Part 2
In the previous post I wrote about close reading and extracting meaning from the text selection. Once students have a grasp of those skills, they can begin to analyze a text. Some may balk, but the instructor or tutor has to keep asking questions.
What to ask to help a student begin analyses:
- First, if there is an assignment prompt, the student must understand what is being asked. Discuss that.
- Ask the student, “What is the biggest idea you encountered in the reading selection?”.
- Other questions that follow can be along the lines of
- What is your emotional response to the text? Explain.
- What is your intellectual response to the text? Explain.
- What are your beliefs, values, and experiences that can help you support your responses?
- Were there particular parts of the text that you responded to?
- What do you think the author’s purpose was? How can you tell?
- Who do you think the author’s intended audience was? What clues support your view?
- What is the genre of the reading selection? Does it overlap with any other genres? Can you point to particular place in the text to support your answer?
| Prompt the student(s) to talk about the text selection. Jot notes on scratch paper or on the board.
It may help to summarize, by saying something such as, “Now that we have talked about the reading selection and the assignment prompt and identified these ideas (point out three identified concepts), tell me what your thoughts are for writing”. At this point the instructor or tutor may need to practice extended wait time since many students will sit there hoping you will tell them what to do or say. Be patient or suggest a break and reconvene later. I have said, “In the next session you are going to do all the talking”. To refresh your memory on the concept of wait time, check out this internet resource which includes references: |