ESL: College Composition

7/25/2019 ESL: College Composition

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English as a Second Language College Composition

Brief description of classroom setting:

This lesson plan is intended for an Introductory College Composition course held at a

major university in Colorado. The 24 students in the classroom are undergraduate, ELLs and

come from China, Germany, eru, India and !omania. Their proficiency levels vary from

intermediate"mid to advanced"mid. The class meets three times per #ee$ on %onday,

&ednesday and 'ridays from ()*))"()*+)am. The purpose of this course is to introduce students

to the concept of rhetoric, its analysis and ho# to compose these types of #riting. s an intern,

there #ill -e the head teacher to o-serve me and also to -e of assistance to students, #hen

needed.

Pre-less inventory

Lesson Goal:

/tudents #ill -e a-le to understand visual rhetoric in order for them to develop the s$ills needed

to use visual rhetoric #hen creating a pu-lic argument.

Lesson Obectives:

/tudents #ill -e a-le to define visual rhetoric. /tudents #ill -e a-le to define the elements that ma$e up visual rhetoric and ho# they are used

in visuals. /tudents #ill -e a-le to analy0e and identify visual rhetoric #ithin -rochures, #e-sites and

posters.

!aterials:

" Computer

" rojector

" 1rochure 3 eamples

" 5isual !hetoric o#eroint

" 6ui0

" Eamples for activities 2 7 4

#ssignments to collect from students:

8one

$arm-up: %isual &hetoric 'ui( )*+ minutes,


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Purpose:

This informal assessment #as given to assess #hether or not students completed and

understood their reading on visual rhetoric from their home#or$.

Procedures:" dminister 9ui0 individually to students for () minutes.

ransition:

:$ay, so no# that you have a general understanding of #hat visual rhetoric is, let;s have a

conversation a-out #here it is seen and #hy it;s important.

#ctivity *: .ntroduction to %isual &hetoric )*+ minutes,

Purpose:

/tudents #ill ta$e prior $no#ledge a-out rhetoric and analy0e ho# it can -e applied to

visuals in order to create visual rhetoric.

Procedures:

The follo#ing steps are aided -y the use of the 5isual !hetoric o#eroint.

" Engaging in a #hole class discussion, students are as$ed to define rhetoric< conveying a message

#ith a specific purpose in mind to a particular audience.

" /tudents are then as$ed to descri-e #hat visuals are< pictures, fonts, colors and other design

elements.

" In pairs, students are as$ed to define visual rhetoric." :nce pairs have finished, the #hole class #ill define visual rhetoric.

ransition:

In order to -e a-le to $no# that #e completely understand #hat visual rhetoric is, let;s ta$e a

loo$ a picture to see ho# it uses visual rhetoric.

#ctivity /: #naly(e e0amples for %isual &hetoric )1 minutes,

Purpose:

/tudents #ill -e a-le to apply their understanding of visual rhetoric to see ho# it is used

in a photograph.

Procedures:

" 'rom the o#eroint, a photograph from a university;s admissions page is displayed.

" In pairs, students are discussing*


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- &ho is the intended audience of this picture= &hat is the purpose of the picture=

- >o# does the picture use visual rhetoric ?consider the audience and purpose@=

" s a #hole class, using the guiding 9uestions a-ove, students are as$ed ho# the photo uses

visual rhetoric.

ransition:

" /o hopefully after tal$ing a-out visual rhetoric and using this picture as an eample of ho# it can

-e seen, let;s loo$ at #hat ma$es up the visual part of visual rhetoric* the design principles

-ehind it.

#ctivity 2: &evie3 of 4esign Principles )1 minutes,

Purpose:

/tudents #ill learn a-out #hat the design principles are and ho# they are used. The

AC!; model #ill also -e presented.

Procedures:

" /tudents are as$ed #hat design principles they $no# of and ho# these principles can -e seen.

" Bsing the o#eroint, the principles are discussed. The AC!; model is introduced to aid

students in remem-ering the principles< the AC!; model is* contrast, alignment, repetition and

proimity.

ransition:

" 8o# that #e $no# #hat design principles are and ho# to differentiate -et#een them, #e;regoing to try to spot them in various genres.

#ctivity 5: #naly(e E0amples for 4esign Principles )1 minutes,

Purpose:

/tudents #ill evaluate various genres for the design principles and #hether these

principles allo# for effective visual rhetoric.

Procedures:

" In pairs, students #ill analy0e* an admission;s page for a university, a %conalds advertisement

and a -rochure.

- &hen analy0ing, students are thin$ing a-out*

o Contrast, repetition, alignment and proimity.

o If the use of the a-ove design principles is used effectively.


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" s a class, #e -riefly discuss the major elements used in each eample and if students felt as if

each eample #as effective and their reasoning -ehind this.

ransition:

/o #e;ve analy0ed different $inds of genres for visual rhetoric and the design principles -ehind

it. 8o#, #e;re going to the same thing to a -rochure -ut #e;re also going to see if these

-rochures #ere effective or not and why.

#ctivity 1: #naly(e Brochure )*/ minutes,

Purpose:

/tudents #ill analy0e #hether a -rochure is effective in its use of visual rhetoric. This

gives students an opportunity to directly see ho# visual rhetoric can -e used effectively for their

pu-lic argument.

Procedures:

" /tudents #ill -e placed in si groups.

" Each group must analy0e a -rochure and consider the follo#ing 9uestions during discussion ?D

mins@*

- &ho is the intended audience= &hat is the purpose of the -rochure=

- >o# are the design elements used= re the elements used effective for the

purpose of their audience= &hy or #hy not= >o# could it -e more effective=

&ith the #hole class, volunteers #ill discuss #hy or #hy not their -rochure #as effective andho# they thin$ it could have -een improved.

ransition:

/ince you no# $no# #hat ma$es a pu-lic argument effective using visual rhetoric, #e;re going

to ta$e a couple of minutes to thin$ a-out ho# these elements could -e used in your o#n pu-lic

argument.

Closure: Considering your Public #rgument )2 minutes,

Purpose:

/tudents #ill reflect on ho# they can use visual rhetoric #hen creating their pu-lic

argument. It also provides students an additional opportunity to as$ 9uestions a-out #hat it is

and ho# it can -e used.

Procedures:


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" /tudents #ill go to the lin$* http*FFpadlet.comF$athleenhamel(HFargument

- >ere, they #ill ans#er*

o &hen you #rite your pu-lic argument, #hat visual rhetoric or design elements

#ill you include=

o >o# #ill you ma$e these elements effective=

o &hat 9uestions do you have a-out using visual rhetoric or test design

elements in your pu-lic argument=

6$ assignment:

If you haven;t already, finish the adlet and complete the reading in the -oo$.

#nnouncements:

!emem-er that you need to have chosen your pu-lic argument -y tomorro#;s class so

that you can -egin to #or$ on it for the net class.

#ppendi0

The 5isual !hetoric o#eroint is included in the section -elo#.

ESL: College Composition

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