Literacy Narrative and Rhetorical Analysis (30 min)
Get out your journals so I can give you credit for this week’s private writing.
Read the paper I am passing out.
As you read, note elements that:
- Connect to a central theme of the essay
- Remind you of doing analysis of things (city, clothing, tv show) that could be similar to what you’ll do in rhetorical analysis
Group Discussions of Readings (30 min)
Get into your rhetorical analysis groups: Art, Environment, Eugenics, Risk, Truth.
Review your group’s annotations.
Write one discussion question for your group. Remember how you wrote discussion questions on October 16. Apply the same ideas here:
First, skim back through the article that was due today. Review annotations you and others made on the article. What sticks out to you? What was most interesting to you? What do you want to know most about?
Once you get a sense of what was most interesting to you, write a question. Here are some tips:
- The answer to the question cannot be “yes” or “no.”
- The question should be about something you are genuinely interested in.
- You should not have a clear answer to the question yourself.
- Ask questions that might have multiple answers.
- Ask questions that you think others might also be interested in talking about. Try to imagine the types of reactions or responses you could get, knowing the people in the room you are asking the question to.
- Use words like “how” or “why” wherever you can, as these sorts of words get at more complexity like mechanisms in “how” or causation in “why.”
Have a discussion using those questions!
When done, look back at your lens draft that we started on Monday (Oct 21) in this new Google Doc.
How might you change it? Why? Spend sometime revising it and then add a note in the new column about why you made the changes you made.
Practice Doing Rhetorical Analysis (30 min)
Let’s pull up the prompt for the Rhetorical Analysis assignment again from Brightspace (due Nov 4) and review it.
I want us to choose, as a group, one of the texts from the prompt.
Each student will make one observation about the text. Not an interpretation, just an observation. We did the same thing last class with the image of the robot helping the painter.
Put your observation here at this Google Doc.
Now, let’s stand back and look at these observations. Then look at the text. Then look back at the observations. Then look at the text again.
Does your lens fit? Is there something you can do here?
Options:
- What is directly connected to your lens? (e.g., depictions of AI that have problems identified with your research that you read)?
- What is not mentioned, and in that omission, is relevant to your lens?
- What is indirectly connected to your lens (e.g., rhetorical choices made that attempt to answer critiques made by those taking on your lens, choices that present AI in a way that clashes with research you’ve read)?
With your group, see how many of the three options you can try out on this text. Even if it feels far-fetched, let’s try it out anyways:
Art:
Environment:
Eugenics:
Risk:
Truth:
Start writing!!!!!! So, your paper is due November 4. Get started! I’m here to talk through questions and ideas. Come grab me if you want to.
Next Time (5 min)
- Read “Writing with Other Voices”
- Post at least 4 annotations for “Writing with Other Voices”
- Journal prompt for private writing for Oct 30: What are you more confident about at this stage of your college career? Something about academic performance? Something about social or emotional intelligence (e.g., building relationships, being a good listener)? Something about relationships with family or loved ones? Something about your goals or interests? Something else? Explain why you are now more confident about that. What are you less confident about? Why? Is that a good or bad thing (e.g., it could be a good thing to be less confident in what you know as it means you are learning the limits of what you thought you knew)? Why?
- CLASSES TO REGISTER FOR MAYBE?
- Need to talk with: Lyric, Fernando, Wilson,