) since it will constitute the majority of your paper, but we havenít talked much about the second level: program - audience. This second level, while a smaller part of the paper, is key to addressing the audience since the reason (i.e. "so what") they might look at such an analysis will be to understand better either the show itself or their own interest/fascination with it. The two essays in RRA for today give us an idea of what some of these effects might be.

3. Discuss effect on viewers in Soto and Lewis - (20 min.) Lead the students in a discussion which focuses on how t.v. and advertising affects the lives of the two authors differently. Allow them a chance to talk about the effect of t.v. and advertising in their own lives when appropriate. Soto will be the more difficult essay for them, so if youíre short on time, start here. Reminder: The goal is to have them see that these two essays exemplify analyses of the effect of a tv show on viewers.

Overall Questions:



  1. Discuss how effect can be proven -Ask students to consider why kind of evidence Lewis and Soto use to discuss the effect of t.v./ads on them. Then, extend the discussion to other possible ways to make claims about this aspect of a cultural analysis. Try to generate the following list with them: (5 min.)

Transition to #5: Now that we have discussed the "effect" part of the paper, we have covered both parts of the analysis, cultural --à Tv and TV--à audience. (put cause/effect picture back up on board) Letís look at one more essay to see how this all comes together.

5. Williams Discussion (15 min.) Do only if you have time, which you may have run out of!

As a large class discussion or in groups, ask students to consider the Williams essay as a "reproduction" analysis. Evaluate with the class how well she meets the requirements of such an analysis.

Assignment: Bring a thesis statement and possible outline of your paper to your conference.