IMPORTANT 

Make sure to carefully read and follow the instructions while completing the tasks. Once you have finished this activity, proceed to section 1.6 Evaluation: Intent vs. Execution. This section provides rubric tools for self-evaluation and evaluating the work of your classmates. After completing the evaluation, move on to section 1.7 Focus on ... Academy, where you will encounter new challenges to showcase your content. Finally, go to section 1.8 Portfolio: Tracing Writing Development to find useful tools, recommendations, and reflections for creating your portfolio. Afterward, move on to the next Module. 

Now, let's get started! Using the following template, share your tasks, taking into account the order of the different sections detailed chronologically.

Task 1: 

Summary of Assignment: Critical Response Part A

Select a short text for your response. The text may be written, visual, or a combination of both. Keeping in mind the example of Selena Gomez or other social media activists (such as Swedish environmentalist Greta Thunberg [b. 2003] or conservative speaker and entrepreneur Wayne Dupree [b. 1968]), focus on a text, perhaps a meme or social media post, that addresses an aspect of social activism. 

First, read it completely for understanding. Summarize or paraphrase the main ideas of the text to check for comprehension. 

Second, read it critically to determine its purpose, analyze its use of language (or another element), and evaluate it. 

Finally, write a short (1-2 pages) critical response to the text, perhaps recommending or not recommending it to other readers, explaining its significance in a particular area of life or field of study, or even commenting on the diction or style of the communication and its potential impact on readers.

ANSWER PART A

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Summary of Assignment: Critical Response Part B

Select a short text to read and respond to, as described. Share your responses on the Discussion Forum, paying particular attention to the evaluation, analysis, and evidence that each person presents. Revise your initial response based on these new, shared perspectives from your classmates about their texts. The goal is to learn from others’ perspectives. In so doing, consider how your classmates’ perspectives enhance your comprehension and broaden your ability to understand the interpretations of the text. As you revise, incorporate this new knowledge, and consider how the various cultures and interpretations based on culture can lead to understanding and even misunderstanding. Finally, pay attention to how you might consider these multiple perspectives to clarify the text’s purpose or meaning for an audience.

ANSWER PART B 

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Task 2: 

Quick Launch: Mapping the Rhetorical Situation

For this writing task, create a concept map with six radiating circles (or use six index cards that you can physically move around on a tabletop). Label the map as noted in Figure 1.7. In each radiating circle, fill in the information regarding the rhetorical situation (that is, the agents and the five conditions: genre, purpose, stance, context, and culture) in relation to your chosen text. As you assess the rhetorical situation, you will further your understanding of the text, and you may begin to find areas for analysis or evaluation.

ANSWER QUICK LAUNCH

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Task 3: 

Critical Response: An Annotated Model

Use the graphic organizer in Table 1.1 to get started drafting your ideas in response to your chosen text.

ANSWER CRITICAL RESPONSE

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In addition, use these sentence starters as needed during drafting:

Summary:

[Name of author] explains ________.

After discussing ________, the author claims ________.

[Author’s name]’s main point is ________.

Paraphrase:

In other words, the author is saying that ________.

To paraphrase, the author claims that ________.

To simplify this idea, think about it in this way: ________.

Analysis:

[Name of author] develops ________ to show ________.

The author’s use of ________ supports ________.

The author employs ________ to create ________.

Evaluation:

The most important aspect of this text is ________ because ________.

[Name of author] fails to address ________ and ________, which makes me think about the impact on ________.

I think [name of author] is wrong [or correct] because ________.

Evidence:

As an example, the author says, “________.” (Be sure to provide accurate citations!)

The sentence “________” suggests that ________.

The use of the word “________” creates the impression that ________.

As often as possible, use the author’s name rather than a pronoun. The first time you mention it, write the full name as it is listed on the source you are using. Then, use the last name only, and be certain to cite properly. Finally, edit and revise your work to catch any oversights.

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