Dr. B Writing Circle
As we get ready for our first in-class essay (this Thursday and Friday), I wanted to show you an activity I have often done with my students to illustrate how to approach an essay when writing in class. It's based on the idea that if you can "make your thinking visible," then others, too, can do the same.
Here are the instructions:
For class today, I will pick a rhetorical text, read, analyze, and write an essay on it in front of you. Your job is to watch and "live comment" about the process as it takes place. You might comment about...
- Anything that stands out,
- Anything that seems interesting,
- How I approach the writing task,
- What I think about as I write,
- How I revise,
- How I use rhetorical appeals,
- How you can use a similar strategy in your own writing.
For an example of how other students have completed this task before, see here.
GLHF--Good luck and have fun!
GLHF--Good luck and have fun!
Dr. B has to know what she is looking for.
ReplyDeleteDr. Brigman identifies speaker.
ReplyDeleteDr. B annotates immediately begins annotating while reading, helping her to better analyze the text.
ReplyDeleteDr. Brigman annotates the piece thoroughly.
ReplyDeleteDr. B identifies the important and main aspects of the text.
ReplyDeleteDr. Brigman makes notes of important information such as purpose in order to organize her thoughts before writing.
ReplyDeleteAnnotate dat speaker, audience an' context
ReplyDeleteTake in what is being said. Identify speaker. Identify text. Identify context. Try to pick out appeals. Take notes as you go. Draw on further knowledge to lead to logical conclusions
ReplyDeleteDr. B first figured out who the speaker was along with the audience that the paper was targeting
ReplyDeleteIdentify subject.
ReplyDeleteDr. Brigman then identifies the audience and if they could possibly be affected by pathos.
ReplyDeleteThe first thing she does is note who the speaker is, their ethos, and the audience, as well as assume the main appeal used based on the medium
ReplyDeleteNoting rhetorical appeals as she goes. First thing she does is identifies the speaker and audience.
ReplyDeleteDr. B identifies all the rhetoric that she sees, and takes note of it as soon as she sees it.
ReplyDeleteDr. B recognizes that repetition is important to the text.
ReplyDeleteUnderlining important words and noting why they are important as she reads
ReplyDeleteDr. Brigman starts by annotating the text and identifying rhetorical appeals.
ReplyDeletehttps://memegenerator.net/instance/66622760
ReplyDeleteDr. Brigman continues to annotate the paper, identifying appeals to pathos and other rhetoric so she may be able to find and use them later as support for her argument.
ReplyDeleteCircling certain words and phrases to use when discussing Margaret Thatcher's rhetoric
ReplyDeleteDr. B not only underlines important pieces of the text, but explains how/why they are effective in the margins. This is helpful when preparing to write the essay.
ReplyDeleteShe underlines important details such as key words, appeals, structures, and connections between different parts of the text
ReplyDeleteShe thinks ahead, identifying possible ideas that she can use when writing
ReplyDeleteDr. B goes through the text and points out every rhetorical appeal she finds.
ReplyDeleteDr. B finds out what the paragraph is about, and tries to find why the supporting sentences support the topic.
ReplyDeleteDr. Brigman marks complex thoughts and other statements she has questions about so she may return to them later in order to identify them as useful or not.
ReplyDeleteTakes note of the vocab she does not know
ReplyDeleteNotice evidence
ReplyDeleteNote dem shifts in purpose an tone
ReplyDeleteIdentifying thoughts and phrases she might come back to and picks out quotes used in Thatcher's essay
ReplyDeleteDr. Brigman clarifies what irregular terms mean.
ReplyDeleteDr. B breaks down the text and identifies the different methods used.
ReplyDeleteAlso takes note of the shift in idea that calling Ronald Reagan, Ronnie.
ReplyDeleteDr. Brigman identifies all rhetorical appeals throughout the text while annotating the piece.
ReplyDeleteConnects important terms to audience and how it may affect them
ReplyDeleteDr. Brigman underlines phrases that she might use during her essay.
ReplyDeleteWriting small notes as to why things work as rhetorical devices, so she can come back later and use them in her essay
ReplyDeleteDr. Brigman infers who the audience is by using context that the writer includes.
ReplyDeleteMake notes about main ideas in the piece
ReplyDeleteShe highlights the ideas she wants to refer to in her essay
ReplyDeleteNoting important people mentioned in Thatcher's speech
ReplyDeleteSummarize certain sections and then analyze
ReplyDeleteDr. B recognizes the image of Ronald Reagan that the text is painting.
ReplyDeleteDr. B writes short summaries of the most important parts of the text.
ReplyDeletePointing out a shift in the topic of the speech
ReplyDeleteAgain identifies change in topic in the paper
ReplyDeleteShe keeps track of all the different shifts between tone and appeals
ReplyDeleteIdentifies motif used to describe Ronald Reagan
ReplyDeletePointed out the motif of the paper
ReplyDeleteDr. Brigman looks for repetition or shifts in the paper coming to the same idea in order to find the argument of the paper.
ReplyDeleteSummarizes what the conclusion does for the essay
ReplyDeleteShe keeps track of repetition throughout the obituary
ReplyDeleteBuild an outline first: thesis, topic sentences.
ReplyDeleteDr. B starts right off with framing her essay's skeleton.
ReplyDelete
ReplyDeleteDr. B prepares an outline before she writes the essay
Figures out what her main idea is.
ReplyDeleteDr. B goes directly into creating an outline.
ReplyDeleteDr. Brigman edits her thesis statement to be concise to clear to the point.
ReplyDeleteMakes the outline before she begins writing anything else
ReplyDeleteGotta take dat metric butt-ton of annotations and turn it into a minimal outlineeeeeee
ReplyDeleteMaking sure to have good word choices
ReplyDeletePuts in three main points.
ReplyDeleteDr. B re-reads her work multiple times to improve word choice.
ReplyDeleteShe doesn't use the words ethos, pathos, or logos in her thesis statement
ReplyDeleteAlter thesis as much as needed
ReplyDeleteGotta adjust dat thesis so it's as accurate as possible
ReplyDeleteShe rereads and edits what she has previously written. This helps strengthen what she has written and gives her a direction to follow
ReplyDeleteDr. Brigman lists all possible ideas for her topic sentence.
ReplyDeleteMakes use of her notes to build her skeleton
ReplyDeleteDr B is making notes about what she will write about in a paragraph
ReplyDeleteDr. Brigman re-reads her own writing to check for effective word choice.
ReplyDeletegotta in-text cite dem quotessssssssss
ReplyDeleteDr. B notes line numbers for later citations.
ReplyDeleteDr. B lists off her annotations as ideas that she may want to write about in her piece.
ReplyDeleteWrites what she wants to say in the body paragraph under the topic sentence
ReplyDeleteTopic sentence covers everything she plans to mention in the paragraph
ReplyDeleteRevising her wording as she goes
ReplyDeleteIntroduce certain parts of the text with quotes/evidence. Then cite.
ReplyDeleteCITATION!!!!!
ReplyDeleteAnalyzing evidence/quote.
ReplyDeleteDr. Brigman reads over her work in order to determine if anything is missing and if the information is clear.
ReplyDeleteDr. B makes sure to note the tone of the text and how it influences the piece.
ReplyDeleteReread dat section after ya write it so ya can adjust it to be more betterrerererererer
ReplyDeleteShe is beginning to write out her paragraph as she outlines
ReplyDeleteTalking about the different appeals.
ReplyDeleteDr. B revises her writing and strengthens it.
ReplyDeleteShe writes her first paragraph under her topic sentence
ReplyDeleteRemoves items from "to-do list" as she writes
ReplyDeleteDr. B pays special attention to her word choices as she types along. She occasionally reads back through her progress to weed out errors and improve content.
ReplyDeleteShe uses a to do list as she writes to make sure she makes all the points she wants to
ReplyDeleteUses her skeleton throughout the paper
ReplyDeleteDr. Brigman constantly refers back to her source
ReplyDeletetran
ReplyDeletesition
Dr. B uses [] to clarify quotes.
ReplyDeleteclarify dem vague quotes with square bracketsss
ReplyDeleteDr. Brigman works in her topics as she writes, creating a smooth flow in the writing.
ReplyDeleteDr. B writes where the quotes she is taking are from, that way she can easily go back and find them if she needs to.
ReplyDeleteShe comes back to the motif "great" and discusses it in the essay
ReplyDeleteDr B is thinking about who her audience is
ReplyDeleteShe is mostly writing out her essay and not stopping to look back until she has completed a big chunk
ReplyDeletedefine dem important words that might be vague
ReplyDeleteRe-reads first paragraph to check for minor errors.
ReplyDelete. . .
ReplyDeleteUses MLA format
ReplyDeleteReferences the speech in the analyzing.
ReplyDeleteRecognizes and makes notes to fix word repetition while writing
ReplyDeleteMakes notes about things she needs to add and will later come back to
ReplyDeleteSummary sentence at the end of the body paragraph
ReplyDeleteUses the topic sentence to transition between paragraphs
ReplyDeleteStating an idea from the speech.
ReplyDeleteShe approaches the second body paragraph similarly to the first
ReplyDeleteDr. B uses correct MLA format.
ReplyDeleteDr. Brigman catches herself writing "she states," and switches it to "she states."
ReplyDeletegotta alternate dem nested quotess
ReplyDeleteLooks back and revises statements, especially ones based off of something she had misread
ReplyDeleteUsing specific quotes from Thatcher to emphasize her point
ReplyDeleteDiscussion of quote should be length of quote.
ReplyDeleteDiscussion following a quote is very important
ReplyDeleteDr. B makes sure her discussion on a quote is just as long or longer than the quote itself.
ReplyDeleteUses mix of direct quotes and paraphrases to support thesis
ReplyDeleteShe keeps an eye on the time and makes a plan to finish by the limit
ReplyDeleteLabel dem appealssss
ReplyDeleteKeeps a close eye on the time, moving on if necessary
ReplyDeleteAdd a summary sentence at the end of a body paragraph
ReplyDeleteintro dat paragraph
ReplyDeleteChunks her essay
ReplyDeleteReferencing issues of today
ReplyDeleteHook + Background + Thesis = Intro
ReplyDeleteShe begins her essay with an amusing comparison to today's president
ReplyDeletemakes notes about important pieces to the text like purpose, speaker, etc.
ReplyDeleteImmediately marks down important info for intro on first read through. Logical.
ReplyDeleteMakes notes of important things she notices
ReplyDeleteMakes notes of the important parts in order to reference them in a possible context section
ReplyDeletenotes the important parts
ReplyDeleteDr. Brigman annotates with important ideas such as the speaker and genre
ReplyDeleteTakes plenty of notes even from the beginning
ReplyDeleteShe notes important sections of the passage that will be needed in her essay.
ReplyDeleteShe also notes the subject and wants to know the purpose
ReplyDeleteWrites down subject and other ideas useful for writing essays
ReplyDeleteShe makes a note on a word document about the attitude of the piece so that if she finds something about his attitude later, she can write it down.
ReplyDeleteMakes notes to find information not give early on as well as goes back to make sure everything that can be found has been
ReplyDeleteAnalyzing the tone and estimating the argument.
ReplyDeleteshe goes back and disects each sentence after reading it.
ReplyDeleteDr B. finds the meaning behind the opening scentence and then begins to study the tone of the beginning.
ReplyDeleteShe makes notes on twain's attitudes towards cooper and how Twain criticizes Cooper
ReplyDeleteEmerson: She points and annotates any sarcasm or humor; her annotation is constant and the notes are about all of the particular literary items.
ReplyDeleteFinds the author's opinion on the person they are writing about.
ReplyDeleteShe is making a lot of notes in pen for the first read-through.
ReplyDeleteOops its a pencil my mistake. It's still a lot of notes though.
DeleteIdentifies literary elements and impactful words, and grabs certain quotes (notes what to cite).
ReplyDeleteWrites down notes to herself as she annotates the text for later use.
ReplyDeleteShe notes details that will be examples for rhetorical appeals the author uses
ReplyDeleteDr. Brigman writes down different examples of logos, ethos, and pathos, and asks questions as she goes.
ReplyDeletemakes notes to come back to latter
ReplyDeleteFinds the effective arguing style of the author; says then proves. Also finds an interesting part that would be good to start with
ReplyDeleteDr. B underlines interesting parts of the text
ReplyDeleteEmerson: She starts from the beginning, and notes the show vs. tell. She doesn't just think about the text, she's thinking about the reasons behind it and the author's context.
ReplyDeleteAnalyzes the author's attemps at devaluing the subject of the text.
ReplyDeleteNotes the logically mocking tone of the argument and how it is supported.
notes on what she thinks Twain's purpose is before it is revealed.
ReplyDeleteDecides early on not to use parts that are harder to understand/disuss
ReplyDeleteIf she doesn't understand something, she stops and makes sure knows what the author is saying
ReplyDeleteShe mentions what the overall appeals used in the paragraph are
ReplyDeleteafter each paragraph, Dr. Brigman makes a short summary of what she just read.
ReplyDeleteuse context clues to figure out words not known
ReplyDeleteShe uses context to try to understand what words mean
ReplyDeleteFinds the definition of an unknown word based off of the context
ReplyDeleteDr. Brigman marked down a present logos, and summarizes the paragraph's main idea with respect to it.
ReplyDeleteDr. B knows when to move on from information that she doesn't understand/isn't useful.
ReplyDeleteAfter reading the entire paragraph, she analyses the whole thing as well as the individual sentences.
ReplyDeleteNotes ethos and repetition to later add in her text.
ReplyDeleteFocuses on context in order to understand the meaning of words.
ReplyDeleteShe writes down how Twain discusses what its like to be a frustrated reader who's author's descriptions do not add up
ReplyDeleteSeparates notes for each section in order to identify each sections main purpose
ReplyDeleteDr. Brigman doesn't mention that being Mark Twain automatically gives him some ethos, since he is a well known good author.
ReplyDeleteNotes rhetorical appeals designed for this purpose of putting the subject of the argument down. Analyzes the in depth mocking and pointing out of plot holes in the article's subject's text.
ReplyDeletevery detailed notes
ReplyDeleteMakes not of phrases and their definitions that may be useful later on
ReplyDeleteIn parentheticals notes what appeals can be discussed and where to find certain impactful lines
ReplyDeleteEmerson: "In-text citations!!!" Also, he points out Twain's frustration with the text and how the author pays little attention to detail, making the text harder to read and often confusing. She considers the author's (Twain's) emotions toward the text (tone).
ReplyDeleteCiting quotes in MLA format.
ReplyDeleteMakes note of Twain's use of hyperbole to establish credibility, which provides ethos
ReplyDeleteNotes different writing tools used and how they relate to ethos, logos, and pathos
ReplyDeleteHer notes are very clear and concise, hopefully making it easier for her to be able to write her essay later on.
ReplyDeleteWrites a rough discussion of quotes to have an idea of what she will talk about later on
ReplyDeletewhen referencing the story in her notes, she cites the lines in MLA format
ReplyDeleteShe keeps going when there is wording she does not like. She decides to plan to come back later
ReplyDeleteShe notes further revisions she will make rather than making them then.
ReplyDeleteNotes how the pointing out the logical inconsistances of the subject's text inheritly build the author's credibility by not only making him look smart, but also by making him relate to other frustrated readers.
ReplyDeleteAnalyze the emotion of writer to Cooper positive or negative. Examples are easier to understand, and that with quoting are logos. Description of the reader 's feeling are really strong.
ReplyDeleteDr. B makes notes to herself for future reference
ReplyDeleteShe notices the humor as a rhetorical device.
ReplyDeleteNotes pathos in the form of a joke that Twain makes
ReplyDeleteDr. Brigman's notes on the paper appear to already be a bunch of examples ready to cite whenever necessary. Due to this they're set up a fair bit differently from my 'ideal' notes.
ReplyDeleteShe mentions that the author she is analyzing uses multiple types of appeals
ReplyDeleteWhen making her notes, she pays attention to where she could divide her thoughts into paragraphs.
ReplyDeleteBasically has an idea on what some of the sections will be about
ReplyDeleteShe goes back to the beginning and analyzes what she knows about the text in order to create her thesis statement
ReplyDeleteGoes over all of her notes in order to determine a thesis statement
ReplyDeleteLogos are very important
ReplyDeletepauses to make a thesis statement, so she knows what to look for as she reads the rest of the essay.
ReplyDelete