DWRL Lesson Plans - Regina Marie Mills

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.

Tags:

Enthy/memes: Making Memes to Teach Logos

regina.mills — Tue, 21 Oct 2014 02:16:34 +0000

Author:

Regina Marie Mills

Image Credit:

Traquan Minor, created on imgflip.com

Brief Assignment Overview:

To pratice creating and breaking down enthymemes, I had students create memes (about anything), break down the stated and unstated premises and ultimately, come to a conclusion as to the meme's argument.

Type of Assignment:

Assignment Length:

Pedagogical Goals - Rhetoric:

Pedagogical Goals - Digital Literacy:

Collaboration

Multimedia

Visualization

Media Requirements:

Adaptable For Use Without Classroom Technology

Technology-Based Classroom (computers for each student)

Required Materials:

If not in a technology-based classroom, then having students bring laptops to class or having them do this at home (after modeling it and providing examples) would also work.

Timeline for Optimal Use:

Mid-Semester

Full Assignment Description:

I usually take about 30 minutes for this, including time for us to break down enthy/memes (ex. Hipster Little Mermaid) together. You should have gone over enthymemes in a previous lesson and reviewed them before doing the assignment. I used this assignment in a unit focusing on rhetorical analysis, allowing students to both create and break down enthy/memes. You could also just let students break down the enthy/memes. After we break down the examples, I give students suggested memes and meme-generating websites to use (memegenerator.net or imgur.com/memegen but you can google "meme generator" and find many others). Then they are given about 20 minutes to make the meme, break down its stated and unstated premises and then post it to Discussion Board or some other class forum for student and instructor feedback.

Suggestions for Instructor Preparation:

Find a few memes that you think are current enough to use as "enthy/meme" examples. You can use joke ones that are steeped more in cultural knowledge rather than direct argument (ex. All Your Base) to begin with but also be sure to use ones that are making more nuanced arguments. Create exemplars for them to view which show what kind of structure you want them to use when breaking down their enthymeme. Have these available on a class website or other source. Be sure to scout out some meme generator sites and give them to students so that they don't waste time trying to pick one out.

Instructions For Students:

Students wil break down your example "enthy/memes" as a whole group exercise, and if desired (though this would make the activity longer), in small group settings. Once they have seen a few exemplars, they will go to a meme-generator site, create their own meme and then break down the premises (stated and unstated) in their meme along with the main argument of the meme. They will then post this to an on-line class forum for feedback. I usually give students 20 minutes to do this and if some students are very creative, I encourage them to do more than one. I have also done this in pairs, in case students are afraid that they can't come up with something good enough on their own in the time given.

Evaluation Suggestions:

I often grade this as a participation grade or as a grade for homework. This should not be a major grade and can even be just an informal assessment. However, I highly suggest having students view and comment on other classmates' work and also for the instructor to leave feedback which focuses on how well they broke down the premises of the enthy/meme.

Notes on Reception, Execution, etc.:

Overall, this has been a popular lesson and one that some of my colleagues have taken up in their classes as well. It's important to let students know that you aren't grading them on cleverness but rather on the ability to make and break down an argument by enthymeme. Some students feel flustered and think there isn't enough time, or get bogged down in making a "great" enthymeme, so you can choose to give more time or to give students who do not have a polished product in class a chance to turn it in by a certain time in the evening as homework as to alleviate that stress. However, students have loved the chance to be creative and that they get to play with something that they are very familiar with. I think it helps them re-think the meme as something a bit more complex. As a teacher who finds teaching logos so hard, it helped me feel more comfortable as well as it helped to make the enthymeme more tangible.

Additional Resources:

Here is another exemplar meme created by my students. As you can see, this can allow for deeper analysis of issues like race, sex, class, sexuality, disability, etc. You could even use this as an exemplar in class and break down the stated and unstated premises (and how it works to subvery them) as a class to see how memes can be thought-provoking as well.

Successful Black Man.jpg

Course Type:

Intermediate Writing Course

Introductory Writing Course

Course Description:

I assigned this in a RHE 309K class, which is a class just a step above the introductory writing course. Many students who tested out of the introductory RHE 306 take this class as well as others who are required to take it by the school or major they are pursuing. This class is still focused on writing but centers around a particular topic/controversy in order to teach those skills.

Tags:

Enthymeme

Logos

Rhetorical analysis