ENGL 1010—Insert Theme (or not) Autumn 2021
Assignment: Scaffold 1–Perspectives
Purpose: The Dalai Lama tells us “If you focus narrowly on the problem as you see it, you might well lose hope, but if you look at it from a wider perspective, it’s easier to be more positive.” All challenges, therefore, look different from different angles or perspectives. The same is true of an author’s message or argument. We may not always “get it” from the perspective we are using, but we can see more of it – and see it better – from other perspectives. For this exercise, you will be looking at a single text or article from multiple perspectives to gain a more complete understanding of the author’s intended message(s).
Assignment: Choose a journal article that you are reading and/or analyzing for use in one of your essays this term. (With instructor permission, you might consider a work of art or a video/film related to your class’s theme.)
Then, make a list of quotations, argument perspective(s), characteristics of the work, or other information that has popped out at you during your reading of the text (viewing of the work). Consider these notes as evidence. Create a side list with questions in light of your arrangement(s) of the items or evidence on the list.
Next, organize this list according to 3-4 different criteria that makes sense to you. Rearrange the questions and evidence as needed to see the author’s message from the 3-4 different criteria or perspectives.
Write a 300-500 word paragraph(s) (aka 1 page) identifying and explaining both your original understanding and any new insights that emerge from this process. Describe your analysis of the text based on these varied perspectives.
Requirements and Required Elements:
Identify the text or work you are reviewing or analyzing with a clear MLA citation of the article, film, or object.
300-500 words / 1 page
Make paragraphs separating the different perspectives
Look at the text/image from a minimum of 3(three) different angles/perspectives.
Identify the different perspectives with a subhead or an underline of a word/phrase.
Create a graph or chart of the different perspectives to help you organize the quotes, observations, and other notes – and questions – that you have on your list by the different perspectives.
Tips for Success:
Consider specific character and/or relationship traits, theme-related lessons, items/ideas under scrutiny, etc.
Consider this exercise as part of your preparation to write Essay 1.
Example: Say you are reading an autobiographical text from Frederick Douglass. You have already marked quotes and made notes, including questions.
You know that authenticity of memory is often an issue in such dated texts from fugitive slaves. Critics at the time doubted authenticity based on exaggeration in retelling and lack of literacy among many fugitive slaves. Other prominent men of the time attested to Douglass’s literacy and honest character in letters included in the preface of the book. Other critics at the time thought these accounts to be fabricated by abolitionists.
The underlined items denote five different perspectives, angles, or ways of viewing from critics of Douglass’s work. Create a graph or chart with a column for each perspective. Organize the quotes you’ve highlighted, the notes you’ve made, the questions you have according to the different perspectives.
Then write 300-500 words explaining your original perspective and all the new perspectives – how/why you organized your notes and quotes the way you did in your own analysis of Frederick Douglass’s autobiographical text.
Other Reminders:
Use a text from your theme or your class’s theme.
Define clear specific labels or perspectives
This is an exercise not an essay, but your paragraphs should still include clear specific topic sentences and connect to one another. You simply do not need a full intro.
Timeline:
Due end of Week 2
Learning Outcomes:
Identify and analyze the elements that affect the writing situation—purpose,
audience needs, stance, style, and format/structure—and use effective argumentative strategies and persuasive appeals.
Demonstrate the relationship between critical thinking, reading, and writing techniques; find, evaluate, and use source material to support and develop ideas.
Demonstrate a knowledge of conventions—organization, format, grammar,
citations, mechanics, style, syntax, and MLA citations.