invention activity

8/12/2019 Invention Activity

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Invention Activity Lesson Plan – ENG 102/WRD 103

Instructor: Molly Rentscher

Date: Tuesday, 09/16 Tie: 1:30-3:00pm

!Revie" Writin#$ as a Genre %20 inutes&

• Discuss students’ amiliarity !ith !ritten re"ie!s

• #$plore con"entions o re"ie! !ritin% as a %enre &y loo'in% at t!o sample re"ie!s in

class that !ill demonstrate the comple$ity o the %enre: one mo"ie re"ie! rom the NewYork Times and then one music al&um re"ie! rom the Depaulia( )se the handout,*+uidelines or nalyin% +enres,. to %uide the con"ersation, allo!in% students todisco"er that that re"ie!s dier accordin% to conte$t, audience, pu&lication, etc(:

o dentiy the scene and descri&e the situation in !hich the %enre is used

ettin%: here does the %enre appear2 o! and !hen is it transmitted andused2 ith !hat other %enres does this %enre interact2

u&4ect: hat topics, issues, ideas, 5uestions, etc( does the %enre address2

articipants: ho uses the %enre2 s' 5uestions o &oth writers andreaders: ho !rites/reads the te$ts in this %enre2 re multiple!riters/readers possi&le2 hat roles do they perorm2 hatcharacteristics must !riters/readers o this %enre possess2 )nder !hatcircumstances do !riters/readers !rite the %enre2 7e(%(, in teams, on acomputer, in a rush28

urposes: hy do !riters !rite this %enre and !hy do readers read it2hat purposes does the %enre ulill or the people !ho use it2

o dentiy and descri&e patterns in the %enre’s eatures: hat recurrent eatures do

the samples share2

ontent: hat is typically included/e$cluded2 o! is it treated2 hatsorts o e$amples are used2 hat counts as e"idence2

Rhetorical appeals: hat appeals to lo%os, pathos, and ethos appear2

tructure: hat are their parts and ho! are they or%anied2

ormat: hat layout or appearance is common2 o! lon% is a typicalte$t2

entences: hat types2 o! lon% are they2 re they simple or comple$,passi"e or acti"e2 re they "aried2 Do they share a certain style2



Diction: hat types o !ords are most common2 s a type o 4ar%on used2s slan% used2 o! !ould you descri&e the !riter’s "oice2

o nalye !hat these patterns re"eal a&out the situation and scene, %uidin% the

students rom analysis o the situation to the %enre and then rom %enre &ac' to

the situation

hat do these rhetorical patterns re"eal a&out the %enre, its situation, andthe scene in !hich it is used2

hy are these patterns si%niicant2

hat can you learn a&out the actions &ein% perormed throu%h the %enre&y o&ser"in% its lan%ua%e patterns2

E'(lanation o) Assi#nent %10 inutes&

• Distri&ute assi%nment prompt and discuss

Invention Activity %*0 inutes&

• ntroduce main %oals o in"ention acti"ity: 7; minutes8

o To practice &rainstormin% material or the assi%nment, transormin% details into

meanin%ul %roupin%s that support opinions+ and identiyin% rhetorical strate%iesat !or' in !ritten re"ie!s

• atch <runo Mars uper <o!l haltime perormance as a class 71; minutes8

• <rainstormin%: 710 minutes8

o s' students to share anythin% that comes to mind a&out <runo Mars’

perormance: *hat are your impressions or %ut reactions2.

s they’re called out, instructors !rite ideas on the &oard

+eneral or supericial o&ser"ations head the list

Remind students that *list ma'in% ser"es a lar%er purpose, to e$plore thesu&4ect thorou%hly and disco"er !hat ma'es it interestin% or important.7=indemann 11>8

• ?rderin%/+roupin%: 710 minutes8

o rom this material, !hich ideas appear to &e *topics,. *su&topics,. and

*supportin% details2.

o o! mi%ht !e order this material i !e &elie"e Mars’ perormance !as

outstandin%2 7s students propose "arious options, !rite them on &oard8 o!mi%ht !e order this material i !e dou&t/disa%ree !ith the pre"ious position2 7s



students propose "arious options, !rite them on &oard8

• Models: 7>0 minutes8

o Distri&ute sample re"ie! o <runo Mars’ perormance rom the DePaulia and

ha"e students silently read

o s a class, identiy the author’s rhetorical decisions( )se the ollo!in% 5uestions

7Ro&ert <ain, *rame!or's or @ud%in%.8 as %uides:

!riter promises to do somethin%( hat does this !riter promise to do2Does the !riter 'eep that promise2 not, !here and !hy does she or heail to do so2

hat seems to &e the !riter’s attitude to!ard the reader2 Does the !ritertreat the audience playully, seriously, !ith sarcasm2 hat does the!riter’s attitude to!ard the audience say a&out him/her and his/her

su&4ect2

s the !riter’s attitude to!ard the su&4ect con"incin%2 s the !riter simplyillin% space or !ritin% a&out eelin%s and ideas that matter2 o! can !etell2

s there a percei"a&le order to the presentation2 an !e ollo! anddescri&e that order2 not, !here does the !riter lose us and !hy2

as the !riter omitted any important details or ar%uments that !ould helpus understand the piece2 as the !riter included details or ar%uments notconnected !ith the ideas and eelin%s &ein% discussed2

invention activity

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