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Sherry ENG313.09-1.

ENG 313 - Textual Analysis Assignment


Peer Review: 03/23 Hand in: 04/01
Goals:
To learn about the process of writing/teaching the textual analysis
To define and describe this genre with regard to secondary English Language Arts

Assignment:
By developing a definition of textual analysis and examining models of this genre, you will
draft and revise your own textual analysis that compares professional work to student
writing, as well as describe and reflect on the process of composing in this genre

Procedure:
1. What is a textual analysis? What examples from your own essays,
those of your placement students, or those written by professionals
could you use to support your definition? On your own, you will
respond to these questions; in class, we will compare and discuss
your responses.

2. What steps are involved in the task of writing a textual analysis? 1


What do your placement students already do that corresponds to these
steps? On your own, you will find and contribute several examples; each of
us will review and analyze all the examples in order to describe the process
of composing in this genre. Based on this, we will develop a rubric for your
work, as well as discussing its applicability for secondary students.

3. Drawing on your definition, and using the analysis models/characteristics/criteria for


guidance, you will draft your own textual analysis comparing a professional piece with one
written by one of your placement students.
4. What can you learn from reviewing and responding to others’ textual analysis drafts? Both
on your own and during class time, you will engage in peer review with your
colleagues. I, too, will respond to your draft. Then, you will revise your
comparison.
5. What have you learned about how to write a textual analysis? In order to
prepare you to explain to your own students not just WHAT this genre
includes, but HOW they might approach it, you will describe and reflect on your own
writing process during this assignment.

Evaluation:
Using the rubric we develop together in class, your work will be evaluated by your peers, by
you, and by me. Given the prevalence in American secondary schools of the “6+1 Traits 2 ”
rubric, we may consider adapting the following criteria to this genre and to our situation:

Ideas Organization Voice Word Choice Sentence Fluency Conventions Presentation

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2
Find out more about these traits (and what they mean to one set of stakeholders) at
http://www.nwrel.org/assessment/definitions.php?odelay=0&d=1