An In-Class Activity for English 1101
Learning Objectives–
- After the seminar and/or the discussion board’s due date, students will demonstrate a supported argument on a hot-button issue, either orally or in written form.
- After the seminar, students will be able to evaluate credible sources for vital information to support their given argument.
Instructions for instructors–
This is an informal socratic seminar activity, and it is conducted so it can fit into a single class period. To prepare, study on your chosen topic (it should be something which can be argued on. For instance, the American Dream as a concept, if social media is harmful to mental health, or banned books in K-12 classrooms), and then choose 2 relatively short but credible articles on the topic. Ideally, one would encompass each side of the argument. Print out enough copies for the class and bring them along with a series of discussion questions for yourself related to the topic and/or articles, but be prepared to think on the spot as you respond and guide your students in discussion. It is also suggested to rearrange the classroom/desks so that it is more circular, which has proven to engage conversation. Here is the breakdown of time for a typical 75 minute class period.
- 15 minutes– quiet, individual research where students read your assigned articles.
- 10 minutes– students will then research further on their own. This is a vital step as they are learning to find credible sources and they may find information which could illuminate specific points.
- 5 minutes- you will then explain the instructions for the discussion for students (listed below). Make sure to emphasize respect, however. I would also suggest having these on the board for quick reference for students.
- 40 minutes– Open discussion with the class. You can give incentives for speaking by having a bingo card or a general prize for whoever speaks the most.
- 5 minutes– wrap-up with general conclusions based on the discussion
How it is graded–
This is solely up to the instructor’s discretion, but I graded their daily work as complete/passing if they spoke at least once. They either had to reference the articles, their own research, or even personal experience to support a side of the argument (OR possibly a desired middle ground) to get this credit. However, I believe another way to grade the participation is by having a discussion board for that week where they could respond in their own time, and simply having the prize could incentivize the conversation. This may be a better route for those who have a more shy class– I gave this option for those who did not have time to speak or seemed to be too anxious to speak in front of their peers.
Instructions for students at the very beginning of class-
We will be conducting a socratic seminar today. A socratic seminar is a student-led discussion on a given topic, and this is meant to develop your critical thinking skills as you engage in conversation with your peers. I have provided you all with 2 credible sources of the given topic. Please read these thoroughly, annotate/highlight where needed, and then after the first 15 minutes, I will give you all 10 minutes to conduct your own research. Ensure that the research you pull comes from a credible, note-worthy source which follows CRAAP principles.
Instructions for students right before the discussion-
Before we begin, let’s ensure we maintain a respectful atmosphere. We likely will disagree on many ideas, and you are free to rebuttal any points your peers make. However, please follow these general guidelines which emphasize our university’s code of conduct:
- Be respectful to your peers and their opinions
- Actively listen to your peers– they have thoughtful feedback to give
- Do not interrupt one another
You do not have to raise your hand– you can jump from one person to another in discussion (make this more into a STUDENT-led discussion). Whenever there is a stopping point in conversation, I will jump in and guide with a thought-provoking question or statistic/insight.
You either can speak once to earn credit for the daily grade (It should be something thoughtful/substantial like a personal experience, a source/fact, or even just an insight) or you may participate in the discussion board sometime today with the same desired criteria (this will be due at midnight). For whoever speaks the most in-class today, however, you will win *insert prize*.
A Discussion Board for English 1101
Learning Objectives–
- After posting and responding to a peer, students will be able to analyze visual rhetorics for rhetorical strategies.
- After posting and responding to a peer, students will be able to assess the importance of audience for rhetorical messaging, particularly in visuals.
Prompt-
Find a piece of visual media that connects with you from its message, such as an advertisement, illustration/artist piece/painting, flyer, cover art for an album, etc. Why do you think it is so effective at connecting with you? Consider your placement as the audience. What rhetorical strategies does it utilize? Make sure to describe what piece you are referring to, and even include a link if possible so we can see what you are discussing. Respond to at least one participant with a thoughtful comment or addition to their analysis. Aim for 4 sentences in your original response.
How it is graded–
This is a weekly grade, so per my policy, I give it a passing or failing grade (100 or 0). They must answer with 4 sentences which are coherent and answer the prompt fully (ALL of the questions). These are graded on completion and effort. They did not complete the assignment fully if they DID not answer all the questions, so I will remove a few points if they miss a question or if they do not write 4 sentences, per the instructions.
Peer Review Sample Assignment
My students responded with more positive reception to a more open peer review format. Therefore, I create a checklist of a broken down rubric with some guiding questions. Below is the worksheet for the peer review of the recomposition project I created and distributed.
Your name:
Your peer’s name:
Instructions– please hand each other your recomposition projects WITHOUT explaining what it is or what the purpose of the work is. I will instruct you when to do so, but I want your peer to give their initial reactions just as I would when grading these.
Checklist for Peer Review of Recomposition Project:
- Who seems to be the intended audience(s)? _________________________________________________
- What is the message of the project? If you can’t tell from the initial viewing, let them know. _________________________________________________
For the items below, check off if they appear in their project.
- The message comes across just from the initial viewing/reading
- The method of delivery/modality makes sense for the content/message
- The recomposition is organized in a coherent manner according to the conventions of that modality
- The author shows effort in their work
Notes and suggestions for your peer:
*For this section, think about visuals and messaging in particular. Be as specific as possible to help your peer create their best work. Your opinion is valuable!