[CRITICAL THINKING PAPER 2] EAP 1850
Overview: Students will write a 3-page essay in which they deconstruct a static media message using the
concepts and tools learned from sources provided in class as well as class lectures and discussions.
Student Learning Outcomes:
• Students will learn academic content knowledge and vocabulary in media literacy and will demonstrate
understanding of this knowledge by completing critical thinking papers.
• Students will learn to summarize, evaluate, reflect on, and apply ideas from course content by
completing critical thinking papers.
• Students will demonstrate they can integrate/synthesize information from class sources by completing
critical thinking papers.
Topic: Students will:
a) Choose a unique static media message to analyze. (See the Media Literacy Project’s Deconstruction
Gallery for examples.)
b) Use the key concepts provided by the Media Literacy Project’s “Introduction to Media Literacy” to
deconstruct their chosen media message:
▪ source
▪ audience
▪ text
▪ subtext
▪ persuasion techniques
▪ points of view
Students will analyze the goals of the media message, its ability to achieve its objectives with the
target audience, as well as the effect the message might have on non-target audiences.
c) Plan an organized essay with an introduction that includes a brief overview of media literacy and the
concepts that will be used in the essay, a conclusion, and body paragraphs of approximately equal
length with strong topic sentences and unified support.
Procedure:
Step 1: Prepare to write your essay
A. Choose a media message to analyze and review your notes from the homework/classwork activities
that you did related to deconstructing media messages.
B. Post your media message as well as your answers to the deconstruction questions below to the class
discussion board on Canvas. (See the discussion board assignment for specific instructions.)
1) Whose message is this? Who created or paid for it? Why?
2) Who is the target audience? What are the clues (words, images, etc.) that indicate this?
3) What is the text of the message?
4) What are some interpretations of the message’s subtext?
5) What are some of the tools of persuasion are used?
6) What part of the story isn’t being told?
C. Plan and create an outline for your essay, deciding which paragraphs will contain which information.
University of South Florida ELP | February, 2018
1
EAP 1850
[CRITICAL THINKING PAPER 2]
Step 2: Write and revise your paper
A. Using the notes/thoughts you have from Step 1, write your paper.
B. Take a look at the paper and be sure it follows all the guidelines on the assignment sheet and the
scoring rubric.
C. Make an appointment with a tutor (bringing the assignment sheet and rubric with you) to go over it
several days before the due date, consider the revisions the tutor suggests, and apply those that make
sense to you.
D. If there’s anything you’re still unsure about, make an appointment with your instructor.
Step 3: Format your paper and submit it
A. Be sure to:
o Use size 12 Times New Roman font
o Double-space the lines
o Include 1-inch margins on the left, right, top, and bottom of the page
o Include your name, your class and section, and the date at the top of the paper.
B. Submit your paper via Turnitin on Canvas by the specified date and time.
C. Make an appointment to discuss your first draft with your instructor by the specified date and time.
Step 4: Revise and/or edit your paper and re-submit it
A. Using your instructor’s feedback from your meeting, revise and/or edit your paper.
B. Submit your paper via Turnitin on Canvas within one week of your appointment with your instructor.
(If you do not meet with your instructor to discuss your first draft, your paper will be due by 3/29 11:59
p.m.) Papers will receive a 10% grade reduction for each day late.
Assessment: The Critical Thinking Papers are worth 30% of the final course grade. The instructor will use a
rubric to evaluate the papers. Areas of evaluation will include application of course content, task-related skills,
organization, and language use.
2
February, 2018 | University of South Florida ELP
WHAT IF EVERY GLASS OF
WATER YOU DRANK
QUENCHED SOMEONE
ELSE'S THIRST?
PARIS
TAP
Clean and plentful rinking water is an everyday privilege millions take for granted. Yet the lack of
clean and accesible drinking water is one of the most urgent health cries facing less privileged
children and families today
which is why on World Water Day, March 22, 2009, in conjunction with the US. Fund for UNICEF
hundreds of restaurants will ask you to donate $1 for the tag walor you normally enjoy for free
starts in New York and will spread to cities across the world. It's not much to ask, but it could
mean so much to others
To find out more, please vis.TAPPROJECTORS
unicef
Post the media message (either a link or attachment) that you have chosen as
well as your answers to the deconstruction questions below. Your media
message should be static, not time-based. Each student must choose a
different media message: first come, first served. (I've changed the settings so
that posts will appear right away and you won't waste time deconstructing a
media message that has already been posted.)
1. Whose message is this? Who created or paid for it? Why?
2. Who is the target audience? What are the clues (words, images, etc.) that
indicate this?
3. What is the text of the message?
4. What are some interpretations of the message's subtext?
5. What are some of the tools of persuasion are used?
6. What part of the story isn't being told?
Post your media message and answers by Thursday, March 1 (11:59 p.m.).
Reply to at least two classmates by ADDING your perspective to any of their
deconstruction answers. Be sure to clearly indicate which question, text,
subtext, concepts, and/or tools of persuasion that you are referring to.
Complete your replies by Tuesday, March 6 (11:59 p.m.).
Follow basic academic English guidelines in your posts and replies.
Criteria
Ratings
Pts
Media Message
1.0 pts
0.0 pts
2.0 pts
2
1
0
The link or attachment to
the media message
functions and is easy to
Yes
2.0 pts
Functions but not easy to
see (upside down, sideways,
blurry, too small...)
No message or
not visible
enough to
decipher
see.
Deconstruction
12.0 to >10.0 pts
Exemplary
10.0 to >8.0 pts
Good/Getting
There
8.0 to >0 pts
Not there
The answers were easy to
read, complete, and
written using academic
English.
12.0 pts
Missing,
incomplete,
difficult to
understand,
and/or
underdeveloped.
Replies
4.0 to >3.0 pts
Yes to all
3.0 to >2.0 pts
1 or 2 issues
2.0 to >0 pts
Several issues
The replies to two
students add NEW
information or ideas to
any of the six answers.
Replies are easy to
understand, helpful, and
well written.
Missing, incomplete,
difficult to
understand,
repetitive, and/or
unhelpful.
4.0 pts
Purchase answer to see full
attachment