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First Year Writing Program

Teaching Resources: Composing Skills

Teaching "10 on 1"

Submitted by Anne-Marie E. Schuler

Review of WA writing strategy "10 on 1" (lecture 10 mins.)

1. Refer to students to Writing Analytically page 149 of text, I also make a photocopy of the page for easy reference.
2. Review "1" as the representative example. Remind students that their project has several representative examples.
3. Review "10" as the observations and leaps that writer makes about the "1". Includes what you notice, AND what you make of what you notice.
4. WA lists several strategies for observations and interpretive leaps.

Introduce the Pan, Track Zoom, Analogy (or review of you have already covered this.) (lecture 10 mins.)

1. Refer students to WA page 150 (I make an overhead of this page).

Pan – examines the example from a distance. Establishes the representativeness of the example.
Track – Selects larger pieces of detail, and establishes the connections between them.
Zoom – Picks up on one significant detail, and explains the significance of the detail.

Examination of Student Writing on page 151. (application of lecture information 20 mins.)

1. Place students in small groups, each group should:
2. Read the students paragraph on page 151.
3. Discuss how the students uses the pan, track, zoom, analogy.
4. What sentences fit what part of the strategy?
5. Is the paragraph successful at saying more about less? Why or why not?
6. Small groups should share answers. Note: Keep students in small groups, they will need them for the next activity.

Further Application of "10 on 1" on an example (30 mins. 20 mins. for group work, 10 mins. for discussion)

1. Place an image on the overhead, preferably one that has relevance to your course theme.
2. In small groups, each group should:
3. Examine the image and do "Notice and Focus"
4. What are the large details in this image?
5. Honing in on one significant detail, establish why that detail is significant, and how it relates to the larger details identified in step 2.
6. "So what?"
7. Establish a thesis for your work.
8. Using the observations and interpretive leaps above, write a paragraph that uses the pan, track, zoom analogy.
9. Share paragraphs with class, for each paragraph discuss strengths and weakness of the writing. (you may want to have students write these paragraphs on an overhead).

Large Group Discussion on Review Material: (10 mins)

1. How does 10 on 1 help us to say more about less?
2. How can this strategy help us to draft our papers?
3. I am sure to reiterate at this point that doing this for each of the primary sources allows the students to quickly draft 3 paragraphs, using their thesis as a critical lens, and then can look at how to tie them all together.
4. What about large primary works, such as movies or TV shows? How can this help?
5. In this discussion, I urge students to find one specific scene that can be representative to their work, and do an detailed analysis on that scene.
6. How can we integrate our observations of one primary text, into our observations of another? How can we incorporate secondary texts into these paragraphs?

Building a Collaborative Space - Application of Material to Students Own Sources (20 mins.)

1. In groups of three, students should:
2. Examine their primary sources, and make a list of observations and interpretive leaps, using Notice and Focus, and "So What?"
3. For at least one image in each group, look at one details, how can we say more about less?
4. If possible students should try and complete all of the above steps that the small groups completed on the image you provided, however, time may not allow.
5. Students should look at how these observations and ideas can help them deveop paragraphs about for their paper.

Homework – Write 3 paragraphs focusing on your working thesis, and that use "10 on 1" and "Pan, Track, Zoom".

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