Bottleneck Junction: Grasping the Etherealness of Analysis

1. Bottleneck Junction:Grasping the Etherealness of Analysis Heather Lester Nilo Bermeo

2. Understanding the Bottleneck: The High School and College Students’ Perspectives on Analysis • For English Language Learners, reading comprehension alone is daunting. • The text is only informative, never transformative. • Analysis is the antithesis of clear progression learning (i.e. learning order of operation in math). • The text already states its intended meaning.

3. Compiling the Components of Analysis (The Initial Set-up) • Summary Analysis • Surface Analysis – What is the author trying to do here? What is the main meaning? • Mid-level Analysis – What is the best way to use the quote to enhance my own points / meaning? • Deep Analysis – Recognizing not only authorial intent, but multiple interpretations.

4. Creating the Rubric (The Competencies) • The Observable – Who? What? Where? When? Why? How? • Identifying and Using Literary Terms / Jargon. • Generating questions that are not the most obvious or simple to solve. • Interpreting / Inferring using the three aforementioned components.

5. Dealing With The Competencies in Class(IHS) • Competency #1: The Observable – 5Ws • COMPREHENSION is a major accomplishment in the ELL classroom • Competency #2: Identifying and Using Literary Terms / Jargon • NARROWED the focus and still struggled with the mechanics • Competency #3: Generating questions that are not the most obvious • MOST SUCCESSFUL: Questions were everywhere • Competency #4: Interpreting / Inferring using the three components • NON-LINEAR WAY

6. Asking and Answering Questions

7. Modeling and Practice Assignments • The Detective Analogy / The Building a House Analogy • The Social Media Analogy • Connecting text to own personal background • Connecting text to a larger context • Using multiple jargon to look at the same quote / section differently

8. Detective Analogy: notice, question, connect

9. The Social Media Analogy • LOL • ROFL • JK!!! • I’m sorry • IM SORRY

10. Agency in Analysis • The student must be made to realize that it is alright to connect text to his/her own life experiences. • “This poem is boring.” – OK, why is it boring to you? What turned you off from it? • “I would never let him do that to me.” – How would you prevent him from doing that? Why could the main character not do that?

11. Analyzing with Multiple Jargon What does the “S” symbolize to Americans? To the World? To Warner Brothers? Using a Marxist lens, who does Superman represent? Those in power? Those in need?

12. Dealing With The Competencies in Class(LAGCC) • Engagement: • The Descriptive and Jargon Approach • The Observable – Who? What? Where? When? Why? How? • The Questioning Approach – What questions do you want answered? • Interpretation – What is the main meaning of this quote / section? • Alternative Interpretation(s) – How can others interpret this same quote / section differently?

13. Initial Findings and Problems with The Rubric, The Competencies, or Teaching Analysis in General(IHS) • The Rubric and the Skills really operates as a spiral because analysis is a kind of spiral • Modeling became daily; full class vs. individual conference • Power of analogies • Practice strategies

14. Teaching with Analogy Building a House analogy for planning an essay Test Driving a Car analogy for developing a thesis

15. Initial Findings and Problems with The Rubric, The Competencies, or Teaching Analysis in General(LAGCC) • Not all quotes are created equal. (The First Step) • The problem with naming The Descriptive and Jargon Approach. (Separating Structure and Jargon) • Misfiring on the Observable Approach. (Contextualization in disguise) • The solidification of the one interpretation over the possibilities of alternative interpretations.

16. The Wrong Quotes to Use • A couple of students quoted the line, “I’ve got to hide, he told himself.” Both students wrote the main character had to hide. • Another student in responding to “Now he sat. Now he had a reason for staying here in the underground” wrote the character has his reason to stay hidden.

17. Using the Observable as Contextualization Only • a student may respond to George Zimmerman proclaiming he was in fear for his life by stating, “George Zimmerman is the man who killed Trayvon Martin.” The person here is clearly contextualizing who Zimmerman is and what he did, but there is no further analysis.

18. Feedback and Motivation • It is OK to fail. • Transaction and Transformation require connection. • Writing is a process. A long process. • Number grades over letter grades. • Self-identifying which methods of engagement (analysis) is being used the least and the most.

19. Conclusion (Final Thoughts)