DWRL Lesson Plans - OED

A Structured Approach to Teaching the OED as a Close Reading Tool

regina.mills — Mon, 27 Oct 2014 01:21:00 +0000

Author:

Image Credit:

http://www.studiomatthews.com/works/six-steps-to-sustainable-development

Brief Assignment Overview:

Using a structured worksheet, students explore a word of interest from one of the course readings through the Oxford English Dictionary (OED) online. The worksheet asks them to consider how the definition(s) of the word can help inform their textual analysis/close reading of a text.

Type of Assignment:

In-class Exercise

Homework Assignment

Assignment Length:

Partial Class Period

Single Class Period

Pedagogical Goals - Literature:

Close Reading

Oxford English Dictionary (OED)

Textual Analysis

Word Choice

Pedagogical Goals - Writing:

Pedagogical Goals - Digital Literacy:

Multimedia

Additional Pedagogical Goals:

Using a university database, computer literacy

Media Requirements:

Adaptable For Use Without Classroom Technology

Technology-Based Classroom (computers for each student)

Required Materials:

Computer/Laptop, course readings so far, OED worksheet, access to university database with OED online

Timeline for Optimal Use:

Useful Anytime

Early in the Semester

Full Assignment Description:

My students were focusing on writing close reading based entirely in the text anot not contextual resources. So to show them the ways in which exploring a single word can lead to new interpretations or ideas about a text, I created this exercise using the OED online. My goal for the exercise was to give students an introduction to using UT's library page and navigating to databases, in addition to give them an outside tool that could help them do their Essay 1 close reading. I told them that the word they exmained for the exercise could be used for their larger essay.

Suggestions for Instructor Preparation:

You may want to make hard copies of the worksheet so that students can write their answers down and use the computer just for the search process. You may also upload a soft copy of the worksheet to a class management site (ex. Blackboard, Canvas, PBworks wiki) and give the students the option to type in their responses. They can then either print the completed worksheet, E-mail it to the instructor, or upload it to the class management site (ex. Discussion Board). I also prepared an "exemplar" for them where I completed the worksheet just as the students would. It helped them to see the length of response I expected and also how my own process (which was surprisingly fruitful as prepartion for class discussion on the reading) led to new and improved readings of the original text.

Instructions For Students:

1. Make sure you have read at least one reading in class that students can use to pick their word from.

2. Show students to steps required to navigate your university's databases website in order to get to OED online.

3. Briefly showcase the search options and also the "Cite" button which provides MLA citation for the students (they love this).

4. Either take the chance to go through your exemplar together, with you explaining the questions and why you gave the responses or give students time to read through the exemplar, and then allow time for students to ask clarifying questions about the assignment.

5. Students then go to their computers/laptops and given the time you allow (at least 30 minutes though 45 minutes is probably a better time period), have them complete the worksheet, either in hard or soft copy (see "Instructor Preparation" below).

6. Students turn in the worksheet for instructor feedback.

You can also do Steps 1-4 as preparation for assigning this as homework. This has the benefit of giving students more time to explore; on the other hand, it does not allow the instructor to help students out as needed in the process.

The blank worksheet is copied below in its entirety:

Close Reading Strategies: OED Exercise

Directions: use the Oxford English Dictionary (OED) website as accessible through lib.utexas.edu to explore the etymology and multiple meanings of a word in the passage(s) you are considering for Essay 1, or any word from Douglass, DuBois, Washington, if you do not have your heart set on a passage yet. Look at the example of “propaganda” provided to be sure you complete this in proper detail. You may write on the hard copy or on the soft copy of the class website.

Go to http://www.lib.utexas.edu/ and then click on the “Databases” tab of the scoUT box. Click on the letter “O” and click on the link that read “OED (Oxford English Dictionary).”

Use the search box and type in the word you’ve chosen. Note if there is more than one entry.

Click on the entry (or entries) and read through them. Makes notes about key information, such as (but not limited to):

Etymology (origins of the word; how it has been used)

Difference between different parts of speech (is it both a noun and verb? If so, how does the word used differently as a noun or a verb?)

How many definitions? How similar or different are the definitions from each other?

Are there any “compounds” listed in the entry? If so, what does this say about the primary use of the word?

Overall, what are the thoughts you have about the word? How does this information tie into how the author might (or might not) be using the word? Is the word being used in an archaic (old, out-of-fashion) way or in multiple ways are the same time?

Make sure to consider how the word fits into the context of the entire sentence, into the context of the entire passage, and even into the context of the entire work. Write those thoughts here.

Evaluation Suggestions:

I graded this as participation, though if this a homework assignment, I would also give it a small grade. Or, you could make this an informal assessment. No matter what grade you do or do not ascribe to it, I think it is very important to give students feedback.

Notes on Reception, Execution, etc.:

I had planned a lot less time for this assignment initially but since I had made my schedule flexible for that day, I was able to adjust and add more time. I think this was appreciated by the students, who were able to complete most of the worksheet. In addition, a number of students ended up using the OED in their Essay 1's (a major writing assignment - a 4-page close reading of one text) and told me that they had been using it in other contexts. Because we did this exercise in class, I could offer commentary on their writing assignments about words I suggest they OED (we started using it as a verb) and I think that I may include OED definitions of words in future notes for students. I will definitely do this assignment again.

Additional Resources:

Below is the exemplar I created for my class, using the word "propaganda" from WEB Du Bois's "Of Booker T Washington and Others":

Go to http://www.lib.utexas.edu/ and then click on the “Databases” tab of the scoUT box. Click on the letter “O” and click on the link that read “OED (Oxford English Dictionary).”

Use the search box and type in the word you’ve chosen. Note if there is more than one entry.

Propaganda is both a noun and a verb, so I will make sure to check both links (I opened them as 2 separate tabs)

Click on the entry (or entries) and read through them. Makes notes about key information, such as (but not limited to):

Etymology (origins of the word; how it has been used)

The noun version actually originated in the church as a body that missionized groups. It wasn’t until the late 18^th century that the word took on a broader, more secular meaning as “an organization, scheme, or movement for the propagation of a particular doctrine, practice, etc.” (def. #2)

Difference between different parts of speech (is it both a noun and verb? If so, how does the word used differently as a noun or a verb?)

The verb version is rare and has the same meaning as most recent definitions of propaganda (i.e. to persuade or influence using propaganda). The noun is how DuBois uses it. But as noted above, the history of this word is quite interesting and though he probably means it in the more recent way, the church valences may still be there.

How many definitions? How similar or different are the definitions from each other?

After the church-related one, the third is fairly similar to the 2^nd one, except that they tend to emphasize the “biased and misleading” aspect of the information. There are only 3 definitions (not including the compounds).

Are there any “compounds” listed in the entry? If so, what does this say about the primary use of the word?

Yes, most of these are the tools of propaganda (like propaganda leaflet, propaganda movement, etc.)

Overall, what are the thoughts you have about the word? How does this information tie into how the author might (or might not) be using the word? Is the word being used in an archaic (old, out-of-fashion) way or in multiple ways are the same time?

Looking at this word, it made me think about it in a larger sense. I kept thinking about DuBois talking to the audience about Washington’s speeches and texts, just the print material, but I realize that DuBois is likely also talking about Washington’s “scheme” – maybe not in a nefarious way, but he is noticing that Washington’s ideas are disseminated in many ways beyond the text, by the Tuskegee machine, and by an organization that is represented by Washington but that encompasses many more people and organizations. Indeed, until I looked at this OED, I felt like propaganda was prettily singular but I can see how it connects to other aspects of the text outside of my own chosen passage.

Make sure to consider how the word fits into the context of the entire sentence, into the context of the entire passage, and even into the context of the entire work. Write those thoughts here.

I think that “propaganda” can be tied to DuBois’ invocation of the word “cult” on the second page of the text (CR 55). The cult is more related to a movement or organization and looking at this OED definition, I see propaganda as a more organized movement. In addition, I think it adds to the idea that Washington is spreading misinformation (“dangerous half-truth” on CR 60). The OED definition helped me make a connection within

Course Type:

Literary Studies Course

Course Description:

This exercise was used in a lower-division literature course focused on African American literature and culture, Black Public Intellectuals (course-listed with African American Studies). Students are range from first-years to seniors. My class has 22 students.

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Creating OED Word Constellations

Roberts — Fri, 05 Oct 2012 17:53:24 +0000

Author:

Michael Roberts

Image Credit:

Magnifying Glass by chrisjohnbeckett on flickr

Brief Assignment Overview:

In this assignment students use the Oxford English Dictionary to make individual mindmaps of the multiple definitions of related words, then the class together creates a constellation of meanings surrounding a seemingly simple topic that becomes more and more complex.

Type of Assignment:

In-class Exercise

Assignment Length:

Single Class Period

Pedagogical Goals - Rhetoric:

Commonplaces

Invention

Kairos

Pedagogical Goals - Literature:

Oxford English Dictionary (OED)

Textual Analysis

Word Choice

Pedagogical Goals - Writing:

Pedagogical Goals - Digital Literacy:

Additional Pedagogical Goals:

The main goal of this exercise is to get students familiar with using the OED, and to increase their awareness of the multiple overlapping meanings of words. The secondary goal is to get the students thinking complexly about a seemingly simple concept through an elaboration of the many words associated with that concept. The more they describe and map the intersections relating to a concept, the more complex the concept becomes.

Media Requirements:

Technology-Based Classroom (computers for each student)

Required Materials:

Computer classroom, access to the OED.

Timeline for Optimal Use:

Early in the Semester

Full Assignment Description:

I ran this assignment in my class on the literature of disgust, so we began the assignment right after a reading from a book about the sociology and anthropology of disgust, early in the semester. In general, though, I think this would be best assigned after any reading about one particular concept or word.

At the beginning of class, we began with a discussion of the definition of the word in question (in this case disgust). As a part of this discussion we developed, as a class, a list of synonyms and related words and concepts. I had already prepared a list at home and made sure we got most of the words I thought would be most useful; many of these words also came from the reading. For example, for disgust we also came up with: gross, horror, sloth, terror, fear, loathe/loathing, hate/hatred, nausea, etc. Using the overhead, I then led the class through the basic uses of the OED, using disgust as the example. We talked about the various historical meanings of the word, how you can find examples, and how the different meanings might be in conflict or otherwise related to each other. The opening discussion took about 10 minutes, and the following demo/discussion took about 10 more.

I then split the class into pairs and assigned each a different word from our synonyms list. I showed them the mindmeister mindmapping website, and told the class that they should research their words and each create a mindmap explaining its multiple meanings, being sure to historicize each definition and include the relationship to disgust. The class did this for about 15-20 minutes. We then reconvened and went around the room, with each pair showing and explaining their map to the class. Finally I imported the different maps and created one larger constellation, all related to the one central word. This took the rest of the class.

Suggestions for Instructor Preparation:

It is best to have a relatively full list of words prepared that would be fruitful for the students to research. This means looking up the suggested related words beforehand on the OED. Also come to class with a general idea on how the words might be related or overlap.

Instructions For Students:

Using the OED and mindmeister.com, create a mindmap for your selected word, linking its multiple meanings and explaining their relationships to each other. Be sure to historicize each definition and give examples of its use. Also be sure to relate the meanings to our central word; please use your own words and do not copy/paste. We will later combine these mindmaps to create a larger meaning constellation relating to our central concept; keep that in mind. You have 20 minutes to complete your map with your partner.

Evaluation Suggestions:

This is a research exercise, and doesn't require any explicit participation. The goal is to get the students familiar with the dictionary as well as the multiple meanings of words, so it is best to keep things informal and fun.

Notes on Reception, Execution, etc.:

In general this went pretty well, and the students had fun. I think a large portion of the fun came from us "investigating" such fun/gruesome topics, and words that had interesting backgrounds, so I would suggest doing the research before to make sure the assignment goes well. In general, though, I would definitely use this assignment again.

Additional Resources:

http://www.mindmeister.com/

Course Type:

Literary Studies Course

Course Description:

This course was for E314: Banned Books, but could be used in any literature course that emphasizes a historical/complex understanding of key words and teaches the OED

Tags:

OED

Mindmap

Oxford English Dictionary

Research

Literature

Blogging Research from the Oxford English Dictionary

Gulesserian — Tue, 02 Oct 2012 16:42:54 +0000

Author:

Lisa Gulesserian

Image Credit:

aznael on deviantart

Brief Assignment Overview:

In two short blog posts, I asked students to choose an interesting or perplexing word to look up in the books we'd just finished reading. After conducting their research, students blogged about their findings and made a quick effort at applying their research to a passage.

Type of Assignment:

Homework Assignment

Assignment Length:

One-Two Class Periods

Multiple Class Periods

Pedagogical Goals - Literature:

Close Reading

Historical Context

Oxford English Dictionary (OED)

Textual Analysis

Word Choice

Pedagogical Goals - Writing:

Pre-Writing

Research

Word Choice

Pedagogical Goals - Digital Literacy:

Open Access Software

Additional Pedagogical Goals:

I wanted students to get used to close reading and using the OED in a low-stakes environment. I also wanted students to start thinking about what kind of paper topic they might pursue if they were to use their OED research.

Media Requirements:

Adaptable For Use Without Classroom Technology

Media Console/Projector

Technology-Based Classroom (computers for each student)

Required Materials:

Computers with internet access. I use Wordpress as my course's blogging platform, but I can see a number of different sites fulfilling the same function.

Timeline for Optimal Use:

Early in the Semester

Full Assignment Description:

To prepare for their blog posts, students chose one important, unique, and interesting word used in the assigned text; located all instances of the word in the text and noted their initial opinion of how the word functions in these instances; looked up the word in the OED, paying particular attention to the word’s etymology, historical definitions, and examples of usage; and summarized the three most useful pieces of information they learned from their research in the OED. In their blog posts, students used their OED research to better explain at least one passage in the text that includes their chosen word; developed a sentence-long thesis; and listed possible Paper 1 topics that might stem from their research.

Suggestions for Instructor Preparation:

Before assigning these blog posts, I showed students how to find and use the OED by asking students to look up words as we close read the texts together in class.

Instructions For Students:

Your goal in these two blog posts is to analyze the use of a single word in eitherOroonoko or Heart of Darkness by referring to information from the Oxford English Dictionary. To complete this assignment, you will choose one important, unique, and interesting word used in the assigned text; locate all instances of the word in the text and note your initial opinion of how the word functions in these instances; look up the word in the OED, paying particular attention to the word’s etymology, historical definitions, and examples of usage; summarize the three most useful pieces of information you learned from your research in the OED; and write your blog post. In your blog post, you will use your OED research to better explain at least one passage in the text that includes your chosen word; develop a sentence-long thesis; and list possible Paper 1 topics that might stem from your research.

Choose one important, unique, and interesting word used in the assigned text: As you’re reading a text, you should underline or note interesting words in the text. Look specifically at words that are used frequently in the text, though you might also notice a word that is only used once but seems especially important because it is part of a crucial scene in the text. You might be drawn to words that are unfamiliar to you. You might be interested by words whose meanings may have changed since the time of the text’s publication. Make sure to choose a word that seems important, ambiguous, unique, or interesting. Even if the word you end up choosing seems “basic,” you’ll find that the OED’s entries could open up a world of possibilities!

Locate all instances of the word in the text and note your initial opinion of how the word functions in these instances: Identify passages in the text that include your chosen word. Try using a searchable, electronic version of your text to find passages.Project Gutenberg or GoogleBooks might be good places to check for searchable versions of your text. In your search, make sure to include variations (like “slaves” and “slavery” for “slave”). Examine these instances and make a few preliminary notes about how the word functions in each instance and what each passage means.

Look up the word in the OED, paying particular attention to the word’s etymology, historical definitions, and examples of usage: Navigate to the Oxford English Dictionary resource page at the UT Libraries website by visiting the “Reference Sites” page under the “Research Tools” dropdown menu. Choose “Dictionaries/Translation” at the “Reference Sites” page, then choose the “Oxford English Dictionary” link. Once you’re able to access the online OED, use the site’s search function to look up your chosen word. Click on “Full Entry” (not “Outline”) once you’re at the word’s page.
- Research the word’s etymology: What part of speech (noun, adjective, adverb, verb) is the word you’re looking up? Make sure you choose the right one, but remember that your chosen word might be interpreted as multiple parts of speech. What language is the word descended from? Is it French or Saxon, Greek or Latin?
- Research the word’s definitions: How many different ways has the word been defined over time? According to the date the text was published, how many definitions would have been available to the text’s author? Note all definitions—even conflicting ones—that were in use at the time of the text’s publication.
- Research the word’s historical usage: Look at the etymology and sample quotations listed. What is the earliest known usage of the word? Which usages are familiar to you? Which usages by famous authors or well-known texts might merit your attention? Keep in mind that some usages might have become popular after your text was published, in which case they aren’t as applicable for close reading your particular text. Are there any other words or allusions you need to look up to close read the text?

Summarize the three most useful pieces of information you learned from your research in the OED: As you’re researching in the OED, make sure to take notes on your findings. Write down the entry headings and definition numbers for information that might prove useful down the road. In your notes, summarize at least three pieces of information from your OED research. Remember to choose the most compelling and pertinent tidbits to summarize—what pieces of information might help you understand the text better?

Write your blog post: Draft a single paragraph that encapsulates your research. When writing your blog post, you must:
- Use your OED research to better explain at least one passage in the text that includes your chosen word: Earlier in your notes, you summarized your three main pieces of information. With these three main pieces of research outlined, reexamine the passages in the text that make use of your chosen word. Choose at least one of these passages to better explain with your OED findings. Describe the scene and cite its page number. Next, explain your preliminary hunch about the word’s usage—a sentence taken from your early notes should suffice. How did your OED research change your interpretation of this passage? What information from the OED has helped you understand this passage from the fictional text better? Do your chosen word’s origins matter? Which definitions of your chosen word apply in the passage? If the word is used more than once in the passage, do multiple definitions apply? Does the word’s meaning shift in the course of the passage? Are there any images or allusions to previous usages of your chosen word?   Quote from the OED and your text, making sure to cite your sources. To cite the OED, make sure to include the entry headings and definition numbers, like so:

According to the OED, the word “home” could also mean “the usual contents of a house; a houseful” (“home, n.” 2c).

Develop a sentence-long thesis and move this sentence to the beginning of your blog post: After you have written a paragraph about the use of your chosen word in one passage from the text, try summarizing your ideas about the word’s usage in one sentence. Your thesis should confidently state how and why the text’s author decided to use your chosen word.

End your post by listing possible Paper 1 topics that might stem from your research: Think about possible paper topics that might come out of your OED research. What questions about the text might be addressed by your findings?

Evaluation Suggestions:

I use the Learning Record, so I did not grade these assignments. I had students post comments on each others' blogs, and I also posted comments in a separate private file on PBworks. I mostly wanted students to practice close reading and researching using the OED, and that goal was definitely met by the end of these assignments!

Notes on Reception, Execution, etc.:

Students loved this assignment because their blog posts could be used to build Paper 1. If I assign these blog posts again next year (which I intend to), I might have students only write one of these posts. My class is quite jampacked in the first unit, so it'd be a good idea to give students some more breathing room!

Additional Resources:

wordpress.com

oed.com

Course Type:

Literary Studies Course

Course Description:

Cultural productions have been banned and censored for a number of reasons, some expected—profanity, lewdness, vulgarity, sacrilege—and some surprising—retelling the past. This course will attend to books, graphic novels, short stories, plays, and films that have caused public controversy because of their unique representations of historical events. Whether nostalgically revisiting “the good old days,” vehemently criticizing “the dark ages,” or merely telling a story that “is not a story to pass on,” many from England, South Africa, Iran, Antigua, Israel, and America have been banned, censored, or criticized for their historical imaginings. Through close reading and critical writing using formal, historical, and cultural approaches to literature, we will work to uncover some versions of the past that have gotten a few authors in trouble. The Oxford English Dictionary and other resources essential to literary study will aid us in this endeavor and will also help prepare you for upper-division courses in various disciplines. The stakes are high when representing difficult, forgotten, or unwanted stories from the past—in this course, we will examine why reimagining the past in cultural productions around the globe was, and continues to be, so fraught.

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