TPC 12 - Reading, Viewing, and Listening (Critical Analysis)

PRESCRIBED LEARNING OUTCOMES

• assess the reliability, currency, and objectivity of secondary source material
• identify and respond appropriately to manipulative language
• apply information from different sources in innovative ways
• evaluate the effectiveness of their own and other technical and professional presentations using criteria that include the following:
  • plain language (degree to which language is simple, concise, accessible, and free of ambiguity)
  • coherence and organization
  • consistency in the application of usage conventions
  • relevance to argument of supporting evidence and examples
  • appropriateness to intended purpose and audience
  • attention to detail

SUGGESTED INSTRUCTIONAL STRATEGIES

• Have students isolate the bibliographies from recently completed research projects for other courses and rank the bibliography materials according to importance for their projects. For each entry, ask them to explain why they used the source, how useful it was, and what problems they identified in it. Follow by discussing with the class sources of error in research.
• To highlight the importance of the currency of information, invite students to compare older and newer publications in a rapidly changing field (e.g., computers, genetics). Students could also compare the projections and forecasts of ten-year-old technical reports (e.g., on economic trends) with knowledge of what actually happened.
• Ask students to critique sales pitches from various sources (e.g., print, video, personal presentations), focussing on use of manipulative language. Suggest they consider advertisements, political pronouncements, and opinion pieces.
• Invite students to obtain informational materials on controversial topics (e.g., clearcut logging, land use, immigration, funding for women's resource centres) published by groups with particular viewpoints. Have students in groups:
  • review the materials and identify the viewpoints
  • identify five main factual claims made in the materials of each group
  • describe steps they could take to assess the reliability and credibility of each claim
  Suggest that in assessing claims, students consider questions such as:
  • Who conducted or sponsored the supporting research?
  • Was a reliable methodology used to conduct the research?
• Have the class brainstorm criteria for assessing the effectiveness of technical and professional communications, then design a critique form for future use.
• Teach the MAP approach (identifying message, audience, and purpose) and ask students to apply it regularly.

SUGGESTED ASSESSMENT STRATEGIES

• When students analyse sales pitches, look at their abilities to identify, analyse, and provide examples of strategies such as:
  • generalizations or overgeneralizations
  • unsupported claims
  • emotionally appealing language and images
  • irrelevant or logically unrelated statements, images (e.g., links to trendy topics that are unconnected to the product)
  • exaggerations
  • significant omissions
  • straw-man arguments or card stacking
  • bogus scientific claims or misleading use of statistics
  • transfer (including use of celebrities or authorities from other fields)
• Ask students to develop personal screening devices they can use to analyse some of the persuaders they encounter. For example, they might devise checklists of manipulative devices to watch for and draw up short lists of questions. (e.g., Who is sending this message? What do they want me to think or do? What values are they portraying? What techniques are they using to appeal to me? Why should or shouldn't I believe them? How does this fit with what I already know and believe?) Have them use and report on the effectiveness of their screening devices. Look for evidence that they are aware of some of the elements of manipulative language and able to apply their knowledge in a variety of situations.
• When students evaluate the effectiveness of various technical and professional presentations, have them summarize their key points in lists, charts, mind maps, or webs. Look for evidence that they:
  • tailor the listed criteria to specific features of the format and media
  • make and support judgments about the presentations in terms of each criterion
  • offer specific examples of strengths and weaknesses
  • make practical recommendations for improvement

RECOMMENDED LEARNING RESOURCES

• Canadian Writer's Companion
• The Communications Handbook
• Effective Technical Communication
• Guidelines for Report Writing
• Impact
• Information Systems
• Multimedia Literacy
• Technical Communication
• Technical Writing: Principles, Strategies, and Readings
• Technical Writing: Situations and Strategies
• Tools For Technical and Professional Communication
• Video In Focus

• Extraordinary Answers to Common Interview Questions
• More Bloody Meetings
• Visions of Heaven and Hell

• Making Movies on Your PC

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