In-class Analysis Project Sample Assignment Writing 100 Instructor Timed Analysis Project (extra help: Norton, Chapter

41) Analyzing the Cover of Crooked Letter, Crooked, Letter You will face essay exams throughout your college career. The material covered on the exams will change, but the basic format of the exam essay will not. No matter the subject, all essay exams challenge you to express in writing what you already know from reading and lectures. Because you are under time pressure during an essay exam, you may feel you lack sufficient time to complete all the steps of the writing process. Our preparation for this exam will focus on using the writing process to construct an effective essay within time constraints. This skill will remain useful throughout your college career. For this assignment, you will demonstrate the skills you learned in the analysis project by writing an in-class analysis of another technology ad. On Friday, you will be given a choice of two questions concerning the design of the cover of Crooked Letter, Crooked Letter. You will choose one of the two to analyze in a large blue book to demonstrate your understanding of the composition and design principles we have been discussing. Between now and Friday, read Chapter 41 of Norton. Complete Writing Journal 8 as described on the syllabus, on the Course Calendar on the back, and on Blackboard. Bring a blue book and Crooked Letter, Crooked Letter to class on Friday. The directions for the in-class essay will read like this: Answer one of the following questions in a large blue book to demonstrate your skills in analysis. Use the first page of the blue book to plan your essay. State your thesis clearly. Provide reasons and specific evidence from the cover AND from the novel to support your thesis. Provide transitions to help the reader follow your logic. Write on every other line and on one side of a page so you will have room for corrections and additions. If you have time left, read over your essay, looking for areas that need development. Also, check for mechanical errors and places where your handwriting is illegible. Learning Objective: To develop skills in timed writing, such as the exam essays required in college courses. Those skills include brainstorming, developing, and drafting a response to a question in a timed setting. Audience: A college professor who is evaluating your skills of analysis. Purpose: To conceive an idea relatively quickly and organize, develop, and support that idea in a complete essay with minimal mechanical errors. Also, to demonstrate an understanding of the methods of analysis. Format: Handwritten in a large blue book. Please write legibly. Also, please write on every other line. Use the first page in the blue book for brainstorming. Assessment: The in-class essay is worth 5% of your final grade. Your essay will be assessed both on your ability to write a clear, reasonably error-free, complete essay and by how well you apply ideas from the readings to explain your response to the question you chose.

In-class Analysis Sample Calendar for Students First Class In class: Write metacognitive reflection on analysis. Discuss time requirements of analysis. Second Class Before class: Read Chapter 41 of Norton. Choose the passage or piece of advice from this chapter which stands out the most for you. In a journal entry, describe the passage and why it stood out for you. Also, describe your past experience with essay exams. Do you like them or hate them? How do you prepare for them? What are some strategies you use while writing your answers? In class: Answer practice questions. Third Class: Before class: Review Crooked Letter, Crooked Letter looking for possible evidence for in-class essay. In class: Write the in-class essay. Bring Crooked Letter, Crooked Letter and a blue book to class.

In-class Analysis Sample Calendar for Instructors First Class As part of the metacognitive reflection on analysis, ask students to consider how they apportioned time in the project. At the end of this class period, take ten minutes or so to hear some of their reflections on that point and discuss the flexibility that is needed to compose an analysis under time constraints. Second Class Students should come to class having read Chapter 41 of Norton. Provide a practice question and work with the class as a whole or in small groups on composing a response. Cover isolating key information in the prompt to formulate an analytic thesis, outlining, incorporation of evidence, and time management. Third Class: Provide at least two prompts, but be sure students understand they only have to respond to one. Keep track of time in 15 minute increments by announcing the time or writing it on the board. Remind students that they can ask you questions during the exam.