I decided to brave the overhead projector to show my students the draft of my textual analysis. (I find it ironic that though it’s more ancient than PowerPoint and the computer cart, it is still more reliable.) While they were in their drafting stages, I used the overhead first to show them how I start working on my papers. By no means did I present it as the right way; I tried to explain that everyone has a different drafting style. At the same time, my drafting might give some of them helpful ideas they can apply.
So I demonstrated how I take notes: I make a very loose outline and organize the notes I take within the categories or sections I’ve created, which may change along the way. In other words, after reading my textual analysis article through a couple times, I decided what “criteria” I would use to evaluate the argument structure. And under these (three) category headings, I took notes from the article to support my observations, including quotes, paraphrases, and my own random thoughts and comments about the subject.
To my students, I described the reasons that I like to work on papers this way, making sure to tell them about other ways to start papers. Later, I showed them the first page of the draft I had started forming from my notes to demonstrate how I synthesized some of the quotes and paraphrases I had collected. I never showed them my final draft, however. One of those who believe in showing students multiple examples of the kind of paper they are about to write, I nonetheless thought it unwise to show them mine because they might be more likely to think it was the “right” way to write the paper. Admittedly, I was probably also nervous about showing my writing to the whole class.
Last semester, as most of you experienced as well, my students had so much difficulty writing about and analyzing the argument structure of the article as opposed to the topic of the article. One thing I did differently with the textual analysis this semester is that I asked my students to make an outline before writing. It did not have to be a sentence outline or organized I., A., 1., etc. It simply had to display 2-4 different criteria for analysis and have evidence from the article under each category. (I looked at each outline briefly during one class period.) My students—perhaps not just because of the outline—did so much better sticking to argument techniques rather than arguing their opinion of the topic. I’ll probably try that again.
free birds: Perchy and Kiwi
3 comments:
Last semester was definitely a learning experience for me, too. After my students said the textual analysis was the hardest paper to write, I really worried about teaching it to my 490 class. I decided to teach it in baby steps - and started with a simple letter to the editor that I found in the News-leader. The topic was voting - with the writer simply stating one's obligation to cast a vote. I asked my students to read it as homework (if you ever teach a class of non-native speakers, they REALLY appreciate having extra time to read things - plus a written copy of everything)and then come to class prepared to discuss the article. Little by little, we discussed the author's credibility and authority to speak, and then the various approaches we could use to respond to his letter. Our next analysis was an essay written by a non-native speaker - discussing the merits of American education vs other country's. After we took that article apart step-by-step (I made a copy of the article for the students AND put it on the overhead), I gave them another essay written in response to the first essay. Again, the author was a non-native speaker. It's not so much that they understand the rhetoric easier as it is the topics are more meaningful to them when written by a non-native speaker.
The outline listing evaluative criteria for the textual/critical analysis sounds like a great idea. I'll definitely remember that for next semester.
I agree with Eric. The outlining you arguemtns seemes like a great idea and one which will break a lot of the faulty habits which develop during the T.A. Nice idea if not inventive.
I also understand what you're saying about being nervous showing your work to your students. It's one part not wanting them to have a dogmatic idea of what it should be and one part them starting to assess your writing.
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