![]() ![]() Rather than seeing Superman swoop in and save her after she jumps (a stereotypical and expected superhero trope) the audience witnesses something new and even more powerful. ![]() There is no need for text here the audience can clearly see and interpret the scene visually of a young girl in distress, with tears in her eyes. The obvious implication presented visually here is that she is thinking of jumping to her death. Returning to the example of Superman saving the young girl on page 96 in All-Star Superman, the page opens with a long shot of a young woman on the edge of a building. They were provided with the following image and text: Well-Supported Reasons: Use evidence from comic page and description and discussion after to support your position.įor CLEAR CRITERIA, EACH group was then given and individual question they were to answer, pertaining to their specific image and text, and then use the reasoning for their ANSWER as a means to uncover their CRITERIA. As we look at each feature we reference back and I ask the students to pull the support from the sample review, often posed as a question.Īt the end of the article I discuss how I want to extend this discussion on evaluations by having the students engage in Group Work (Projects).ĪLL groups were given the following elements to divide up among their members:Ĭoncise Description: Provide us with a 2-3 sentence summary of the scene depictedĭiscussion of Subject: Discuss and apply criteria found in the question based on information givenīalanced and Fair Assessment: Assess your review and stance in answering the question The PowerPoint of the Lecture covers the chapter and key features while making heavy use of the sample review (evaluation) provided in the text: Ali Heinekamp’s “Juno: Not Just Another Teen Movie.” We walk through the PowerPoint and as we hit the key features: Concise description of the subject, clearly defined criteria, a knowledgeable discussion of the subject, a balanced and fair assessment, and well-supported reasons. ![]() 13 (3 rd edition) that I primed the students to have read and come with questions and/or comments before the class met. This was to take some of the pressure off (and confusion hopefully), and also, because I still felt the students needed exposure to this genre (particularly in the upcoming work on Essay 2: Article Analysis).įor this I simply looked over the chapter, Ch. To accomplish this I changed this from a minor writing assignment to an in-class lecture and group work project instead. However, I ended up finding out that most of my time was being taken up with students finding it difficult to wrap their heads around the genre completely, getting the two (Evaluations and Article Analysis) confused, and causing me a tone of frustration. In addition, having both assignments helped set up a contrast in the difference between evaluating and analyzing an object or subject. One of the reasons I presented and used it originally was because the Article Analysis called for something of an evaluation in it and it helped, I thought, for students to understand how to evaluate. Now, one of the reasons I dropped this as a minor writing assignment in conjunction with the genre of Article Analysis was specifically because it appeared to leave students confused. One of the genres, one that I used to use a minor writing assignment to cover and to “contrast” against Essay 2: Article Analysis, is that of Evaluations. ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |