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AntonHorvath

OConnor
HonorsEnglish9
4May2016

Remembertoaddyourworktothedocumentusingadifferentcolororstylefonttomakeyour
workeasilyvisible.
*
REMEMBERtoSUBMITActivity10tothattaskinGoogleClassroomwhenyouaredonereviewingit.

Postreading

Activity11:SummarizingandRespondingRhetoricalPrcis

Arhetoricalprcis
analyzesboththecontent(thewhat)andthedelivery(thehow)ofaunitof.
spokenorwrittendiscourse.Itisahighlystructuredfoursentenceparagraphblending
summary.andanalysis.Eachofthefoursentencesrequiresspecificinformationstudentsare
expectedto.

Workwithyourgroup
towriteabriefanalysisofthecontent,purpose,andpersuasive
strategiesofatextusingthe
patternbelow:

Sentence1:Notethenameoftheauthor,thegenreandtitleofthework,andthepublication
dateinparenthesesarhetoricallyaccurateverbandathatclausecontainingthemajor
assertionorthesisstatementinthework.

Sentence2:Anexplanationofhowtheauthordevelopsandsupportsthethesis,usuallyin
chronologicalorder.

Sentence3:Astatementoftheauthorsapparentpurpose,followedbyaninordertophrase.

Sentence4:Adescriptionoftheintendedaudience,therelationshiptheauthorestablishes
withtheaudience,orboth.
InShankarVedantamsarticleHowaSelfFulfillingStereotypeCanDragDown
Performance(February02,2009),generalizingandthenegativeeffectsofaphenomenon
knownasstereotypethreatareexplicated.Vedantamrevealsmultiplestudiesand
experimentsperformedbymultiplesourcesandorganizations,includingvocabulary
questioningbetweenracesandtestscoresbetweengenders.Theauthordescribesthe
conceptofstereotypethreatingreatdetailandevidenceinordertoexposealargely
ignoredphenomenoninhisopiniontolargergroupsofpeople.Generalgroupsofpeople
withnointeresttothetopicdiscussedcanbeeasilyaddressedasitreferstoallpeople
ofsocietyinthepublictoday,andtheauthormakessuretocreateaneasywritten
environmentthatisrelatableandconnectedtoeverybody.

Activity12:ReflectingonYourReadingProcess

Quickwrite:Pleasetakeabout10minutes
toanswerthefollowingquestionsdesignedtohelp
youreflectonyourreadingprocess.Whenyouhavefinished,preparetoshareyourideaswith
theclass.

1.Whathaveyoulearnedfromjoiningthisconversation?Whatdoyouwanttolearnnext?
Ihavelearnedalotfromexaminingthearticleofstereotypethreat,andhowgreatlyit
affectsoureverydaylives.Itsprominentplaceinsocietyshouldntbeignored,butrather
addressedinsomeway,shape,orform.Thereadingprocesshasdefinitelyhelpedin
analyzingtheentirepiece.Stereotypeshavebeenthecenterpointofourreading
currently,andIwanttoextendmyknowledgeontheissueastowheresomeexamplesof
thesereallycamefromandhowtheconcepts
2.Whatreadingstrategiesdidyouuseorlearninthismodule?
Ilearnedtobeabletocarefullyreadoverparagraphsmultipletimesinordertoextract
valuableinformationfromthetextneededforcertainquestionsandactivities.Ithelped
meslowdownandnotjustskimoverlinesinanefforttogatherinformationrapidly.I
learnedtohighlightcertainideasinthetextandemphasizekeypointsIthought
interestingorimportantforlaterevaluation.
3.Whichstrategieswillyouuseinreadingothertexts?Howwillthesestrategiesapplyin
otherclasses?
StrategiesIwillusewhenreadingothertextsincludemyslowprocessingwhenreading
tofurtherextractinformationandkeyideasneededtobetterunderstandwhatreallyis
goingon.HighlightingtheseareaswasagoodstrategyIfound,andIllbebetterat
applyingtheseskillstoreadingtextbooksinscienceclasswhenstudyingforalargetest.
4.Inwhatwayshasyourabilitytoreadanddiscusstextslikethisoneimproved?
Myabilitytoreadanddiscusstextshasbeenimproved,fromtakingclearpointsand
importantnotestobetterunderstandtheideaofthetext,toextractingannotationsand
summarizingpassagesatahighercaliberofcomprehension.
ConnectingReadingtoWriting
DiscoveringWhatYouThink

Activity13:ConsideringtheWritingTask

NowthatyouvereadShankarVedantamspieceaboutstereotypethreatfortheWashington
Post,
youwillinvestigatestereotypesatourschoolandwriteanarticlelikeVedantamsof
yourown.
Youwillgatherevidenceasaclass.Eachofyouwillinterviewatleasttwopeersat
the
schoolandshareyourresults(anonymously)withtheclass.Then,youwillusetheclasss
evidencetowriteyourownarticle.ModelyourarticleaftertherhetoricinVedantamsarticle,
shapingyoursashedoeshis,soyouusesimilartechniques,writingforsimilarpurposesanda
similaraudience.

1.ReadActivities13and14carefullyasyouproceed.

2.Identifykeyverbsinthewritingtask.Whatdotheysayyoushouldtrytoaccomplishinyour
writing?
Keyverbsincludeinterview,model,andshaping.Itsaysthatweshouldtryand
mirrorsomeoftheaspectsusedintheexamplearticle,aswellasgatherinformation
fromothersourcesonstereotypes.

3.Whatkindofsupportmustyouprovide?
Supportfromthearticleisneeded,aswellasinterviewevidenceaccumulatedfrommany
studentsthataredifferent.

Activity14:GatheringEvidencetoSupportYourClaimsEngagingwithEvidence

Stage1
Classwide
CollectionofEvidence

Tobegin,usethesameinterviewprotocolwithyourpeers
inclass
andthen,laterforhomework
outsidetheclass.
Youwilldothisinclassfirst,andthencompleteStage3for
homework
.

***InterviewProtocolIMPORTANTMUSTFOLLOW!***

1.Notethestudentsgradelevelandgender(nottheirname).

2.Whatstereotypesareyouawarethatrelatetopeoplelikeyou,howeveryoudefinepeople

likeyou?

3.Underwhatcircumstancesdoyoumostnoticeorthinkaboutthosestereotypes?

4.Howdoyourespondwhenyounoticeorthinkaboutthosestereotypes?

5.Whatstrategiesdoyouhavefordealingwiththosestereotypes?

Stage2AnalyzingandMakingClaimsfromEvidence
Writetheanswerstoeachofthequestionsfromyourinterviewsonstickynotes(oneideaper
note).OurGuestTeacherwillprovidedtheseforyou.Youwillusethesetoorganizethe
responsesinyourgroup.

Ingroups,generatecategoriesforyouranswerseitheronyourownorbyansweringthe
followingquestions:

1.Whatkindsofstereotypeshaveyoulisted?


2.Whatkindsofsituationshaveyoudescribed?


3.Whatstrategieshaveyoudevelopedforcopingwithstereotypes?

Stage3CollectingSchoolwideEvidence(HOMEWORK!MustcompleteforThursday)

Interviewatleasttwostudentsfromtheschool(makingsurethatnooneelsehasinterviewed
thosesamestudents)usingthesamequestionsweusedinclass.Postyourresultsonthe
classevidencepostersinthesamewayyoudidwiththeclassresults,makingsuretoadd
yourtallytothetotalnumberofrespondents.

Stage4InclassAnalysisofResults(WewilldothisinclassonThursday)

Examinethecompleteresultsofourclasssresearch,andanswerthefollowingquestions:

1.Whatkindsofresultscanyoureportfromtheclassresearch?
Resultsincludeaheavyamountofschoolrelatedenvironmentswhenlookingatthe
circumstanceswherethesestereotypesarenoticed.AnotherresultIcanreportincludes
alargeamountofignoranceandacceptancewiththesestereotypes,showingnonhostile
approachesthatseemtobethemorecommonandprobableapproachcomparedwitha
moreaggressiveone.
2.Whatdoyouwanttoemphasizeforyourarticle?
Iwanttoemphasizethisacceptanceandquietresponsetothestereotypesthatmet
serveasoffensiveremarksorclaims.Howfardoesthishavetogobeforepeople
respond?Whyisschoolsuchastereotypefilledplace.
3.Whatstancewillyoutakewithrespecttotheresults?
ThestanceIwilltakeissidingagainsttheconceptofstereotypethreat,andtheeffects
theyimposeonschoolandotherenvironmentsaswellastheactualpeople.

**YOUWILLWORKONTHESELASTTWOPARTSINCLASSONTHURSDAY.**
Activity15:GettingReadytoWrite

Inyoursmallgroups,discussthefollowingquestions:

1.Whoisyouraudience,andwhatisyourargument?

2.Whattypesofevidenceandappealsdoesyouraudiencevaluemosthighly?

3.Howcanyouestablishyourownauthoritytoaddressthisissue?Whatcredibilitydoyou
havewiththisaudience?

Activity16:GettingReadytoWriteComposingforRhetoricalPurpose

Asyoubeginyourcomposing,revisittherhetoricalanalysisofVedantamsarticlefromActivity
10andVedantamsarticleitself.

1.Usethatanalysistolistcriteriaforwhatmakesasuccessfulversionofthekindofarticleyou
willbewriting.

2.Lookinthearticleitselftofindexamplesentencesforthekindsofclaims,evidence,
analysis,andtransitionsappropriatetomeetingtherhetoricaldemandsofsuchatext.