DWRL Lesson Plans - Word Cloud

Jump-Start Your Rhetoric Class with Text Visualization Software

Hoag — Thu, 12 Apr 2012 14:21:59 +0000

Author:

Image Credit:

A wordle created on the future of education, posted on RodgerDodgerOwl's blog

Brief Assignment Overview:

This user-friendly activity has students do some informal free-writing in response to an educational film, then reflect on their writing using "word cloud" freeware.

Type of Assignment:

In-class Exercise

Assignment Length:

Single Class Period

Pedagogical Goals - Rhetoric:

Invention

Visual Rhetoric

Pedagogical Goals - Literature:

Textual Analysis

Word Choice

Pedagogical Goals - Writing:

Invention

Pre-Writing

Word Choice

Pedagogical Goals - Digital Literacy:

Open Access Software

Visualization

Additional Pedagogical Goals:

Rhetorical Analysis

Invention

Media Requirements:

Technology-Based Classroom (computers for each student)

Required Materials:

A computer-linked classroom and access to the free online programs Many Eyes and/or Wordle.

Timeline for Optimal Use:

First Day/Week

Full Assignment Description:

Here you are perhaps embarking upon your teaching career and tenure in the Digital Writing and Research Lab. You’re excited! But then it dawns on you that you aren’t exactly sure what to do for your first couple of class days. Before that lovely panicked academic neurosis that we all know and love sets in, never fear! Here are a couple ideas for opening your class while using a very user-friendly technology.

Essentially, what we’ll be doing is using text-visualization software (either Many Eyes or Wordle) to accomplish three goals: 1) Get your students into the habit of free-writing at the beginning of every class period, 2) Get your students thinking about (and then talking about) the nature of rhetoric and how rhetoric can be defined, and 3) introduce students to the 306 forum topic of education by having them critically respond to the PBS Frontline program titled “College, Inc.”

Suggestions for Instructor Preparation:

Before trying out these activities, I’d recommend two things: 1) Going to the Many Eyes or Wordle websites and playing around with the programs. That way, you’ll be able to troubleshoot if some problems come up, and you’ll also be able see which of the two programs that you like best (N.B., Wordle is probably the most easy).

Many Eyes

Wordle

Instructions For Students:

In order to set the tone for our course, we’re going to engage in two, I hope, worth-while activities: one concerning rhetoric and the other the topic of our 306 forum, i.e., education. In order to facilitate this process, we’re going to use a program called “Wordle.” Wordle is a text-visualization software that displays and highlights features of a text. It is also helpful in that it makes watching films more “active.”

First you need visit the Wordle website

Once there, you’ll want to click on the “create” button and begin to enter text. But what will you enter? For our first activity, we’re going to discuss the nature of rhetoric. So once you’ve got Wordle ready to roll, just take 5-10 minutes to write down—in complete, articulate sentences—everything that pops to mind when you think of that term, rhetoric. After you’re done, press the “Go” button to create your visualization. Once it’s up, ask yourself what terms are appearing most frequently and why. Your instructor will also ask you to contribute to the full-class Wordle, where everyone will help develop a large-scale textual visualization. You’ll get participation points for doing so.

Now that you’re familiar with Wordle, let’s use it to analyze a longer text, one that you’re going to write as well. Your teacher will play the PBS Frontline special titled “College, Inc.” or some section from this program. As you watch, don’t just sit there like a lump; actively take notes. What’s going on? How is it controversial? What are potential paper topics that come to mind while watching? Do you agree with what’s going on in the program? What’s the program perhaps trying to convince you of? Once you’re done, hit the “Go” button on your Wordle and see what happens. You’ll then have the opportunity to discuss the results. You’ll also get participation points for actively engaging, so contribute to the discussion!

Note: Wordle can be used to analyze a long article written by someone else as long as you copy/paste that article into the website. This can be really useful for writing your second paper on rhetorical analysis. Wordles also make really nice images to add to presentations generally.

Evaluation Suggestions:

There are multiple ways to evaluate this activity. The easiest is to simply give participation and/or attendance points (e.g., 2 or so). One could also have students freewrite in Wordle over the course the semester, and then reward them with points at the end of the class.

Notes on Reception, Execution, etc.:

Although this assignment has not been used in the exact context that it’s presented here, this assignment has been used successfully in a 306 course with another topic. Therein, students used Wordle to do a number of things, including: 1) freewriting at the beginning of class, 2) responding critically to the film Fast Food Nation. What worked best in the case of the film analysis was to pick three 15-minute long segments of film that were interesting, then have students watch each segment while taking notes in Wordle. After a segment was completed, we discussed the material and generated paper topics. All in all, it worked!

Course Type:

Introductory Writing Course

Course Description:

Rhetoric and Writing

Tags:

Visualization Software

Free-writing

Invention

Essay Revision with Automated Textual Analysis

Michael Widner — Thu, 05 Apr 2012 18:47:21 +0000

Author:

Michael Widner

Image Credit:

Screenshot of Voyeur interface by Michael Widner

Brief Assignment Overview:

This assignment uses Voyeur to analyze word frequencies and word distribution in student writing to help students see the paper’s thesis and how the argument progresses without reading the paper.

Type of Assignment:

In-class Exercise

Assignment Length:

Single Class Period

Pedagogical Goals - Rhetoric:

Arrangement

Rhetorical Analysis

Style

Pedagogical Goals - Literature:

Textual Analysis

Word Choice

Pedagogical Goals - Writing:

Pedagogical Goals - Digital Literacy:

Open Access Software

Remediation

Visualization

Additional Pedagogical Goals:

Gain an objective, computer-assisted understanding of one's writing. Learn how to use Voyeur for textual analysis.

Media Requirements:

Technology-Based Classroom (computers for each student)

Required Materials:

Computer, Voyeur software, student writing

Timeline for Optimal Use:

Useful Anytime

Full Assignment Description:

I like to discover and play with digital humanities tools. One I recently discovered is Voyeur, which creates word clouds and word frequency graphs for texts you provide it. Despite the warning by Jacob Harris that we should be wary of word clouds, they can serve as a gentle introduction to automated text analysis for students. While experimenting with Voyeur, I wondered how I could best use this tool to expose my students to the ways the digital humanities are transforming how we interact with and study literature. Rather than explore a literary text, however, I decided that it might be interesting to see if textual analysis can help with the process of revision. My hope is that this exercise might make students see the value of such tools in a different way and see their own writing as texts available to (and requiring) interrogation.

Voyeur is an easy tool to use. You simply upload or paste a text and click “Reveal”. You’re then provided with a workbench-like screen that starts with a word cloud and copy of the text you submitted. You can also upload multiple documents in many common file formats such as Microsoft Word or PDF. Doing so allows Voyeur to create a corpus of texts that it can then compare for word frequencies. Voyeur also provides two pre-defined corpora: one of Shakespeare’s plays (which would be fun for a course on his works) and another of a humanist listserv archive. The initial word cloud includes every word in the document, which is often not very useful because of common words like “the,” but the tool provides a pre-programmed list of “stop words” that will cause Voyeur to redraw the word cloud with those words omitted. Clicking on any word in the cloud will provide a graph of the relative frequency of that word. The tool also provides information about vocabulary density, distinctive words, length of documents, and a number of other statistical details worth investigating.

Rather than delve into the possibilities some of the more advanced statistical measures provided, I decided to focus on word clouds and word frequencies when I use this tool with students; those two elements seem the most accessible to students who probably lack experience with automated textual analysis. I also want to focus on seeing if this approach can help address one of the biggest and most prevalent problems I encounter in student writing: the difficulty stating a clear thesis and then staying focused on that thesis throughout the paper. I wondered, then, if a word cloud and graphs of word frequencies might allow a way to visualize the actual (rather than implicit or imagined) topics of a paper and their appearance and disappearance in different sections. I came up with this exercise as a result of these ideas. Note: I teach in a classroom that provides a computer to each student. Still, this exercise could, with only a little effort, be repeated with laptops or outside of class time. Voyeur does allow users to export all data, so it would be fairly simple to share work.

First, have students upload their papers to Voyeur. If they have multiple revisions of a paper, all the better, as it allows a comparison of the iterations of their writing. After setting the stop words and exploring the different word frequencies of their own work, students should then trade and look at a peer’s work. This switch allows the students to avoid being biased by what they think the paper is about and instead focus on what Voyeur shows. Here are a few instructions I have come up with for students to ask:

Use Voyeur to see if you can get an idea of the paper’s thesis and how the argument progresses without reading the paper.

What can you determine about the paper's organization?
What words are most common? What words would you expect to be most common based on the thesis?
What words rise and fall (or do not) in frequency together? Would you expect them to do so?
How can you revise your paper so that the most important words to the argument appear more frequently or in more effective combinations?

I have tested this technique on some of my own writing and found that it does, in fact, reveal some interesting patterns. For example, in one essay I wrote, I juggle three major topics, which rise and fall in sequence through the paper. It was surprising to me to see just how regularly the paper followed that pattern, in fact, and confirmed that I had organized it in a logical manner that accords with my argument. What other uses might you suggest for Voyeur? Are there other questions you think I could pose for students as they use this tool to analyze their own writing? Do you know of other tools that might be useful for this exercise?

Suggestions for Instructor Preparation:

Play around with Voyeur first.

Instructions For Students:

Download the file containing your essay.

Go to the Voyeur website

Upload the file via the "Upload" link.

Hit "Reveal".

Select the gear icon in the upper left box titled "Cirrus". Select the "Taporware (English)" stop words list to remove common words like "the", "a", "and", etc. from the word cloud.

Shrink the text-view window by clicking the arrows on the bar on the far right. This action will reveal several new windows, including a word frequency chart.

Explore various word frequency combinations to see if the most common words in your paper match your thesis, to see how different, important words vary in frequency throughout the paper, and how word combinations appear (or do not).

Have a peer look at the graphs you've created and see if they can determine the main topics of your paper from them. Trade places with your peer; explore one another's texts using Voyeur to see if you can get an idea of the paper's thesis and how the argument progresses without reading the paper.

What can you determine about your paper's organization?

What words are most common? What words would you expect to be most common based on your thesis?

What words rise and fall (or do not) in frequency together? Would you expect them to do so?

How can you revise your paper so that the most important words to your argument appear more frequently or in more effective combinations?

Evaluation Suggestions:

None

Course Type:

Advanced Writing Course

Intermediate Writing Course

Introductory Writing Course

Literary Studies Course

Course Description:

Why do we read literature? What, if anything, do we get out of literature that makes it important? What cognitive faculties to we use when we read and how do those faculties effect or even determine our interpretations? In this course, we will explore these and related questions in order to introduce students to the study of English literature through criticism focused on how the mind works. We will emphasize, in particular, the rapidly growing field of cognitive literary studies, which applies the findings of contemporary cognitive science and neuroscience to traditional humanities questions about the nature of literature, the practice of reading, and the possibilities of interpretation. We will read selections from some of the leading cognitive scientists and cognitive literary theorists and test their theories and methods through our own interpretations of primary literary texts. We will also discuss the history and practice of psychoanalytic critical approaches like Freudian, Lacanian, and feminist theories. We will read an eclectic mixture of literary works including contemporary science fiction, classic novels and short stories, and medieval and Renaissance poetry.

As an introduction to the study of English literature and preparation for upper-division English courses at UT, this course will also focus on developing the fundamental skills of close reading, critical writing, research, and critical analysis. In other words, this course is not primarily about psychology. Instead, that is the lens through which we will view our primary object of study: literature. We will receive an introduction to various formal, historical, and cultural approaches to literary texts, all of which will use some form of psychology. We will also learn how to use the Oxford English Dictionary and other resources central to literary studies.

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