Posted in English 1103, Teaching, Writing

ENG 1103: Turning from Summary to Analysis

Screenshot of the side-by-side comparison of the websites
for AAP and ACP in the second lesson of Check, Please!

On Wednesday you will submit your worksheet for the second lesson in the Check, Please! course. The assignments that I wrote as models for lessons one and two appear below.

Check, Please! Sample Assignment for Lesson One

In the first lesson of the Check, Please!, Starter Course, Mike Caulfield, author of the course and Director of Blended and Networked Learning at Washington State University, introduces the four-step SIFT approach to determining the reliability of a source: (1) “Stop,” (2) “Investigate,” (3) “Find better coverage,” and (4) “Trace claims, quotes, and media to the original context.”

One of the most useful practices presented in lesson one is what the author terms the “Wikipedia Trick.” Deleting everything that follows a website’s URL (including the slash), adding a space, typing “Wikipedia,” and hitting “enter” will yield the site’s Wikipedia page. The Wikipedia entry that appears at the top of the screen may indicate the source’s reliability or lack thereof.

The most memorable segment of lesson one is the short, riveting video “The Miseducation of Dylann Roof,” which begins with the narrator asking the question, “How does a child become a killer?” Produced by the Southern Poverty Law Center, it documents how algorithms can lead unskilled web searchers down paths of disinformation. In the worst cases, such as Roof’s, algorithms can lead searchers to the extremist propaganda of radical conspiracy theorists.

Work Cited

Caulfield, Mike. Check, Please! Starter Course, 2021,

Check, Please! Sample Assignment for Lesson Two

In the second lesson of the Check, Please!, Starter Course, Mike Caulfield, author of the course and Director of Blended and Networked Learning at Washington State University, focuses on investigating a source, the second step in the SIFT approach that he introduces in lesson one.

One of the most useful practices presented in lesson two is Caulfield’s follow-up to the Wikipedia strategy that he outlines in the previous lesson. After he reviews that strategy, Caulfield explains how to use the control-f keyboard shortcut (command-f on a Mac). Typing control-f (or command-f) will open a small textbox in the upper right of the screen. Typing a word you are searching for will highlight the first appearance of the word in the text. Hitting return will highlight each subsequent appearance of the word.

Lesson two introduced me to fauxtire, a term for websites such as World News Daily Report, based in Tel Aviv, that present themselves as satirical but in fact serve primarily to perpetuate disinformation.

Perhaps the most memorable portion of lesson two was the side-by-side comparison of the websites for the American Academy of Pediatrics and the American College of Pediatricians. Though at first glance the two appear comparable, using the Wikipedia strategy reveals their profound differences. While AAP is the premiere authority on children’s health and well-being, ACP was founded to protest the adoption of children by single-sex couples and is widely viewed as a single-issue hate organization.

Work Cited

Caulfield, Mike. Check, Please! Starter Course, 2021,

From Summary to Commentary

Turning from summary to commentary is a move you made in your Check, Please! worksheets and one that is similar to the move you will make in your analysis.

The authors of your textbook note that “[s]ummary is important to analysis because you can’t analyze a subject without laying out its significant parts for your reader” (6).

  • Your Check, Please! worksheet assignments require you to begin with a brief summary or presentation of the lesson’s significant parts. Summaries are objective by definition. They present the subject, not the writer’s opinion of it, and they do not include first- or second-person pronouns in singular or plural form (“I,” “me,” “we,” “us,” or “you”).
  • In the second paragraph of your Check, Please! assignments–and any subsequent paragraphs you include–you turn from summary to commentary. After answering the question, what is it? with your summary, you comment on the lesson with answers to one or more questions, such as these: What was most useful? What was most memorable? What was most instructive?

Work Cited

Rosenwasser, David and Jill Stephen. Writing Analytically, 8th edition. Wadsworth/Cengage, 2019. 

And from Summary to Analysis

Similarly, in your analysis you will turn from summary to commentary but your comments will require a more sophisticated move. In your analysis, you will turn from laying out your subject’s significant parts to an analysis, or close study, of how some of those parts contribute to its overall effect. In your eyes, what does it mean, and what evidence can you offer to support your claims?

Backtracking to Notes

To begin the process of developing my analysis, I reread “Blogs vs. Term Papers” to look for patterns. What struck me as I reread Matt Richel’s article was the difference in the amount of the space devoted to old- and new-school writing practices, the contrast in the diction, or word choice, in the passages that addressed the two, and the article’s movement from old to new to old to new again. From there, I developed a tentative thesis that follows the summary in the paragraph below.

Introductory Paragraph Ending with a Thesis

In “Blogs vs. Term Papers,” Matt Richtel reports on the debate in higher education on how best to teach writing in the digital age. While some professors have followed the lead of City University of New York’s Cathy Davidson, replacing the traditional term paper with shorter, more frequent blog assignments, their detractors—including Douglas B. Reeves, columnist for The American School Board Journal and William H. Fitzhugh, editor of The Concord Review—argue that blog writing lacks the academic rigor that fosters critical thinking. For Andrea Lunsford, professor of writing at Stanford University, pitting blogs against term papers creates a false opposition. Rather than replacing term papers with blog posts, Lunsford requires students to produce multi-modal assignments: term papers that evolve into blogs, websites, and video presentations. Although Richtel’s article appears to present an objective report on the disagreements among experts, a close examination of the diction and structure of “Blogs vs. Term Papers” reveals a preference for the innovations advocated by Professors Cathy Davidson and Andrea Lundsford.

Next Up

On Wednesday, you will submit your worksheet for your second Check, Please! lesson and you will begin revising your analysis in class.

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