DWRL Lesson Plans - Matt Gertken

Teaching Orwell's Six Points of Style with CritiqueIt

gertken — Sun, 22 Apr 2012 16:36:03 +0000

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The Last Man in Europe – A Portrait of George Orwell

Brief Assignment Overview:

Students read Orwell's "Politics and the English Language," discuss it in class, and then demonstrate their understanding of Orwell's chief style points through an activity using CritiqueIt, a tool for collaborative composition and peer review.

Type of Assignment:

Class Discussion

Assignment Length:

Single Class Period

Pedagogical Goals - Rhetoric:

Pedagogical Goals - Literature:

Pedagogical Goals - Writing:

Pre-Writing

Style

Pedagogical Goals - Digital Literacy:

Software

Additional Pedagogical Goals:

This assignment introduces students to a few handy rules about writing style from a highly credible source, while also giving them a text that will call their attention to the long-standing philosophical problem of how to address the variety of misuses of language and rhetoric. Students will (1) become aware of common stylistic pitfalls (2) learn how to avoid them or correct them, and when to tolerate them (3) attune themselves to concrete instances of how one can use language to disguise meaning or deceive others, rather than to clarify meaning and inform others.

Media Requirements:

Technology-Based Classroom (computers for each student)

Required Materials:

Students can access Orwell's widely-reproduced essay online, or they can find it at the library. To use CritiqueIt, they should go to the CritiqueIt website and set up an account.

Timeline for Optimal Use:

Useful Anytime

Full Assignment Description:

I assigned a classic text, but I did not throw students all the way back to the Gorgias. (Next time!) Instead, I gave them Orwell's "Politics and the English Language." Some readers may expect an explanation of this choice, which I will give in a future Blogging Pedagogy post.

Here's how the day should go:

Students read the essay as homework. When they arrive at class, hold a discussion.

First, define and discuss Orwell's chief terms, like dying metaphors, mixed metaphors, operators or verbal false limbs, pretentious diction, and jargon. Discuss concreteness and abstractness, cliches, and the overall message of avoiding "ready-made phrases" and automatic writing. Discuss Orwell's insistence on usefulness as the measure of good style, and his rejection of attempts to save archaisms or more firmly entrench a standard codified English.

Second, discuss the political aims of Orwell's essay. Address Orwell's equation of political writing with bad writing. Discuss the notion of the "party line." Discuss the use of high-sounding, dramatic phrases, the use of euphemisms for actions and events that involve human suffering and death. Discuss Orwell's claim that fuzzy writing can encourage fuzzy thought, just as much as the latter produces the former. And lastly, discuss Orwell's final dictum, "Political language -- and with variations this is true of all political parties, from Conservatives to Anarchists -- is designed to make lies sound truthful and murder respectable, and to give an appearance of solidity to pure wind."

After this robust discussion, students log onto their computers, and onto their CritiqueIt accounts. They seek an opinion/editorial article published in the news that day, or the transcript of a speech or a press release, on a topic of interest. They paste the text of the article into a Word document and upload it to the Document space in CritiqueIt. Within the program, they transfer the Document to the Group space for peer review, which is necessary to enter into critiquing mode. Then, using the editing tools in the program, they critique their articles (and other students' articles), indicating places where Orwell's six rules of advice apply to improve the article's style:

Never use a metaphor, simile or other figure of speech which you are used to seeing in print.
Never use a long word where a short one will do.
If it is possible to cut a word out, always cut it out.
Never use the passive where you can use the active.
Never use a foreign phrase, a scientific word or a jargon word if you can think of an everyday English equivalent.
Break any of these rules sooner than say anything outright barbarous.

Afterward, hold a concluding discussion, especially with the chance to answer questions that students raise about ambiguities that arise, how to apply these style lessons in their own writing, and what kinds of exceptions to note.

Suggestions for Instructor Preparation:

This assignment is most helpful for students in the first third of the course, preferably after students have completed a few writing assignments and had the chance to attempt an initial adjustment to the teacher's higher expectations, yet while students still have time to improve their writing and overall performance in the course.

The teacher needs to read the Orwell essay closely, and familiarize him or herself with the major criticisms of it. The teacher must also learn how to use CritiqueIt, which I find a bit glitchy and counter-intuitive at times, though still generally a user-friendly software. The teacher will need to create a Group for the class, and invite each of the students to join the Group by entering their emails into the system. The teacher should plan to guide students through the process of setting up their CritiqueIt account and making sure they can upload documents to the Document space provided.

The teacher can motivate students to study the essay seriously by threatening to hold a quiz on the day the assignment is due -- this remains an effectual way to motivate students.

Instructions For Students:

Students should come to class having read the essay thoroughly, at least twice through. They should already know to use the dictionary to look up unfamiliar terms, but the teacher can remind them of this. Students should have the expectation that they will take a short-answer quiz on the essay when they arrive at class, so that they read it closely and study it intently. Students can learn how to use CritiqueIt software in class under teacher supervision.

Evaluation Suggestions:

This assignment was not graded.

Notes on Reception, Execution, etc.:

Students responded enthusiastically to the Orwell essay. One student said she did not care for this kind of writing, i.e. "literary analysis" or "style" guides, but students otherwise responded well. To improve the assignment, I would spend more time preparing the students to use the CritiqueIt software. It is not self-explanatory, especially the text-editing or "critique" mode. Also, glitches can be a serious problem. If a student used bold or italics to highlight a passage, no peer reviewer can comment on that passage with the CritiqueIt editing tools (the company says it is addressing this glitch, but it caused a fair amount of annoyance for this exercise).

In fact, the entire assignment could be accomplished with Google Docs, and more conveniently. Nevertheless, CritiqueIt has value as a peer review device, and for that reason it was good to give students a chance to learn how to use it.

Course Type:

Introductory Writing Course

Course Description:

RHE 306 – Rhetoric & Writing is a course in argumentation that situates rhetoric as an art of civic discourse. It is designed to enhance your ability to analyze the various positions held in any public debate and to advocate your own position effectively. Your work in this course will help you advance the critical writing and reading skills you will need to succeed in courses for your major and university degree.

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How to Advocate a Course of Action via Excel

gertken — Mon, 16 Apr 2012 14:11:20 +0000

Author:

Matt Gertken

Image Credit:

"Spreadsheet" by Jon Newman via Flikr

Brief Assignment Overview:

Students will use a combination of rhetorical analysis and Microsoft Excel formatting to brainstorm and write a two-page policy proposal that advocates a particular course of action. Students will watch and discuss a presidential speech and read a short literary essay to generate ideas, and use Microsoft Excel to draft an outline for their own policy proposal before writing it.

Type of Assignment:

In-class Exercise

Assignment Length:

Multiple Class Periods

Pedagogical Goals - Rhetoric:

Pedagogical Goals - Writing:

Pedagogical Goals - Digital Literacy:

Software

Additional Pedagogical Goals:

To advocate a position within a controversy with recognition of strongest arguments against it; to understand difference between advocating opinion and advocating policy; to craft a policy proposal that considers questions of feasibility and implementation; to answer or appeal to skeptics and opponents by means of anticipating, refuting or conceding to their claims; to understand important organizational, rhetorical and logical features of a policy proposal or statement; to gain awareness of ethical considerations inherent in policy advocacy.

Media Requirements:

Technology-Based Classroom (computers for each student)

Required Materials:

Computer work stations with Microsoft Office and an Internet connection. Optional: access to Eighteenth Century Collections Online (ECCO), an electronic database.

Timeline for Optimal Use:

Useful Anytime

Full Assignment Description:

Day One:

The class begins with a video clip showing a rhetorical moment devoted to advocating a policy: President Barack Obama’s speech requesting Congress to vote for his proposed jobs act - a video avaiable on YouTube. Students watched a brief introduction to the speech (3:08-3:35) and then a section covering education (7:35-9:45), since education is the broad theme of the course to which all students’ writing topics relate.

After the video, we held a discussion. I asked students what policy or course of action the president proposed, and what he proposed in particular for education? Then they discussed a series of general questions that I raised. I made it clear that they should ask these questions when analyzing any policy:

Is the proposal desirable? Is it possible? Is it feasible?
What are the pros and cons of the proposal?
Would the proposal require formal (official) or informal (unofficial) action?
Would the proposal reinforce the status quo or change it?
Qui bono? Who would benefit (or suffer) from the proposal’s adoption?

Following discussion, I asked students to go to their work stations and begin writing a draft of their own policy proposal by applying these questions to their stance. I instructed students to put emphasis especially on (1) making sure that their proposal addresses the strongest arguments against their own position and (2) ways in which their proposal demonstrates compromise with at least one major objection. I also told them to recognize obstacles to implementation, whether economic, political, ethical, or otherwise.

I asked students to come to class on on Day Two having read Jonathan Swift's "A Modest Proposal," showing them how to access it through ECCO's facsimile or (in modern type) Project Gutenburg's version. I warned students that although the essay is short, the slightly archaic language and drawn-out sentence structure can make it a challenge to read, and I made it clear that nevertheless they were responsible for reading it closely and preparing to discuss it.

Day Two:

Day Two was devoted to making use of the reading assignment, Swift's essay. The purpose of this session was to discuss the logical, rhetorical and organizational aspects of policy proposals by showing the greatest parody of one. My goal was to teach the lessons of Swift's satirical policy proposal in an accessible way, so I started the class by clarifying problems with comprehension. We then discussed students' general responses to the essay, and I guided discussion to make sure that we adequately addressed the essay's demonstration that there are ethical implications for every political or economic policy, and also that intentions (however "good") do not ensure ethical or effectual policy.

One of the indispensable mechanisms of the satire is Swift's successful appropriation of the organization of a genuine policy proposal. Working through the text section by section, I asked students to identify the purpose of each section, and we arrived at the following outline:

Identify main problem and need for solution
Define scope of problem and group of people to be most affected by proposed solution
List minor problems to be solved or averted by upcoming proposal
Present policy proposal itself, explaining how it solves main problem directly
List additional benefits of proposal
Consider anticipated objections, refute them
Explain willingness to consider other proposals, but insist that they address root of problem
Disavow any conflict of interest on part of author

Finally, I asked students to identify the use of logical and rhetorical figures in the essay. Some examples included the three chief rhetorical modes, the lesser of evils, the law of unintended consequences, Ockham's razor, reductio ad absurdum, etc.

After discussing the essay's organization, and logical and rhetorical methods, I encouraged students to review genuine policy proposals (from think tanks, corporations, NGOs, and other organizations) to think about they could utilize these methods in their proposals for non-satiric purposes.

Day Three:

Students arrived at class with the draft of their policy proposals. I had them pair up and conduct a peer review of each other's proposals, with the specific purpose of probing the series of questions outlined on Day One, identifying objections to the policy or difficulties in feasibility that the writer had not considered, and analyzing the organization and rhetorical style of their argument, as discussed on Day Two.

Suggestions for Instructor Preparation:

On Day One, students will come to class already having written papers both summarizing and analyzing different arguments in a particular controversy in an impartial manner, and aware that they will now need to choose a side of the debate and advocate it. I familiarized them with the concept of rhetorical stasis, and basic questions arising from stasis such as conjecture, definition, quality, and especially policy. But even if an instructor has not spent time teaching rhetorical theory, the students should come to class already having formulated their own opinion about the controversy they are investigating and having decided their answer to the question “What is to be done?”

On Day Two students should come to class having read Jonathan Swift's "A Modest Proposal." On Day Three students should come with a typed draft of their own two-page proposal.

Instructions For Students:

In order to solidify these lessons, I asked students to create a short (one page) spreadsheet on Microsoft Excel that contained three columns (see image below). First, in the left column, students named the organizational components of their partner's essay, section by section, so that the entire structure would appear in sequence in that column. Second, in the middle column, students paraphrased each section of their partner's text, being careful to cover the key arguments or rhetorical figures. Third, in the right column, students explained their response to the section, for instance by stating an objection or qualification to the argument or evaluating the success of a particular rhetorical figure. After completing the Excel sheet, each student emailed it as an attachment to each partner, so that the partner could use it to help revise the draft.

Evaluation Suggestions:

The best way to evaluate the assignment is to compare the students' first draft of their policy proposal with the revised draft. Excel sheets are sometimes cumbersome to print off, although in this particular case it is feasible since they are short (see image below). But the important evaluation is whether the assignment was helpful in giving each student a clearer mental picture of the organization of their paper in a way that will help them anticipate objections to their argument or to their rhetorical techniques in specific sections. The only way to evaluate that is to compare the revised draft.

Notes on Reception, Execution, etc.:

Students responded variously to each component of the assignment. Day One was easy and trouble free. Day Two was more difficult because it focused on Swift's essay, which (as expected) was a challenge for student's reading comprehension abilities. However, students responded enthusiastically to having a prototypical structure to use for their own policy statement. Day Three was successful: students did not generally have trouble using Excel and could assist each other as needed, and the process of laying out each paper in the three-part format (organization-argument-objection) seemed helpful in visualizing it and preparing for revision.

Additional Resources:

Clearly my decision to use Swift led to complications that some instructors might wish to avoid. Another way to execute this lesson plan would be to draw the reading assignment from a sincere policy proposal published by credible think tanks, institutes, corporations, NGOs, or other organizations. My reason for avoiding sincere proposals is that I think parodies of policy proposals make for better and more enjoyable reading, which is helpful when talking about organizational and stylistic principles and makes the lesson more memorable. If an instructor wanted to use a parodic form without bothering with Swift's slightly archaic diction and numerous subordinate clauses, he or she would find ample material from the Onion, or even the local satirical paper (UT has the Texas Travesty, which, for instance, recently featured an article entitled,"Congress Discussing Failure as an Option.")

Here is a sample image of what this spreadsheet might look like:

swift excel_0.png

Course Type:

Introductory Writing Course

Course Description:

RHE 306 – Rhetoric and Writing is a course in argumentation that situates rhetoric as an art of civic discourse. It is designed to enhance a student's ability to analyze the various positions held in any public debate and to advocate his or her position effectively. Work in this course will help the student advance the critical writing and reading skills he or she will need to succeed in courses for the university degree.

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