More Practice with Information Evaluation Methods (20-30 min)

Let’s all put our texts for your Information Analysis Argument paper on this Google Doc.

Let’s take notes and write up a brief 2-4 sentences applying part or all of your chosen method to a text. If you don’t have any texts yet, choose one from this Google Doc that someone else put up there.

Follow these steps:

• Review all of the steps/questions to apply from your chosen method (see previous lesson plan that contains all of them but also go back to the original reading)
• Choose the text you want to work on
• Read/skim/view/listen to the text once to refamiliarize yourself with it. Take notes on anything that makes you pause and think.
• Read/skim/view/listen again. This time, take notes on everything related to the first step/question of the method. Do the same for each step/question that follows the first one.
• Review your notes and write 2-4 sentences evaluating the text.
• Write down any questions or concerns you have about what you did or this paper more broadly.

One you are done, paste your 2-4 sentences and questions to the same Google Doc with your name next to it. Then talk with a partner and share your findings.

What Might an Analysis Paper Look Like? (30-45 min)

Go to Perusall and look at the in-class annotation assignment due for today. Write a “label” for each paragraph that describes what function it has for analyzing the two texts and making an argument about them. If someone else has written something similar to what you were thinking, you can just comment in agreement with them or add on anything else to build on their label. So, that means 13 labels since there are 13 paragraphs.

What’s the overall argument here based on the labels you see of the paragraphing do you think?

How do smaller chains of claims-evidence-connection build toward an overall argument?

Take your 2-4 sentences you wrote in the Google Doc and try to link a claim to evidence you found through applying your method. If you already do this in your 2-4 sentences, explain how.

Introduction to Research (15-20 min)

Do you agree with Graves that all writing is research (see page 145)?

How was the information literacy narrative research? How is the current information analysis argument research? Are these ways in which we can consider them research similar or different? What do you think?

Graves, Corcoran, and Belmihoub write that researchers are curious people who go on a trip to try out and explore new ideas through various practices (see page 149). What are your curiosities as related to our course theme about information? What were they in both papers so far? How can you leverage that into a larger research question about information through interviewing and observing others?

Close out (2-5 min)

• It looks like a few people are doing the Antigone grade boost option, is anyone going to the lecture tonight at 6? I realize it is pretty close to your other class that ends at 5:30, so understand if no one is going! But was curious if anyone at all was going.
• Need dietary restrictions! If you haven’t filled out this survey, do it now and you can just fill out the dietary restrictions part: Learning Community Events + Dietary Restrictions (google.com)

• Annotation Assignments
• Conference meetings

• Read “Finding Evidence” by Andrea A. Lunsford and John J. Ruszkiewicz
• Post at least five annotations
• Have your Thursday-Wednesday Labor Log completed
• Write your weekly Worker’s Journal
• Keep working on your Information Analysis Argument draft due November 1!