Charting a Text Charting involves annotating a text in order to show the each paragraph, group of “work” paragraphs, or section is doing. Charting helps identify what each part of the text is as well doing as what it is us move away from summary to analysis. There are two strategies saying—helping for charting that we’ll look at: and macro-charting micro-charting. MACRO-CHARTING How do we do macro-charting? Break text down into sections--identify or parts of the text that “chunks” seem to work together to DO something for the overall argument. Draw lines between sections and label each one, annotating them with verbs: providing context, making a claim, supporting a claim, “doing” rebutting counter argument, illustrating with personal anecdote, describing the issue, etc. Why do we do macro-charting? Macro-charting helps with understanding structure of argument, as well as locating claims, supporting evidence, and main argument. guides students toward identifying relationships between ideas. Macro-charting brings awareness that behind every sentence there is an author with intent who makes rhetorical choices to achieve his/her aims. How do we do micro-charting? Break down sections of text by paragraph to analyze what each paragraph is for the overall argument. doing Detail the smaller and strategies made within paragraphs: note “moves” when, where, and how and author makes a claim, cites evidence, and/or supports his/argument using a rhetorical strategy. Why do we do micro-charting? Micro-charting can serve as a way to thoroughly understand in a detailed way how a text is put together. Micro-charting encourages readers to look more carefully and closely at a text and helps us to focus our reading on tasks asked for in prompts. brings awareness of the specific rhetorical choices made throughout a text (addressing particular audiences by making deliberate moves). Thompson Group Charting Exercise Chart the first few paragraphs together as a class Divide sections of Thompson and assign major sections to 4 groups. Group 1: pages 48 51 – 2: pages 51 56 – Group 3 pages 56 61 –
Charting a Text Charting involves annotating a text in order to show the “work” each paragraph, group of paragraphs, or section is doing. Charting helps identify what each part of the text is doing as well as what it is saying—helping us move away from summary to analysis. There are two strategies for charting that we’ll look at: macro-charting and micro-charting. MACRO-CHARTING How do we do macro-charting? Break text down into sections--identify “chunks” or parts of the text that seem to work together to DO something for the overall argument. Draw lines between sections and label each one, annotating them with “doing” verbs: providing context, making a claim, supporting a claim, rebutting counter argument, illustrating with personal anecdote, describing the issue, etc. Why do we do macro-charting? Macro-charting helps with understanding structure of argument, as well as locating claims, supporting evidence, and main argument. guides students toward identifying relationships between ideas. Macro-charting brings awareness that behind every sentence there is an author with intent who makes rhetorical choices to achieve his/her aims. How do we do micro-charting? Break down sections of text by paragraph to analyze what each paragraph is doing for the overall argument. Detail the smaller “moves” and strategies made within paragraphs: note when, where, and how and author makes a claim, cites evidence, and/or supports his/argument using a rhetorical strategy. Why do we do micro-charting? Micro-charting can serve as a way to thoroughly understand in a detailed way how a text is put together. Micro-charting encourages readers to look more carefully and closely at a text and helps us to focus our reading on tasks asked for in prompts. brings awareness of the specific rhetorical choices made throughout a text (addressing particular audiences by making deliberate moves). Thompson Group Charting Exercise Chart the first few paragraphs together as a class Divide sections of Thompson and assign major sections to 4 groups. Group 1: pages 48 – 51 2: pages 51 – 56 Group 3 pages 56 – 61
Unit%201%20Collected%20Material_F2017.docx