Reflection: From Reading to Writing: An Introduction to the Rhetorical Analysis Essay - Section 3: From Reading to Writing: A Model

 

The group reading activity worked pretty well!  It was kind of fun to watch unfold, and I think the kids kind of thought that too--there was a little anticipation at the end of each paragraph of who would jump in next.  The transitions got a little slower toward the end, and there were two quieter students who managed to hold out because there weren't enough paragraphs, but a few others stepped up nicely.  I'm not sure I would do this in any class; or I would make sure the text doesn't have enough paragraphs for everyone so I didn't run into an awkward situation of having a student absolutely refuse, but in the context of an AP course where there is a high expectation of participation, this was a fun way to do it.

The rest of the lesson went well--in the questioning section I tried to really emphasize that these questions are ones they should practice when reading anything, and hopefully it will become second nature.  I made a reference to the TV ads we looked at a week ago saying how a number of them have mentioned ads and other things they've seen on TV, noting rhetorical strategies; they are now watching more critically, but it hasn't ruined the entertainment value.  Its the same with texts.

They seem to respond well to this kind of observation, anecdotal stories that show the skills they are learning aren't just for a test--that will take care of itself--but are transferable skills that they will get better at with practice.  

 

  Reading Activity Worked!
  Reading Activity Worked!
Loading resource...
 

From Reading to Writing: An Introduction to the Rhetorical Analysis Essay

Unit 3: Writing a Rhetorical Analysis Essay
Lesson 1 of 5

Objective: SWBAT recognize the writing structure of a rhetorical analysis essay, and how they can establish their own voice while still maintaining an objective point of view through analysis of a model analysis.

Big Idea: Explanatory essays are highly structured by nature, but can include some flare, too.

  Print Lesson
11 teachers like this lesson
write
 
1
2
3
Similar Lessons
 
Annotate a Text For Purposeful Reading
11th Grade ELA » Exploring Identity
Big Idea: Student annotations map their thinking process as they make meaning of a text.
  Favorites(33)
  Resources(15)
Los Angeles, CA
Environment: Urban
Martha Soto
 
Sequencing in The Autobiography of Ben Franklin
11th Grade ELA » The Individual and the Transcendentalists
Big Idea: Franklin's quest for perfection is fraught with habit.
  Favorites(12)
  Resources(16)
Taunton, MA
Environment: Suburban
Julie Ferreira
 
A Dragon Awakens
12th Grade ELA » Beowulf
Big Idea: Why do we read Beowulf? What else has Beowulf inspired?
  Favorites(9)
  Resources(13)
Whitehall, MT
Environment: Rural
Caitlin  Chiller
 
 
Something went wrong. See details for more info
Nothing to upload
details
close