Noticing as a Means of Detailed Writing

Noticing as a Means of Detailed Writing

Adin Dobkin

English

ENG1101 – Composition I

Activity Description: Provide a brief description of the activity

This is a two-class session activity, with a short homework assignment acting as a bridge. On the first day, each student is given one of three photographs from a moment in NYC history. No context is provided to the students, only the photograph itself. They're given twenty minutes to write down as many details as possible from this photograph, taking note of what is there as well as what isn't. Then, they're asked to select from those details the five that they believe best capture that image, and describe why they believe those are the most significant.

Students are then put into groups according to which photos they were given (these groups will be static throughout the semester, but students haven't yet worked in them). Together, the group selects the five details that they agree are the most significant. Next, they put those details into relation to one another. This is open, and can either be written out in paragraph form, relations can be drawn with arrows, etc.

For homework, the group's task is to collectively come up with a description, using these details, of what they believe the photograph shows. I emphasize the importance of deriving this understanding through the details, not by attempting to find the photograph.

The next class session, the photograph is displayed at the front of the classroom. The group shares their description, how they decided upon it, and any struggles they encountered along the way. Then, to each group individually, I pass them a bit of historical information about their photograph: what it actually shows. As the last part of this assignment, I ask them to reflect on any details they see anew, or anything they missed without having that proper context.

Learning Goals: What do you aim to achieve with this activity?

This assignment started with an understanding that attention is something students often struggle with, particularly when reading. The most notable consequence of this is writing that doesn't include details. But I had a hunch that by using visual texts, and by describing this process that I think can be replicated in readings, students might get it.

I hope that students internalize the act of paying attention -> noticing details -> putting those details into relation to one another -> seeking an explanation for that synthesis -> reflecting on their accuracy. This assignment also works to embody a process of engaging with NYC history, working in groups to debate and synthesize details, and think about the ethics of writing.

Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?

This assignment took place in the second and third classes of the semester, with about two hours of total time, plus maybe 30 minutes to one hour with homework.

Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?

This is a low-stakes assignment, but a key one in embodying the process that they will hopefully use for their first major assignment. Most work went into identifying photos that weren't too obvious, were detail rich, and spoke to moments of city history. Students don't have the full picture, as it were, until the assignment is through, but each individual step is more or less intuitive and guided by instructions.

Assessment: How do you assess this activity? What assessment measures do you use? Do you use a VALUE rubric? If not, how did you develop your rubric? Is your course part of the college-wide general education assessment initiative?

As a low-stakes assignment, this assignment is primarily participation-based. I look to see students writing as many details as possible in the time allotted, but also that they get in the habit of answering why to as great of a degree as possible.

Reflection: How well did this activity work in your classroom? Would you repeat it? Why or why not? What challenges did you encounter, and how did you address them? What, if anything, would you change? What did students seem to enjoy about the activity?

This assignment was consistently cited by students as one of their favorites this semester, I think due to its detective-like nature, the environment it quickly brings about in groups, and in the real-world history that it engages with. For these reasons, I would repeat it, though I don't think it as readily translated to their reading assignments (but this is a far bigger problem than any one assignment).

Additional Information: Please share any additional comments and further documentation of the activity – e.g. assignment instructions, rubrics, examples of student work, etc. These can be links to pages or posts on the OpenLab.

Please share a helpful link to a pages or post on the OpenLab