Digital Revolution Pre-Draft: Description, Analysis, Evidence, and Revision

Lesson Plan on Description, Analysis, Evidence, and Revision:

Primary lesson objective: The goal of the 2nd project is to expand and revise on the previous project while also crafting a specific argument. Students will learn to use freewriting to develop personal response; develop, respond to, and understand criteria for analyzing images comparatively in different formats; and think reflectively about the relationship between personal response and evidence. This lesson plan is a 2-part in-class blogging exercise that responds to previous blogs and moves students towards the draft for project two. Individual computer use is necessary.

Total estimated time: Approximately 40-50 minutes

Additional outcomes: Students will begin to think about revision more organically and holistically by having to incorporate or integrate personal response and information from their own interpretive, analytical reading practices with data and source material from the 1st project. They will have a better understanding about the relationships between subjective response, description, and objective data as rhetorical moves that are made in constructing an argument.

Assignment sequence underway: Students will have created blog responses prior to class for project two.  This assignment would work for any project or exercise that asks students to respond – in writing – to each other’s work in class and then write quickly and self-reflexively about their response to comments received and how it may or may not affect their revised essay.

Work completed prior to class: This is an exercise that comes mid-point in work on project two. Students will have previously found an Art History textbook (from the library or elsewhere), looked at smarthistory.org, found two works that are included both in the book and on the website, and posted blog responses that answer a series of prompts that ask for comparisons between how the two works are presented (How are the works presented visually? How are the works described textually? How would you describe your reading experience between the image, text, parts of the page/book, hypertext, or other media if it applies? What is a more interesting and effective way to learn about the work and why?)

This in-class assignment will do two things. It will allow students to think about how to add and incorporate descriptions, analysis or interpretive work, personal response, meta-thinking on reading practices, and details/evidence while also building on work done for the first project (empirical data from survey and use of readings). This will enable them to think about revision in a more comprehensive way.

Step1: Students will work in groups of 4. They will read each other’s blog posts and respond to each other’s blogs in writing. Students should try to write a paragraph or so to each of the persons in their group – at least 100 words or more – and they should do so in 5-7 minutes if possible. Writing should be somewhere between immediate impressions and freewriting that considers some of the following questions: Does the student you are responding to have an obvious point of view or preference? If so, what is it, how is it best communicated in their blogs, and what details best support their argument? If not, how might you suggest an argument be developed or extended from their blog writing? What other details might they consider in response to the works they are writing about? How might questions from the survey in the 1st project or any ideas in the initial readings apply to the examples the student is discussing?

(20-25 minutes)

Step 2: Students will then work individually. They will read back the 3 responses they have received to their blog posts and then write a “meta” post, on their own blog – at least 250 words – that addresses several questions: Do they agree or disagree with comments received and why? How might they use, consider, or apply feedback given for their 2nd essay? Specifically, what is the argument that they hope to make in the 2nd essay and what details can they think about to support that argument? Since they are adding new content to an existing essay but also having to do something different with this new essay, what does revision mean for them and how might they go about it? How might they briefly structure or outline their 2nd essay?

(20-25 minutes)

Steps 2 will be followed by a class discussion on methods of revision for the 2nd project with selections from sample essays or selections and discussing development, transitions, paragraph structure, and cohesiveness.

Download: Pre-Draft Assignment/Activity – Description, Analysis, Evidence, and Revision

Print Friendly, PDF & Email
Posted in Analysis, Description, Evidence, Peer Review & Revision
Top

Spam prevention powered by Akismet

Skip to toolbar