Week 6/Day 16 – Wednesday, October 1, 2014 - Composition



Week 6/Day 16 – Wednesday, October 1, 2014Due todayHomework due Wednesday, October 1:Work on P2: Stakeholder Proposal. Our workshop will be on Wednesday, October 8 so start working NOW so you’re prepared for workshop. Find an example of a meme you like and bring it to class with you. If you have you one think is funny that you like, feel free to bring it. If you need ideas, a Google image search of “funny memes” or “example memes” or “popular memes” will yield a lot of options. Black and white print-outs are OK (don’t waste all that colored ink!) or have it readily accessible on your laptop or tablet is OK. Whatever meme you choose, make sure it’s appropriate for class! (NOTE to instructor: review the lesson for day 16 and decide whether you’re comfortable with having students use their laptops/tablets in class for this activity. Amend homework as necessary.) Lesson ObjectivesUnderstand visual rhetoric as a way of supplementing written text;Explore how to use images, graphs, and charts as evidence to achieve a purpose with an audience.PrepMake sure you’re on track to return P1 on Friday to maintain a two-week turnaround time. Review your lesson notes and prepare your materials. Review the Doug Lederman article, “Growth for Online Learning” and make your own notes/observations about how Lederman uses charts as evidence to supports his discussion on enrollment trends. MaterialsEHE readerSlides/overheads with directions for activitiesLead-InP2 has a number of elements that may be new for students: writing to a specific stakeholder audience (rather than an academic audience), writing in the genre of a proposal (rather than a traditional academic essay), organizing their thoughts with sections/subheadings, etc. Today’s class deals with another potentially new element for students: using a multimodal element, such as a visual, chart, or graph, to supplement their ideas. The lesson as a whole is meant to help students see how images supplement written text and how the writing can be richer and more meaningful when visual rhetoric complements it. ACTIVITIESAttendance (1 minute)Transition: Last time we learned about the genre of proposals and explored various organizational patterns we might use in our proposals to help us achieve our purpose with our audience. Today’s class is linked with the idea of genre but is also about development; specifically, using images, graphs, and charts as evidence to communicate our ideas to an audience. Meme Analysis and Discussion (15 minutes)Put students into pairs (or have them choose a partner) and display the following directions for the activity.Show your partner the meme you brought for today’s activity and talk with your partner about the answers to the following questions. Be prepared to share your ideas with the class as a whole.Why did you choose this meme? What about it interested you or made you laugh?How do the image and the words work together? Would the meme have the same impact if it were just the image? What about if it were just the words? Why or why not?Give students about 5 minutes to chat with each other about the memes they brought for today and then lead a group discussion about a few of the memes. Put the images students brought on the document camera or (if using technology) Google the meme a student brought and display it on your netbook. Help students understand that part of the reason many memes are funny – such as the Most Interesting Man in the World memes, the Willy Wonka memes, or the Scumbag Steve memes – are because the image complements the words and relies on the interplay between the image and the caption to make a joke or make a point. Transition: Though of course we’re not writing memes for P2, we are going to supplement our written text with an image, chart, or graph as evidence to make our point. Visual elements such as these are common in proposals and often help the author make his/her point more powerfully. The assignment sheet refers to these as “multimodal” elements. Today we’re going to explore how authors use multimodal elements and get ideas about to use multimodal elements in our own work.Tip: The meme activity can be fun but there is the potential (probably a small one) that some students will want to push the envelope and bring risqué memes that may not be appropriate in a classroom context. If for some reason you’re worried about this in your own class, you can still have students talk about the memes they brought with their partners but then have a few memes you’ve chosen personally be what you discuss with the whole class. Analysis of Article from EHE (20-25 minutes)Give students about 5 minutes to silently read and annotate “Growth of Online Learning” by Doug Lederman (pp. 83-87). After they’re done reading, have them work with their partner for about 10-15 minutes answering the following questions. Lederman’s text is multimodal (meaning it combines several “modes” such as text, sound, and/or visual elements to create meaning.) How does Lederman use the charts in his article? In other words, what are the charts and graphs doing in the article?How does the author refer to the charts and graphs? How does he incorporate those images into his article so they link with what he’s talking about?How effective are the charts and graphs at getting his point across? Could Lederman have done anything differently to make the images more rhetorically effective?Spend at least 5 minutes doing a large-group discussion talking about Lederman’s use of the multimodal elements. Be sure to touch on the fact that Lederman doesn’t just include the graphs and charts, he refers to them in the body of the work and offers explanation (i.e., development) of the data to help his audience understand. Transition: Like Lederman, we’re also going to use at least one multimodal element in our P2 proposals to help us make our points stronger and better develop our ideas for our audience. Let’s review the P2 assignment sheet and talk about how we might use multimodal elements in our proposals. P2 Connections and “Exit Ticket” (10 minutes)Have students get out their P2 assignment sheets and project one on the board. Review the assignment sheet, focusing on the multimodal component discussed under the “development for audience” section. Make sure students understand that the multimodal element of their proposals can be from outside the reader, though it must be properly cited. (Citation is the focus of Friday’s lesson!) Have students spend a few minutes writing their “exit ticket” (i.e., a brief piece of writing students hand to you as they exit the classroom.) The goal here is to have students begin thinking about how they may use multimodal elements in their own proposals. Even though many students have not started drafting, this brief activity still acts as a process tool to take a “baby step” toward final product.What topic are you writing about for P2?Where in your proposal might you use a multimodal element (chart, image, graph, etc.) to act as evidence to help you develop your ideas for your audience? (Think: you have to establish a problem, explain why it’s exigent, and offer a solution to your audience. Where might visuals help you do this better?)Assign homework (2 minutes)Homework due Friday, October 3:Work on drafting P2. Our workshop is Wednesday, October 8, so plan your time so you have a full draft for workshop!Read the info on p. 654 in JTC on preparing a Works Cited page. Bring your EHE reader to class; we will be using it for an in-class activity.Conclude ClassToday we focused more on development, specifically with using multimodal elements to help develop the proposals to better achieve the purpose with the audience. Next time, we’ll work on developing our ethos by learning about formal MLA citation – a requirement for P2. Connection to Next ClassDevelopment for audience is a vital aspect of P2 (hence the intense focus on these elements over the past two weeks.) We’ve focused on analyzing the audience, shaping appeals to suit that audience, synthesizing sources, and today explored how to use visual texts as evidence to support the proposal. Next time our focus will be on one specific audience appeal, ethos, and one specific aspect of ethos, citation. ................
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