If you are teaching analyzing argument, I would divide students into groups with specific tasks. Have a group focus on logos, another on ethos, and another on pathos. You could pose the question, "how does the author develop these appeals?" Each group can trace the techniques the author uses for these specific appeals and then share as a class. When you hear from ethos, logos, and pathos groups (after they write their ideas on butcher paper) then model how you would structure your analysis essay. Keep the chart paper on the wall. Show them one body paragraph, and then have the groups formulate a group paragraph (using your modeled framework). If you are doing a literary analysis, do the same thing, but ask students to evaluate how different literary elements shape a theme (or whatever your analysis purpose is). Good luck!
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I recently taught intertextuality to my year nine english class. Students worked in groups to analyse advertisements which incorporate intertextuality, with each group having one ad to analyse. I initially asked students to write questions using Bloom's levels of questioning to initiate thinking about the ad and intertextuality; e.g. Identify the target audience for the obvious text and the hidden text, Compare the character in each text, Discuss the message of the ad, etc. students can then go about answering the questions in groups. Students can then use this information to write their own analysis essay of intertextuality in an image, either by analysing the same image done in the group or a different one.
yes a detailed examination of the elements or structure of something, typically as a basis for discussion or interpretation.
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