This teaching demonstration seeks to close the gap, as Rosenwasser and Stephen refer to it in their book, Writing Analytically, between students' ability to analyze in daily life and transfer that to academic writing. It is the first step in teaching students how to not just analyze, but how to write an effective analysis. By using visuals put together like a puzzle, participants„in groups„walk through the steps of assumption, judgment, description, and inference in order to make a claim based on the visual and then argue that claim to the whole group. The group then breaks down the information presented and creates a list of what would be needed in order to academically write such an analysis.
Reading Strand 3, Concept 1, POs 2, 7, 8; Writing Strand 1, Concept 2, PO 2; Strand 1, Concept 3, POs 2 and 3; Strand 2, Concept 1, POs 1-3; Strand 3, Concept 4, PO 1; LS-P3; LS-P5