Teaching Reading -- Understanding the Assignment

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Reading as a Writer
Example 1: Understanding the Assignment
Class Discussion of Presenting an Inquiry in Writing (illustrated with Frisch)

 Most of the assignments in Composing Inquiry are constructed in a similar pattern:

  •     an initial frame
  •     a statement of the proposed task of inquiry
  •     suggestions for structuring the investigation
  •     suggestions for presenting the inquiry in writing
  •     suggestions for the reflective note

 We generally spend some time (usually on the first assignment) helping students consider how to read the assignment carefully and completely. Typically, we would do this in stages – working on the investigation portion before students start the inquiry and returning to clarify the expectations for writing before the written products are due. This gives us the opportunity to highlight any changes we’ve made to the written version in the textbook, to begin laying out criteria for evaluation, and to help students plan in advance how they might move from their data to a written product. If your classroom is equipped with technology, presenting the parts of the assignment as a Powerpoint will allow you to discuss each part in isolation, answer questions and involve students in imagining the possibilities.

 Example of Unpacking an Assignment (illustrated with Frisch, used as Assignment 1 in Collective Memory, and in Cultural Politics and Public Discourse II: Shaping Values)

Powerpoint to download

The Assignment Says:

What that means:

Present your analysis of the data in a written form directed to an audience you think appropriate.

 

Present your analysis of the data in a written form directed to an audience you think appropriate.

 

Follow Frisch’s lead in considering what your analysis might mean about memory, education or the subject matter you chose to investigate.

 

Don’t just tell the story of your research or summarize the results. Instead, use your data to make an argument about something. What does this mean? Who cares? So what? What other conversations does your work speak to? You might have to refer to others – and reference them appropriately.

 

If your work leads you to think Frisch is wrong in some way, use your writing and the research you’ve done to speak back to him.

 

There needs to be a context for your work. Frisch uses the debates about education going on at the time he was writing. What will your frame be? Why (other than it was an assignment) did you do this work? If you can’t find any other context for you work, you can at least speak back to Frisch.

 

Incorporate graphs or charts that make your findings easier to follow, but don’t except these visuals to substitute for careful written explanation and analysis.

•         Graphics don’t take the place of a discursive explanation of the data

•         A simple table could be the graphic

•         The graphic you choose should make sense with your project and fit in

•         Don’t just drop the graphic in; think about where it goes and why

 

 Key Elements for Evaluation

  •          Higher order concerns:

  •         Critical thinking:

  •          Data analysis

  •          Clear point supported by data/analysis

  •          Appropriate research & survey questions (or explanation of what went wrong and how you might fix it)

  •          Content

  •         Ethical construction and execution of the survey

  •          Acknowledging limits of claims

  •          Interesting/appropriate frame, (who are you speaking to? Why do this? So what?)

  •          Organization

  •          Appropriate form of presentation

  •          Clarity of graphic information and explanation of data

  •         Lower order concerns:

  •         Language, Style, Correctness

  •          Establishes authority as a researcher – correct citation of other sources, acknowledge limits, explain survey process and results with awareness to ethical practice

  •          Correctness of prose – evidence of proof-reading

  •          Clarity of language

  •          Caption for graphic

  •          Include a copy of your survey and something of your results as appendices if they don’t fit into the actual presentation

See other resources for Teaching Reading Back Next

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Copyright © 2008 Composing Inquiry: Methods and Readings for Investigation and Writing
Last modified: 02/21/08. Contributors to this site include: Margaret Marshall, Andrew Strycharski, April Mann, Isis Artze-Vega, Patty Malloy, John Wafer.