Access the Blog 1 file here.
HELPING OUT A NOVICE CLOSE-READER
|Medium||Multimodal Blog Post on your own WordPress Blog|
|Elements||At least 1 direct quote from Bartholomae’s introduction
At least 3 visuals (image, embedded video, screenshot)
Your reading key
Detailed description of your own process
Bibliography for all works used, including Bessette and Bartholomae
|Length||Approx. 500 words (or 2 pages double-spaced)|
|Due||February 5, before class begins|
Do you remember when you were a novice close-reader? A teacher or professor may have asked you to “mark up the text” or “actively read” it, and you trembled in your boots because you didn’t quite know how to manifest “close-reading” or why it was important? Well, maybe you have overcome the questions surrounding close-reading or maybe, as you write out this blog, you will!
In the introductions to a couple of their anthologies, David Bartholomae and Tony Petrosky outline their definition of “close-reading,” which they term “Making your Mark” and “Reading against the Grain.” Read the first 9 pages of their introduction entitle “Marking your Mark” here. After you read their introduction and watch my video this week on 3 Ways to Read Texts you should feel a bit more comfortable with the whole idea. Right?!
For this blog, create a reading key based on how you read. Go on to “make your mark” and “read against the grain” through close-reading, active-reading, and/or hyper-reading Lee Skallerup Bessette’s article “Social Media, Service, and the Perils of Scholarly Affect,” which was assigned for class. Over-emphasize your marks on the article as if you were demonstrating how to mark up a text for a novice.
- Read Bartholomae and Petrosky’s introduction and watch my video (links above).
- Then copy and paste Bessette’s article into your program of choice, such as Microsoft Word, Google Docs, OneNote, or Kurzweil. Select software through which you understand how to mark-up texts by highlighting, underlining, bolding, writing in the margins, and adding comments.
- Create a “Reading Key” that is visually-appealing (like a table) and shows what marks, colors, and icons that you may use to show your close-reading signify. For example, you might note that green highlight indicates confusion, or red text added in the margin indicates personal connection, or a smiley face denotes agreement with a major point. Think about all of the elements that you’ll want to note. Have fun with your key! It’s just any other key for a map, such as this:
- As you read Bessette’s article, mark it up and be REALLY meticulous, using the key that you designed for yourself. Save this mark-up and integrate it into your blog as an example of your own close-reading.
- Write a how-to, instructional blog post that explains (with humor and plenty of other pathos, such as images and multimedia) how to close-read difficult texts. The Wikihow series offers some solid examples (minus the humor). See a sample here.
- Your blog should include
- Step-by-step instructions to teach a novice how to close-read a difficult text
- Images or other media that illustrate these steps
- An introduction paragraph (before the steps) that includes at least one quote from Bartholomae and Petrosky’s introduction.
- Be sure that your post includes a link to your own example of close-reading. You could use screen shots for certain steps or you could just attach a file.
|Comprehension||Meets all criteria of the prompt, exceeding expectations (10)||Meets all criteria of the prompt (8-9)||Meets most criteria of the prompt (6-7)||Does not meet most criteria of the prompt (0-5)||10|
|Timeliness & Executive Function||Blog is submitted on time and displays that student has met self-identified goals (10)||Blog is submitted on time and displays that student has met some self-identified goals (8-9)||Blog is not submitted on time but student made arrangements to submit late; may display some self-identified goals (6-7)||Blog is late and student did not make adequate arrangements; does not display satisfactory movement toward self-identified goals (0-5)||10|
|Genre & Discourse Community||Expresses the unique attributes of blog-writing well; but it also asks us to reconsider the genre and push the boundaries of how we define it (28-30)||Expresses many attributes of the blog genre, such as language and style, but may miss some elements (25-27)||Expresses a few attributes of the blog genre, but misses most elements (20-24)||Does not express enough attributes of the blog genre (0-19)||30|
|Rhetorical Strategies||Displays exceptional awareness of rhetorical strategies; these inform every move to display advanced critical thinking (18-20)||Displays some awareness of rhetorical strategies; these play a role at some key moments, showing some critical thinking (16-17)||Sometimes rhetorical moves are made but more attention needs to be paid to displaying rhetorical awareness (13-15)||Few or no rhetorical strategies are apparent, suggesting that not enough critical thinking drives the line of inquiry (0-12)||20|
|Source Work: Close-Reading, Summary, Quoting, Multimedia, Synthesis||Texts, links, images, and multimedia are integrated smoothly and accurately with attention to countering, forwarding, and sandwiching; usage enhances line of inquiry clearly (18-20)||Most source work is integrated smoothly and/or accurately with some attention to countering, forwarding, and/or sandwiching (16-17)||Some source work is integrated smoothly and/or accurately; however, sources could often be countered, forwarded, and/or sandwiched more clearly (13-15)||Few or no texts are integrated well enough to provide a sense of usage to the line of inquiry (0-12)||20|
|Mechanics||Uses appropriate and correct language, organization, clarity, grammar, punctuation, MLA formatting, etc. to express ideas creatively in the blog genre (10)||Often uses appropriate and/or correct language, organization, clarity, grammar, punctuation, spacing, MLA formatting, etc. to express ideas in the blog genre (8-9)||Mostly uses appropriate and/or correct mechanics (7)||Does not use appropriate and/or correct mechanics and this affects the readability of the work (0-6)||10|