For Teachers: 1001 Assignments | LSU University Writing Program tag manager container Skip to main contentToggle navigation begin sitewide navigation LSU.edu myLSU Employee Hub Directories Give Visit Apply Employment Contact Us Search lsu.edu Go! LSU Department of English University Writing Program MenuMenu Home People Frequently Asked Questions Resources Contact Us Top Mission Statement Placement English 1001 Teachers Course Description Syllabi Assignments Research Tools Assessment Recommended Texts English 1001 Students Course Description Policies Research Tools English 2000 Teachers English 2000 Students Course Description Policies Research Tools Faculty Resources Policies & Procedures Policies and Procedures Grade Appeals Policies and Procedures: Plagiarism Workshops Teaching Strategies Teaching Strategies In-Class Strategies Research Strategies Peer Response Strategies Important Links Contact Us Resources | University Writing Program For Teachers: 1001 Assignments Below is a list of recommended assignments for English 1001. In some cases, descriptions are followed by links with sample assignments and other related resources. Annotated Bibliography: An annotated bibliography helps students think through a research topic. In addition to bibliographical entry, each source is followed by a concise analysis of its main points. Annotations may also include a short response or a statement of potential uses for the source. These annotations are intended to be tools for students as they work on later essays; annotations should be designed to help them quickly remember how each source might be useful in their writing. How to Prepare an Annotated Bibliography (with sample) | Assignment Sheet Causal Analysis: In a causal analysis, students are asked to investigate the known or possible causes of a situation, trend, or phenomenon through extensive research. At its most basic, a causal analysis seeks to answer the question "Why?" Since complex trends and phenomena are not easy to trace step-by-step, causal analysis typically relies on informed speculation of causes using reliable evidence and firsthand experience. Causal Analysis Assignment Sheet Evaluation of a Source: During research, students should be able to read their sources for credibility and rhetorical appeals as well as for information. This type of reading can be expanded into an evaluation of a source, in which students must conduct a rhetorical analysis of their own materials. As part of this evaluation, students can examine the presentation of information, underlying assumptions, audience awareness, and possible uses of the source in future projects. Event Analysis: In an event analysis, students are asked to explain the contexts and controversies surrounding a particular event. The event can be something in the past or something that students experience firsthand. An event analysis may examine the causes of the event, the activities during the event, the circumstances surrounding the event, or the consequences of the event. But the focal point is always the particular event and the parties involved. Sample Assignment Sheet Habit Analysis: In a habit analysis, students are asked to examine the naturalized behaviors (or habits) that help to construct our personal identities and social norms. In one sense, a habit analysis is a rhetorical analysis focusing on ethos, the art of identifying oneself and earning trust. However, a habit analysis can also examine other kinds of behavior, such as personal writing habits or established social customs. Issue Analysis: (*REQUIRED*) In an issue analysis, students are asked to explain the debate surrounding a contested issue. Because issues involve multiple perspectives, students must locate a wide range of sources in order to present each perspective fairly and thoughtfully. The ultimate goal of an issue analysis is to introduce the debate to an uninformed audience without favoring one argument. All sections of English 1001 must include an issue analysis in order to complete the end-of-semester assessment. Find assignment sheets, scoring matrices, and sample issue analysis essays in the English 1001 Teachers topic on the community moodle page. Literacy Analysis: In a literacy analysis, students are asked to reflect on the experiences and events that have shaped them as both readers and writers. This assignment is useful because it introduces writing itself as a topic of inquiry and identity-formation. Furthermore, it allows students and teachers to share both frustrations and insights about writing as a "literate" activity through self-reflexive analyses of students' writing practices. Click on the following links for sample documents: Assignment Sheet || Sample Rubric 1 | 2 || Sample Literacy Analysis || Digital Archive of Literacy Narratives Presentation: For the presentation, students are asked to present their analysis of an issue, text, or image to the entire class. Some teachers ask students to work collaboratively, use technology such as Power Points, or use other visual media. Group Visual Presentation Assignment | Individual Oral Presentation Assignment Process Analysis: In a process analysis, students are asked to take readers through a chronological sequence of steps. Informational process analyses describe how something occurs, while instructional process analyses describe how something is done (such that it can be duplicated). Processes analyzed should be neither too technical nor too simplistic, and students should be able to explain the importance of the process to readers. Rhetorical Analysis: In a rhetorical analysis, students are asked to examine a spoken or written text for argumentative appeals, including logos (appeals to make logical connections), ethos (appeals to build credibility), and pathos (appeals to win sympathy or incite emotion). Other topics of analysis include kairos (or context), stated or implied purpose, intended audience, thesis and background information. Prewriting worksheet | Sample prewriting | Rhetorical Strategies | Ethos, Pathos and Logos: 1 | 2 || Assignment sheet || Sample essays: basic | 1 | 2 || Rubric Synthesis: Most analytical writing requires some form of synthesis; it is an essential skill for the required issue analysis, as well as for any researched essay. Some teachers create assignments to isolate and target this skill, which ask students to pull together multiple sets of ideas in order to compare, contrast, evaluate and discover new insights. Synthesis essay and in-class practice | Literature review and synthesis Textual Analysis: In a textual analysis, students are asked to examine a non-literary text (such as a scholarly article) and describe the way that it functions or serves a specific purpose. Analyzable texts may include scholarly sources, resumes, bibliographies, and so on. The criteria for analysis may vary depending on the text's purpose. For example, students can conduct textual analyses of each other's work based on grading criteria. Visual Analysis: In a visual analysis, students are asked to examine an ad, website, or other form of visual media. Visual analyses can be conducted in a number of ways. For example, students might examine formal elements, such as color and perception. Visual analysis can also be combined with rhetorical analysis (explaining appeals to logic, credibility, emotion and context) and literary analysis (interpreting metaphors, representation, and authorship). 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