{"id":632,"date":"2011-12-09T11:08:16","date_gmt":"2011-12-09T15:08:16","guid":{"rendered":"http:\/\/blogs.shu.edu\/english\/?page_id=632"},"modified":"2017-06-16T12:51:30","modified_gmt":"2017-06-16T16:51:30","slug":"analytical-essay-2-sample-assignment-sequence","status":"publish","type":"page","link":"http:\/\/blogs.shu.edu\/english\/analytical-essay-2-sample-assignment-sequence\/","title":{"rendered":"Analytical Essay #2: Sample Assignment Sequence"},"content":{"rendered":"\n\n\n\n\n\n\n\n\n\n\n\n\n
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Critique of Essay in Morality Unit<\/h2>\n<\/td>\n

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Goal for unit:\u00a0 <\/strong><\/h4>\n

To develop ways to analyze texts, specifically, (1) to find patterns in
\nthe students’ own observations and (2) to develop perspectives on a text
\nby considering alternative ideas about morality in texts and in class
\ndiscussion.\u00a0 To analyze one text closely, developing an thesis that
\nintegrates all the observations made through close reading.<\/p>\n

Homework:<\/strong> <\/em><\/h4>\n

Read Brandt (191)and Didion (179) and write an elegant, inclusive
\nsummary<\/a> of each, that is, a summary that includes all the main points
\nand that does so in a way that is concise and powerful. To prepare for
\nthis, do the part-whole exercise<\/a> by
\nmarking and labeling the parts in the book. Write a response (focused
\nfreewrite<\/a>) to main idea of each (combined, 1-2 pages).\u00a0 You may
\nwish to have students answer the “Previewing” questions in class before
\ndoing the reading.\u00a0 (See page 5-6 in The Presence of Others<\/em>.)
\nOther useful material for critical thinking may be found in The
\nPresence of Others<\/em>, pp. 1-7 and 19-21, in
\nThe Bedford Reader<\/em>, pp. 478-491, and the
\n
\nCritical Thinking website<\/a>.<\/td>\n

<\/td>\n\n
It will be critical for students to summarize
\ntheir text in a way that is both inclusive and concise as a way of
\npreparing them for writing the first part of their critique<\/span><\/span><\/h5>\n<\/td>\n
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Day 1. \u00a0<\/em><\/strong><\/h4>\n

Didion may best be approached as a mystery essay:\u00a0 first
\nidentifying the most explicit statement of theme and using them as clue to
\ndecipher how the other parts of the essay (various stories) connect with
\nor amplify those themes.\u00a0 Students’ part-whole exercises can be
\nreviewed for how inclusive and elegant their summaries are.\u00a0 Then
\nstudents can make a list of things they like and dislike about the essay
\nthey feel most engaged by and then search for patterns among those lists.\u00a0
\nHomework<\/em>:<\/strong>\u00a0 <\/em>Read Gilligan (169) and Gomes (205). Before
\nreading the Gilligan, do a bit of
\nfreewriting<\/a> to think about whether you’ve noticed a difference in what
\nmen and women value as morally correct. As you read Gomes, consider how
\nDidion might react to him.\u00a0 Write a summary, doing the part-whole
\nexercise in your book (or underlining and connecting key concepts, as we
\ndid in class), and write a response (about 1 page each). In your
\nannotating, pay special attention to places you liked and disliked.<\/td>\n

<\/td>\n\n
Didion is a great challenge to students’ sense
\nof categorical rights and wrongs, but it’s often hard for them to see the
\nimplicit connections among the various parts of the text.<\/span><\/span><\/h5>\n
The questions about Didion and Gomes (and,
\nlater, Didion and King) are designed to lead to students’ possibly using
\none author to analyze another in their critique.<\/span><\/span><\/h5>\n

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Day 2.<\/a><\/strong><\/h4>\n

Review their summaries of Gilligan and Gomes, possibly doing one as a
\nclass and one in pairs or groups of three.\u00a0 Focus primarily on
\nGilligan essay by using LCD projector to share provocative excerpts from
\ntheir responses to Gilligan in Blackboard.\u00a0 Use discussion to help
\nthem think critically about where Gilligan’s essay is strong or weak,
\nespecially the role that interpretation of data plays. Homework:<\/strong>\u00a0 <\/em>
\nRead the King essay (142). To get into it, I recommend that you first put
\nyourself in his position (in jail, South still segregated even 100 years
\nafter the Emancipation Proclamation, himself a clergyman) and do a
\nfreewrite about what you might be thinking about fellow clergyman who
\ncriticized the demonstrations against unfair hiring practices in
\nBirmingham, Alabama, as “unwise and untimely.” What do you think Didion
\nwould say of King’s call to conscience?<\/td>\n

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Day 3.<\/strong><\/h4>\n

Discuss King, especially to consider various perspectives on his essay,
\nincluding the white ministers and Didion.\u00a0 Consider how bias in
\nlanguage might vary depending on one’s point of view.\u00a0 See
\npossible questions<\/a>. End class by
\nstrategizing how today’s discussion could be used within a critical essay.\u00a0
\nHomework:\u00a0 <\/em><\/strong>Choose one of the four essays we’ve read in the
\n“Moralities” section of The Presence of Others<\/em>. Reread it. Note all
\nthe places that you particularly like, dislike, or have some reaction to.
\nRevise your summary to create one that is truly elegant and inclusive,
\nthat connects all the major parts in a way that “flows.”\u00a0 Then select
\nand answer questions for analysis from the following sources and answer
\nthem in relation to the text you are critiquing:\u00a0 The Presence of
\nOthers<\/em>, pp. 1-7 and 19-21, and The Bedford Reader<\/em>, pp. 478-491.
\nCome to class prepared to discuss with a group of students who have also
\nread your essay what you can conclude about it.<\/td>\n

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Day 4.\u00a0 <\/strong><\/h4>\n

Students meet in groups according to the essay read.\u00a0 Their task
\nis to share all their observations with the idea of coming up with a
\ndescription of the persona that arises from the text.\u00a0 They can be
\nvery creative with this as long as they support their description by
\nreferring to the text.\u00a0 The groups can share these persona
\ndescriptions briefly with the whole class.\u00a0 Homework:<\/strong>
\n<\/em>Revisit all the places you noted that you had a strong reaction in the
\ntext and all the answers to critical questions (all from yesterday’s
\nhomework) and create a special double-entry
\njournal<\/a>, in which the left column is composed of quotes or paraphrased
\nmaterial from your text and the right column is your critical response to
\nit.\u00a0 Color code the right column entries according to patterns you
\nnotice. In a sentence or two, identify each of these patterns.
\nFinally write a thesis statement that integrates all of these patterns and
\nthe persona work from class.<\/em><\/p>\n

 <\/td>\n

<\/td>\n\n
Day 4 assigns the critical homework assignment
\nin this unit because it helps them go beyond individual observation to
\narrive at a thesis:\u00a0 a judgement about what all the individual
\nobservations add up to.\u00a0 Students find the color-coding fun once they
\nget what it’s for.<\/span><\/span><\/h5>\n
This discussion about their thesis is critical
\nbecause because many students will tend to write an essay that merely
\ncontinues discussing their author’s idea, not an essay that critiques the
\nauthor’s argument and its presentation. <\/em><\/span><\/span><\/h5>\n

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Day 5.<\/strong><\/h4>\n

Project one particularly generative double-entry journal on the board
\nand have the class problem-solve their way through the next steps:
\ncritiquing the thesis and deciding upon the parts of the essay based upon
\nthe two columns of the journal.\u00a0 Students might then work in pairs to
\ncritique and organize each of their own essays. Discuss paraphrasing and
\nsummarizing as it applies to the first draft.\u00a0 Have students write an
\nintroduction in class. \u00a0Homework:<\/strong>\u00a0 <\/em>First draft of
\nAnalytical Essay #2, including Work Cited and metatext.\u00a0 See
\nessay assignment<\/a>.<\/td>\n

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Day 6.<\/strong><\/h4>\n

Begin by reviewing some introductions and body paragraphs from a few
\nstrong first drafts (if possible by previewing in Blackboard).\u00a0 The
\nclass will use
\nkey questions for peer response<\/a> as
\na partial guide to
\nrespond to a peer\u2019s draft<\/a>.
\nHomework: <\/strong>\u00a0<\/em>Second draft of essay.<\/td>\n

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Day 7.\u00a0 <\/strong><\/h4>\n

Have students do some editing work, teaching grammatical concepts where
\nnecessary.\u00a0 <\/em>Homework:\u00a0 Final draft, submitting both in
\nBlackboard and via hard copy.<\/td>\n

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Critique of Essay in Morality Unit Goal for unit:\u00a0 To develop ways to analyze texts, specifically, (1) to find patterns in the students’ own observations and (2) to develop perspectives on a text by considering alternative ideas about morality in texts and in class discussion.\u00a0 To analyze one text closely, developing an thesis that integrates … Continue reading “Analytical Essay #2: Sample Assignment Sequence”<\/span><\/a><\/p>\n","protected":false},"author":600,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"class_list":["post-632","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages\/632","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/users\/600"}],"replies":[{"embeddable":true,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/comments?post=632"}],"version-history":[{"count":2,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages\/632\/revisions"}],"predecessor-version":[{"id":1277,"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/pages\/632\/revisions\/1277"}],"wp:attachment":[{"href":"http:\/\/blogs.shu.edu\/english\/wp-json\/wp\/v2\/media?parent=632"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}