Here is a breakdown of the types of interactions involved for a series of artifact analyses. These exercises help fulfill my goal of having students leave my class with the ability to evaluate any piece of writing (particularly in genres that aren't typically associated with writing) and determine its intended audience and its effectiveness in reaching that audience.
1. Introduce the Assignment (Presentation): This is where I would explain the assignment to the class, go through the requirements, and provide an example.
2. Open up the floor for questions (Discussion): After the initial presentation, I would open up the floor for the class to raise any questions/concerns.
2. Group Analysis (Studio): After explaining the assignment and working out all of the questions, I would break the class into groups of 3-4 students. Once the groups were settled, I would assign the first artifact and give the students about 30 minutes to complete an analysis within their groups.
3. Full Class Analysis (Discussion): After the thirty minutes were up, the groups would reconvene and we would go through the analysis as an entire class. The purpose of the initial group activity is to introduce the class to the assignments and develop a level of comfort/confidence for future exercises.
4. Future Analyses (Presentation/Studio): The rest of the analyses would work sort of like pop quizzes. At the beginning of a class, I would announce that there will be an artifact analysis and provide students with access to the designated artifact through a link or, if necessary, displaying the artifact for the class or providing a printout. If technology allows, students would be given 30 minutes to post their analysis to the class blog. If technology does not allow (i.e., all students do not have internet access), pen and paper analyses would have to be turned in. After the 30 minutes were up, the initial groups would reconvene to discuss their analyses for 10 minutes.
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