Option 1: Questions Pause on a passage from the text and encourage your classmat

Option 1: Questions Pause on a passage from the text and encourage your classmates to think more deeply about the passage you’ve selected. Share with them a connection you’ve made to other theories from class. Alternatively, you can ask for help in clarifying a passage you do not understand. While these types of questions don’t often express full comprehension (why else would someone ask them?), they should still reflect a basic notion of what you think the passage might be saying. Examples of actionable questions: “I’m confused by what Mead is saying here. Earlier he stated that the ‘I’ is directed by the ‘Me.’ So, why is he saying here that the ‘I’ is impulsive? If it’s directed by the ‘Me’ how is impulsivity possible? Can it be both? I’m so confused! Does anyone have an example of what this would look like in everyday life?” “I feel like I watched an episode of Yellowjackets recently where Misty acts cynically. She lied about taking the battery cables out of Natalie’s car so that they could be ‘friendly’ and spend the day together. Goffman claims here that we act cynically because we’re motivated for several reasons, including self-interest. I think Misty was self-interested in her cynical performance. Goffman also notes one might be motivated to protect the audience or their community. Might Misty have had one of these other motivations for playing the cynic? Did anyone else see this episode? What do you think?” Option 2: Comments Comments can come in several forms. They can be a response to another peer’s question; these types of comments should directly address what they’ve asked and reflect comprehension of the text. Another type of comment is more of a self-reflexive annotation. This is where you can share how you’ve made sense of the text in your personal life. Examples of actionable comments: “I remember this scene from Yellowjackets! I LOVE that show. I can see where Misty may have played the cynic because she was motivated to protect the community. I think she knows she can work well with Natalie, but she also knows that Natalie doesn’t like her much (and wouldn’t naturally want to spend time with her). I think she believes they can solve the mystery better together than on their own. So, she plays the cynic (lies) because she knows this will force Natalie to work with her and they can solve the problem for the community faster. Great question by the way!” “Wow! This passage made me stop to think about my own experiences. I’ve never thought about how much I allow ‘chunks of space’ to divide up my life. For example, I often feel guilty for doing my coursework in my bedroom while lying in bed in my pajamas. I’ve been told that my bedroom is for rest and sleeping. Schoolwork should be done in a classroom/library/office setting. But, at the end of the day, these are just arbitrary boundaries our culture has created. I love working from my bed; it’s so comfortable! I’m not going to feel guilty about it anymore now that I’ve learned this is just a ‘socially constructed’ boundary.” Option 3: Developing Context Developing context is all about helping yourself and your peers to better understand the context of the author’s argument. This can include defining vocabulary you didn’t know/understand. Make sure you rephrase the passage in more lay terms for your peers. It can also include providing information on outside sources that can help you and your peers better understand a particular argument or concept from the reading. Examples of actionable context development: “I had no idea what ‘milieu’ meant. I looked it up, and it means, ‘A person’s social environment.’ That makes so much more sense now that I understand what Mills’ meant here. He’s trying to get us to see how our social environment can affect our lived experience and create historical events.” “I was struggling to understand the relationship between Mead’s ‘I’ and the ‘Me’. I feel like the author kind of expects us to know more than what’s in the text. talks about this more in the lecture, but I also found this WikiLinks to an external site. page that explains it in more detail. It helped me understand how the ‘Me’ holds power over the ‘I’ by ‘disciplining’ it when it fails to abide by community rules (norms). The Wiki page also has a section on the fusion of the self. I highly recommend checking it out.”