Critical Thinking Paper

Overview: Students will write a 3-page essay in which they deconstruct a static media message using the concepts and tools learned from

sources provided in class as well as class lectures and discussions.

Student Learning Outcomes:
• Students will learn academic content knowledge and vocabulary in media literacyand will demonstrate understanding of this

knowledge by completing critical thinking papers.
• Students will learn to summarize, evaluate, reflect on, and apply ideas from course content by completing critical thinking

papers.
• Students will demonstrate they can integrate/synthesize information from class sources by completing critical thinking papers.

Topic:Students will:
a) Choose a unique static media message to analyze. (See the Media Literacy Project’s Deconstruction Gallery for examples.)
b) Use the key concepts provided by the Media Literacy Project’s “Introduction to Media Literacy” to deconstruct their chosen media

message:
 source
 audience
 text
 subtext
 persuasion techniques
 points of view
Students will analyze the goals of the media message, its ability to achieve its objectives with the target audience, as well as the

effect the message might have on non-target audiences.
c) Plan an organized essay with an introduction that includes a brief overview of media literacy and the concepts that will be used

in the essay, a conclusion, and body paragraphs of approximately equal length with strong topic sentences and unified support.

Procedure:
Step 1: Prepare to writeyour essay
A. Choose a media message to analyze and review your notes from the homework/classwork activities that you did related to

deconstructing media messages.
B. Post your media message as well as your answers to the deconstruction questions below to the class discussion board on Canvas.

(See the discussion board assignment for specific instructions.)
1) Whose message is this? Who created or paid for it? Why?
2) Who is the target audience? What are the clues (words, images, etc.) that indicate this?
3) What is the text of the message?
4) What are some interpretations of the message’s subtext?
5) What are some of the tools of persuasion are used?
6) What part of the story isn’t being told?
C. Plan and create an outline for your essay, deciding which paragraphs will contain which information.

Step 2: Write and revise your paper
A. Using the notes/thoughts you have from Step 1, write your paper.
B. Take a look at the paper and be sure it follows all the guidelines on the assignment sheet and the scoring rubric.
C. Make an appointment with a tutor (bringing the assignment sheet and rubric with you) to go over it several days before the due

date,consider the revisions the tutor suggests, and apply those that make sense to you.
D. If there’s anything you’re still unsure about, make an appointment with your instructor.

Step 3: Format your paper and submit it
A. Be sure to:
o Use size 12 Times New Roman font
o Double-space the lines
o Include 1-inch margins on the left, right, top, and bottom of the page
o Include your name, your class and section, and the date at the top of the paper.
B. Submit your paper via Turnitin on Canvas by the specified date and time.
C. Make an appointment to discuss your first draft with your instructor by the specified date and time.

Step 4: Revise and/or edit your paper and re-submit it
A. Using your instructor’s feedback from your meeting, revise and/or edit your paper.
B. Submit your paper via Turnitin on Canvas within one week of your appointment with your instructor. (If you do not meet with your

instructor to discuss your first draft, your paper will be due by 3/29 11:59 p.m.) Papers will receive a 10% grade reduction for each day

late.

Assessment:The Critical Thinking Papersare worth 30% of the final course grade. The instructor will use a rubric to evaluate the papers.

Areas of evaluation will include application of course content, task-related skills, organization, and language use.