2010 English150 Week6 Part2


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2010 English150 Week6 Part2

  1. 1. CRITICAL ANALYSIS Week 6, Part 2
  2. 2. Today <ul><li>Hand in informative essay </li></ul><ul><li>Critical Analysis </li></ul><ul><li>Group Exercise </li></ul>
  3. 3. Word-of-the-day <ul><li>Anachronistic: </li></ul><ul><li>Out of chronological order </li></ul><ul><li>Examples: </li></ul><ul><li>The sword is anachronistic in today’s warfare. </li></ul><ul><li>The film’s anachronistic portrayal of 1950s London included reference to a washing machine not on the market until 1960. </li></ul>
  4. 4. Active/Passive <ul><li>Verbs: voice is either active or passive. </li></ul><ul><ul><li>Active: subject of sentence=perfomer of verb </li></ul></ul><ul><ul><li>Passive: subject has something happen to it </li></ul></ul>
  5. 5. Grammar-rama: Active vs Passive Voice <ul><li>Active: The Montgomery College Board of Trustees reached a decision. </li></ul><ul><li>Passive: A decision was reached by the Montgomery College Board of Trustees. </li></ul><ul><li>Active: I hit the dog. </li></ul><ul><li>Passive: The dog was hit. </li></ul>
  6. 6. Active/Passive <ul><li>Use active as much as possible except: </li></ul><ul><ul><li>Performer is understood, unimportant, unknown </li></ul></ul><ul><ul><ul><li>My car was stolen! </li></ul></ul></ul><ul><ul><ul><li>The gardens at Camosun are maintained frequently. </li></ul></ul></ul><ul><ul><li>Focus is on action, not on performer </li></ul></ul><ul><ul><ul><li>A silo was erected in the middle of the field today. </li></ul></ul></ul>
  7. 7. Active/Passive <ul><li>Use active as much as possible: </li></ul><ul><ul><li>More direct </li></ul></ul><ul><ul><li>Honest </li></ul></ul><ul><ul><li>Concise </li></ul></ul><ul><ul><li>Clear </li></ul></ul>
  8. 8. Try These <ul><li>Self-reliance and tolerance of difference is developed during the teenage years. </li></ul><ul><li>Important knowledge about how to get along successfully in the world was learned by having to keep my own accounts and pay rent on the pedicab. </li></ul><ul><li>I was entertained with unfamiliar stories of incidents and individuals. </li></ul><ul><li>A more tolerant and respectful view of the world was acquired because of my peddling summer. </li></ul>
  9. 9. Critical Analysis <ul><li>http://www.youtube.com/watch?v=YQm1C_iTIJM </li></ul>
  10. 11. Critical Analysis <ul><li>Independent thinking </li></ul><ul><li>Research what is said and break that information apart to appraise the nature of those parts and their relationships </li></ul><ul><li>Persuasive: describing and supporting your thinking on a specific topic </li></ul>
  11. 12. Critical Analysis <ul><li>Process of analyzing and evaluating </li></ul><ul><li>Product (essay or oral presentation) </li></ul><ul><li>Not critical in the usual sense! </li></ul>
  12. 13. Critical Analysis <ul><li>Objective vs Subjective </li></ul><ul><li>Analysis AND evaluation </li></ul>
  13. 14. Analysis <ul><li>Narrow topic </li></ul><ul><li>Choose considerations </li></ul><ul><ul><li>Political </li></ul></ul><ul><ul><li>Legal </li></ul></ul><ul><ul><li>Social </li></ul></ul><ul><ul><li>Historical </li></ul></ul><ul><ul><li>Ethical </li></ul></ul><ul><ul><li>Aesthetic </li></ul></ul><ul><ul><li>Economic </li></ul></ul>
  14. 15. Analysis <ul><li>Examine subject in its context, parts, stages, and processes </li></ul><ul><ul><li>Time period </li></ul></ul><ul><ul><li>Manufacturing considerations </li></ul></ul><ul><ul><li>Your own biases </li></ul></ul>
  15. 16. Texts and Readings <ul><li>What is a text? </li></ul><ul><li>What is a reading? </li></ul>
  16. 17. Questions to Ask of your Text <ul><li>Summary and Definition </li></ul><ul><li>what is (are)...? who...? when...? how much...? how many...? what is an example of...? </li></ul>
  17. 18. Analysis Questions <ul><li>how...? </li></ul><ul><li>why...? </li></ul><ul><li>what are the reasons for...? </li></ul><ul><li>what are the types of...? </li></ul><ul><li>what are the functions of...? </li></ul><ul><li>what is the process of...? </li></ul><ul><li>what other examples of...? </li></ul><ul><li>what are the causes/ results of...? </li></ul>
  18. 19. Analysis Questions <ul><li>what is the relationship between …? </li></ul><ul><li>what is the similarity or difference between…? </li></ul><ul><li>how does ...apply to ...? </li></ul><ul><li>what is (are) the problems or conflicts or issues...? what are possible solutions/ resolutions to these problems or conflicts or issues...? </li></ul><ul><li>what is the main argument or thesis of...? </li></ul><ul><li>how is this argument developed...? </li></ul><ul><li>what evidence or proof or support is offered...? what are other theories/arguments from other authors...? </li></ul>
  19. 20. Evaluation Questions <ul><li>is...good or bad...? .....correct or incorrect...? .....effective or ineffective...? </li></ul><ul><li>.....relevant or irrelevant...? </li></ul><ul><li>.....clear or unclear...? </li></ul><ul><li>.....logical or illogical...? </li></ul><ul><li>.....applicable or not applicable...? </li></ul><ul><li>.....proven or not proven...? </li></ul><ul><li>.....ethical or unethical...? </li></ul><ul><li>what are the advantages or disadvantages of...? </li></ul>
  20. 21. Evaluation Questions <ul><li>what are the pros or cons of...? </li></ul><ul><li>what is the best solution to the problem / conflict / issue...? </li></ul><ul><li>what should or should not happen...? </li></ul><ul><li>do I agree or disagree ...? </li></ul><ul><li>what is my opinion...? </li></ul><ul><li>what is my support for my opinion...? </li></ul>
  21. 22. Critical Analysis <ul><li>http://www.youtube.com/watch?v=47wp8RImhZw </li></ul><ul><li>http://www.youtube.com/watch?v=C4izX6KIhX0 </li></ul>
  22. 23. Critical Analysis <ul><li>Combination of: </li></ul><ul><li>Observations </li></ul><ul><li>Inferences </li></ul>
  23. 24. Observation Exercise <ul><li>Draw the front (the “tails” side) of a penny </li></ul>
  24. 25. Observation Exercise
  25. 26. Inferences <ul><li>“ intellectual leap from what one sees to what those details might suggest” ( Seeing and Writing ). </li></ul><ul><li>Inferences must be: </li></ul><ul><ul><li>Reasonable </li></ul></ul><ul><ul><li>Supportable by evidence/proof/details </li></ul></ul><ul><ul><li>Not stereotyping </li></ul></ul>
  26. 31. Group Exercise <ul><li>Make two columns on your paper </li></ul><ul><ul><li>Observations </li></ul></ul><ul><ul><li>Inferences </li></ul></ul>
  27. 32. <ul><li>Mark Peterson Photograph ( Seeing and Writing) </li></ul>
  28. 33. Ways to Critically Analyze <ul><li>Tone </li></ul><ul><li>Context </li></ul><ul><li>Structure </li></ul>
  29. 34. Tone <ul><li>http://www.youtube.com/watch?v=aqlJl1LfDP4 </li></ul><ul><li>http://www.youtube.com/watch?v=-JOy1nM6UoA </li></ul>
  30. 35. Article Quiz Next Class <ul><li>Read the two articles on the blog </li></ul><ul><li>Make a list at home of observations/inferences </li></ul><ul><li>Draw comparisons/contrast between two </li></ul><ul><li>Answer these questions on the quiz: </li></ul><ul><ul><li>What is the tone of each article? </li></ul></ul><ul><ul><li>What is a two-sentence summary of each article? </li></ul></ul><ul><ul><li>Write your critical response to both articles in a paragraph. </li></ul></ul>