Collaboration: In small groups solve the following pragma-professional task.
CRITICAL ANALYSIS AND WRITING
1 Study the Chapter 1 from the book ‘Educating for Global Competence: Preparing Our Youth to Engage the World’ by Veronica Boix Mansilla & Anthony Jackson (2011) and be ready to discuss its ideas.
Chapter 1 ‘A Rationale for Global Competence’ http://edsteps.org/CCSSO/SampleWorks/FinalChapter1.pdf (pp.1-9) [6]
Using the outline given, write a summary of the Chapter 1 (in one A4 format sheet), structuring it in 5 paragraphs.
3 Use the following ‘Critical Reading Assessment Sheet’, study the Chapter 1 again, and then analyze the text, following the steps mentioned.
Critical Reading Assignment Sheet
After you’ve read an essay once, use the following set of questions to guide your re-readings of the text. The question on the left-hand side will help you describe and analyze the text; the question on the right-hand side will help focus your response(s).
| Description | Response | ||
| I. Purpose | |||
| Describe the author’s overall purpose (to inquire, to convince, to persuade, to negotiate or other purpose) | Is the overall purpose clear or muddled? | ||
| How did the essay or text actually affect you: did the author’s purpose succeed? | How does the author want to affect or change the reader? | ||
| Was the author’s actual purpose different from the stated purpose? | |||
| II. Audience/Reader | |||
| Who is the intended audience? | Are you part of the intended audience? | ||
| What assumptions does the author make about the reader’s knowledge or beliefs? | Does the author talk to or talk down to the reader? | ||
| From what context or point of view is the author writing? | |||
| III. Thesis and Main Ideas | |||
| What question or problem does the author address? | Where is the thesis stated? | ||
| What is the author’s thesis? | Are the main ideas actually related to the thesis? | ||
| What main ideas are related to the thesis? | Do key passages convey a message different from the thesis? | ||
| What are the key moments or key messages in the text? | What assumptions (about the subject or about culture) does the author make? | ||
| Are there problems or contradictions in the essay? | |||
| What bothers or disturbs you about the essay? | |||
| Where do you agree or disagree? | |||
| IV. Organization and Evidence | |||
| Where does the author preview the essay’s organization? | Where did you clearly get the author’s signals about the essay’s organization? | ||
| How does the author signal new sections of the essay? | Where were you confused about the organization? | ||
| What kinds of evidence does the author use (personal experience, descriptions, statistics, other authorities, analytical reasoning, or other). | What evidence was most or least effective? | ||
| Where did the author rely on assertions rather than on evidence? | |||
| V. Language and Style
| |||
| What is the author’s tone (casual, humorous, ironic, angry, preachy, distant, academic, or other)? | Did the tone support or distract from the author’s purpose or meaning? | ||
| Are sentences and vocabulary easy, average or difficult? | Did the sentences and vocabulary support or distract from the author’s purpose or meaning? | ||
| What words, phrases, or images recur throughout the text? | Did recurring works or images relate to or support the purpose or meaning? | ||
[7]Retrieved form: Writing @CSU, pp.11-13.
Write your critical analysis of the Chapter 1, according to the instructions above.
FOCUS ON GRAMMAR
1 Study the ‘Grammar Reference Charts’ and make up sentences. What rules and principles of sentence structuring can you name?
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