Blogging Re: The Rhetorical Analysis, a Reflection

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Objective

SWBAT post a short self-refection regarding their recently completed Rhetorical Analysis.

Big Idea

... blogging is a ubiquitous form of academic, professional, and personal expression ...

Lesson Author

Richard C. Jones, Ph.D

Park Ridge, IL

Grade Level

Twelfth grade

Subjects

English / Language Arts

Writing

Analysis (Listening and Speaking)

Standards

W.11-12.6

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

W.11-12.10

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Context and Introduction

8 minutes

For this lesson (which is essentially just a period of "guided practice" as students write), I ask students to review their impressions and understandings (if any) regarding their, now newly finished, Rhetorical Analysis. I'm curious to know their feelings about this difficult (at least I find it so) skill.

I ask students to revisit the book reviews they have saved from the very first blog post. After a bit of re-skimming, I ask them to respond to a prompt (see the following section) ...

Guided Practice: Blogging Time!

38 minutes

A unique assignment

student samples of the RA.pdf

Here's the "prompt" for the Rhetorical Analysis reflection blog entry:

Now that you have completed the RA, reflect on this form of writing. What was different about this assignment from other writing assignments in the past? Do you think that this is a useful skill (RA that is)? Why or why not? What was the most difficult aspect to this assignment? Did the peer-critiquing you received assist you? How? or Why not?

As students work on this "prompt" -- posting to their blogs -- I walk around the lab and offer whatever help I can.

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