FURTHER ORAL ACITIVITY

FOAPart 1

Purpose in your 12-15 minutes (under Rubric “2” – Over = “2”)

To demonstrate orally and visually your acquired knowledge of:• The Languages and… that we studied in class.

• Your ability to choose a significant text that deals with the human condition and/or archetypes

• Your ability to analyze the text type (you chose) for the Big 5 of analysis.

Details• Your ability to demonstrate your knowledge of vocabulary studied in class• Your ability to identify structure and organization of the text – how this creates new

meaning for the viewer.• And how the use of such devices MAKE the text Meaningful

• Poetic terms• Rhetorical devices• Tone• Propaganda techniques• Dividing a visual into sections• Gender theories

• Your ability to organize a strong presentation following the traditional format. • Intro

• Body(ies)• Conclusion

Power point – Text & Analysis= split screenKeep the text available – Handout a copy – to the class..

• Title? Author? ( implications)• Target Audience and Target

Market - implications• Content ( @ 2 sentences)• Context ( Language of… and why)• Purpose: ( author’s purpose to the

best of your analytical ability• Theme-Claim – utilizing the active

verbs- the human condition-archetypes

Introduction to any and all FOA’s

• Rebecca Cohen – on-line comic strip rebeccacohenart.tumblr.com Freelance cartoonist & illustrator. Creator of The Adventures of Gyno-Star.This blog brought to you by Gyno-Star Studios. Looking for prints? Check out my Etsy shop. (Get to know me better on my personal tumblr: Rebecca's Random Crap )

• Target Audience: 14-70 year old male/females – English speaking countries

• Target Market: psychographic/behavioral segmentation

• Content – Two characters ( male/female) argue semantic over the terms feminist.

• Context – Language and Gender revealing a current discussion over the definition of a feminist.

• Claim: Rebecca Cohen challenges the semantics surrounding the concept of gender equality to support the feminist point of view.

Avoid Posters - Two Examples:

Not enough to analyze. Not enough to analyze.

An introduction to a particular topic, for example, the social and cultural contexts of a text.A formal speech based on an aspect studied in part 1 or part 2 of the course.

• A speech by Frederick Douglass http://historynewsnetwork.org/article/157508 - • Fellow citizens, pardon me, and allow me to ask, why am I called upon to speak here today? What have I or

those I represent to do with your national independence? Are the great principles of political freedom and of natural justice, embodied in that Declaration of Independence, extended to us? And am I, therefore, called upon to bring our humble offering to the national altar, and to confess the benefits, and express devout gratitude for the blessings resulting from your independence to us?

• Would to God, both for your sakes and ours, that an affirmative answer could be truthfully returned to these questions. Then would my task be light, and my burden easy and delightful. For who is there so cold that a nation's sympathy could not warm him? Who so obdurate and dead to the claims of gratitude, that would not thankfully acknowledge such priceless benefits? Who so stolid and selfish that would not give his voice to swell the hallelujahs of a nation's jubilee, when the chains of servitude had been torn from his limbs? I am not that man. In a case like that, the dumb might eloquently speak, and the "lame man leap as an hart."

• But such is not the state of the case. I say it with a sad sense of disparity between us. I am not included within the pale of this glorious anniversary! Your high independence only reveals the immeasurable distance between us. The blessings in which you this day rejoice are not enjoyed in common. The rich inheritance of justice, liberty, prosperity, and independence bequeathed by your fathers is shared by you, not by me.

Marketing article (excerpt) that reveals gender, propaganda, identity, archetypes and the human condition.

• We are what we drive, or so we’re told (and sold). When we buy a car, we’re not just shopping for a way to get from point A to point B ; we’re acquiring an identity. No one can deny that, culturally speaking, we have a fetish for cars and an autoerotic fixation on the identities they provide. In hip hop culture, whole rhymes are built around the names of luxury cars. In fact, in the early days, hip hop bling consisted of hood ornaments hung on chains and worn as jewelry (Run-D.M.C. favored Cadillac while the Beastie Boys preferred Volkswagen).

• Promising freedom, mobility, autonomy and aspirational identity, the automobile has shaped our psyches and our cities, particularly the suburbs, over the last century. The Young and Affluent (Y&A) have been along for the ride since at least the 1950s. Pop culture is full of songs about cars, driving, freedom and sex in the back seat. And it’s not just for the boys anymore. Take M.I.A.’s Bad Girls, that celebrates female drivers and Arab drifting (a dangerous maneuver in which drivers swerve, or drift, from left to right at high speeds). Henry Ford could never have imagined we’d end up here.

• For generations,…

A critical article regarding a facet of society (excerpt below)."The trouble with my generation is that we all think we're fucking geniuses. Making something isn't good enough for us, and neither is selling something, or teaching something, or even just doing something; we have to BE something. It's our inalienable right, as citizens of the twenty-first century. If Christian Aguilera or Britney or some American Idol jerk can be something, then why can't I. Where's mine, huh?" --Nick Hornby's "A Long Way Down" According to a new study, college students in the United States are more "narcissistic" than their predecessors. The already controversial report warns of trends that could be harmful to the students' relationships and society. It states that narcissists are more likely to "exhibit game-playing, dishonesty, and over- controlling and violent behaviors."

The study's lead author blames this reported trend…”

A lengthy poem ( 17 stanzas) that depicts the Languages… / human condition/archetypesIn a world where all the heroesare pilots with voices like Godhe brought her a strand of some woman’s

hair to wear on her wing.She looked sideways at the groundsilent behind the cloudy film covering

her eyes knowing she would be hisforever. They cruised the city nightseach one spiralling away from the other

but always coming home to gather stories.Dark streets bright tavern lights drunksfilled with beer in the gutters.

• A commentary on the use of a particular image, idea or symbol in a text or texts studied.

Text – connection to the “Languages” studied, Cultural Context, Human condition, archetypes, etc.

Advanced Proficient Basic Below Basic Far Below Basic6 Criterion A: Knowledge and

understanding of the text(s) and subject matter or extract• To what extent does the activity show knowledge and understanding of the text(s) and subject chosen for the oral activity?• Has the student shown awareness and understanding of the meaning of the text(s) in relation to the subject?

The activity shows excellent knowledge and understanding of the text(s) and excellent awareness of the significance of the text(s) in relation to the subject chosen. (9-10)

The activity shows good knowledge and understanding of the text(s) and good awareness of the significance of the text(s) in relation to the subject chosen. (7-8)

The activity shows adequate knowledge and understanding of the text(s) and awareness of the significance of the text(s) in relation to the subject chosen. (5-6)

The activity shows some knowledge and understanding of the text(s) and some awareness of the significance of the text(s) in relation to the subject chosen. (3-4)

The activity shows limited knowledge and little or no understanding of the text(s) and the subject chosen. (1-2)

4 Criterion B: Understanding of how language is used• To what extent does the activity show understanding of the way language is used to create meaning?• Has the student shown an appreciation of how language and style is used to particular effect in the text?

The work shows an excellent understanding of the way language is used to create meaning. The appreciation of the use of language and style is thorough and detailed. (9-10)

The work shows a good understanding of the way language is used to create meaning and good appreciation of the use of language and style. (7-8)

The work shows an adequate understanding of the way language is used to create meaning and adequate appreciation of the use of language and style. (5-6)

The work shows some understanding of the way language is used to create meaning; there is some appreciation of the use of language and style. (3-4)

The work shows a superficial understanding of the way language is used to create meaning; there is little appreciation of the use of language and style. (1-2)

6

5

Language creates meaning: stylistic devices/ structure.

4

6 Criterion C: Organization• How well organized is the oral activity?• How coherent is the structure?

The oral activity is effectively organized; the structure is coherent and effective. (5)

The oral activity is well organized; the structure is mostly coherent. (4)

The oral activity is organized; the structure is generally coherent. (3)

Some organization is apparent; the oral activity has some structure. (2)

Little organization is apparent; the oral activity has little structure. (1)

5

Organization: Intro, Body paragraphs, Conclusion

Criterion D: Language• How clear, varied and accurate is the language?• How appropriate is the choice of register and style? (“Register” refers, in this context, to the student’s use of elements such as vocabulary, tone, sentence structure and idiom appropriate to the further oral activity.)

The language is very clear and entirely appropriate, with a high degree of accuracy in grammar and sentence construction; the register and style are consistently effective and appropriate to the oral activity. (5)

The language is clear and appropriate, with a good degree of accuracy in grammar and sentence construction; register and style are effective and appropriate to the oral activity. (4)

The language is mostly clear and appropriate, with an adequate degree of accuracy in grammar and sentence construction; the register and style are mostly appropriate to the oral activity. (3)

The language is sometimes clear and appropriate; grammar and sentence construction are generally accurate, although errors and inconsistencies are apparent; register and style are to some extent appropriate to the oral activity. (2)

The language is rarely clear and appropriate, with many errors in grammar and sentence construction and little sense of register and style. (1)

Language – no “like”, “um”, etc. Clear use of higher level vocabulary – transitions, etc.