Observation and Value Analysis

This project asks students to analyze the language and posting conventions of a specific, focused digital or community space. Working in small groups, students will study a contained, active environment—like a local Facebook group or online forum—to explore how its users shape communication practices.

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In this assignment, students will conduct a close observation of a chosen space, with particular attention to its language use and genre conventions. Drawing on their observations, students will then analyze the rhetorical content and interactional patterns within the space to construct an evidence-based argument about what constitutes a “successful” or valued post, comment, image, or other form of engagement. Importantly, students are not expected to generalize across all types of interactions within the space; rather, they should formulate focused, defensible claims that are grounded in specific, observable patterns. Strong arguments will identify meaningful trends without attempting to account for every instance, thereby demonstrating analytical precision and rhetorical awareness.

Observation and Value Analysis Learning Objectives

• Focus on discourse communities, writing with a purpose, for an audience, and making claims
• Develop awareness of how values are communicated through environment, discourse, or design
• Apply genre awareness by choosing formats that best represent observed data
• Reflect on how personal positionality shapes observation and interpretation

For more, see:

• Writing Goals and Processes
• Contextual Connections and Transfer
• Genre and Style Awareness

Genres & Formats

• Descriptive analytical essay
• Multimedia adaptation (photo essay, short video, infographic)

Rubric

• Observation and Analysis

Grading Criteria	Exceptional	Met	Not Met
Claim	You have a focused claim about what your community values in content, and the claim is unique to your space and not obvious.	You have a focused claim about what your community values in content.	No single claim is made or several unrelated claims are made.
Analysis	Your analysis focuses on demonstrating your claim is true though reasonable examples and other data.	Your analysis focuses on your claim and uses reasonable examples.	The analysis does not focus on the claim or does not provide adequate examples.
Supporting Evidence	You have selected several examples of your claim in action and clearly explained how those examples support your claim.	You have selected a minimum of three examples of your claim in action from your observations.	No examples of the claim are given, or examples do not match the claim.
Evidence Integration	You have integrated evidence into your document effectively. Quotes, images, links, and so on are used at appropriate times so that readers can follow easily.	You have integrated evidence into your document appropriately. It is possible to understand quotes, images, links, and so on.	Evidence is included at inappropriate times, and/or it is difficult for readers to understand the significance of the evidence.
Responding to Feedback	You have revised your analysis substantially and/or thoughtfully based on both your peers’ and your instructor’s feedback.	You have revised your analysis based on both your peers’ and your instructor’s feedback.	No revisions to the analysis have been made or only minor changes have been made that do not adequately respond to feedback.
Meeting Requirements	You have met or exceeded all of the requirements for the analysis.	You have met all of the requirements for the analysis.	One or more of the requirements for the analysis has not been met.

For a copy of the Value Analysis rubric, click to download.

• Reflection Piece

Grading Criteria	Exceptional	Met	Unmet
Reflecting on Your Claim	You have clearly explained why you have chosen your central claim and given reasons for why this was your best option.	You explain why you have chosen the central claim you make.	How the claim was chosen is not included or unclear.
Reflecting on Your Supporting Evidence	You have clearly explained why you have chosen the evidence to support your claim and given reasons for why this evidence is better than other parts of your observations.	You explain why you have chosen the evidence to support your claim.	How the evidence was chosen is not included or unclear.
Reflecting on Evidence Integration	You have clearly explained why you have placed evidence in certain places and how you’ve explained that evidence to your readers.	You explain how evidence could be understood by your readers.	How evidence was placed and/or explained is unclear.
Reflecting on Your Rhetorical Purpose	You have clearly explained the goal of Wthe writing project and how you have met that goal.	You explain the goal of the writing project.	The project goal is not mentioned or unclear.
Responding to Feedback	You have revised your reflection substantially and/or thoughtfully based on both your peers’ and your instructor’s feedback.	You have revised your reflection based on both your peers’ and your instructor’s feedback.	style="text-align:center;"| No revisions to the reflection have been made or only minor changes have been made that do not adequately respond to feedback.
Meeting Requirements	You have met or exceeded all of the requirements for the reflection.	You have met all of the requirements for the reflection.	One or more of the requirements for the reflection has not been met.

For a copy of the Value Analysis Reflection rubric, click to download.

Assignment Focus

This section outlines various tasks an instructor may assign, each designed to build specific skills and insights that contribute to the development of the overall Observation and Value Analysis Project.

• Selecting a space

Students choose an online community to study (e.g., subreddit, Facebook group, forum). It must be small and active enough to analyze meaningfully.

• Observing the space

Students spend at least 5 hours across days watching how users interact, focusing on patterns of genre, language, and response.

• Identifying values

Based on their notes, they’ll formulate a claim about what users value in communication within that space.

• Curating evidence

Students choose strong, relevant examples that support their claim and help explain how value is expressed (posts, images, titles, tone, etc.).

• Analyzing and drafting

Students write a short analysis supported by their curated evidence.

• Reflection Piece

Students reflect on how they selected their space, made their claim, chose their evidence, and adapted their writing for their audience.

• Downloadable Assignment Sheets

For sample assignment sheets, click to download.

• Students' Project Samples

For sample projects, click to download.

Weekly Structure

Week 1: Primary Research

Overview: Introduction to Value Analysis

• Key Sources on Primary Research

Name	Description
Read: Primary Research Methods Explained
Read: How to write great survey questions (with examples)

• Alternative Materials on Primary Research

Some videos and texts might be useful for your class depending on your needs.

Name	Description
Watch: Understanding Primary & Secondary Sources
Watch: What are primary and secondary sources?
Read: What is Primary Research and How do I get Started?
Read: Definition, Types, & Examples

Week 2: Draft a descriptive overview and identify key values or rhetorical features

Overview: Discussion of Discourse Communities; Choosing a Discourse Community; Class Discourse Community; Good Collaboration Groups; Making Arguments

• Key Source on Discourse Communities

Name	Description
Read: Discourse Communities	This article introduces discourse communities as groups with shared goals, conventions, and communication practices — a useful concept for assignments that ask students to analyze how writing works in real-world settings.

• Alternative Sources on Discourse Communities

Here are some materials that you can use as an alternative to the main article.

Name	Description
Watch: The Concept of Discourse Community Visual	This video introduces students to discourse communities as socio-rhetorical groups defined by shared goals, genres, communication methods, and specialized language—making it an excellent primer for teaching disciplinary writing and audience awareness.
Read: Discourse Communities: Overview + Objectives	This chapter introduces discourse communities as groups defined by shared goals, communication practices, and specialized language, helping students understand how writing functions within social and rhetorical contexts.
Read: Discourse Communities and Conventions	This article introduces academic discourse communities, which are typically defined by specific fields and disciplines. It emphasizes the importance of understanding the conventions of your academic community as a key step toward success in college. Using the example of a first-year English class, it illustrates how engaging with peers, instructors, and shared writing practices forms a distinct discourse community.

Week 3: Argument/Evidence/Audience

Overview: Finding Evidence; Incorporating Evidence; Curating Data; Responding to Different Audiences

• Key Source on Making Claims/Arguments

Name	Description
Watch:Writing Claims	This short video introduces the basics of making and evaluating claims, emphasizing how strong evidence supports persuasive, debatable statements in academic writing.

• Alternative Sources on Making Claims/Arguments

Here are alternative sources that can be used as an alternative or as complementary parts to the key source.

Name	Description
Watch: What is an argument?	Defines academic argument as a process of reasoning supported by evidence and critical thinking, offering practical tips to help students structure persuasive, analytical writing.
Read: Argument	This is a list of materials on academic argument.
Read: Using Evidence	This guide helps students understand how to select, integrate, and explain evidence effectively in academic writing, making it a valuable tool for building strong, well-supported arguments.
Read: How to Develop an Academic Argument	This article introduces academic argument as a process of developing a position through reasoning and evidence, guiding students to write clearly, critically, and persuasively.
Read: Bring Together Evidence and Reasoning	This article explains how to build a strong academic argument by bringing together clear claims, supporting evidence, and logical reasoning in a cohesive and persuasive way.

• Key Source on Writing for an Audience

Name	Description
Read: Writing for an Audience: Learn how to identify your audience and craft your writing to meet their needs.	This article helps writers adapt their content to different audiences by addressing tone, expectations, and background knowledge—making it a strong teaching tool for instructors introducing rhetorical awareness and a practical guide for students developing audience-focused writing.

• Alternative Sources on Writing for an Audience

Name	Description
Read: Writing for an Audience	This guide helps writers understand how to identify and address their target audience by adjusting tone, content, and purpose—making it a useful tool for students practicing rhetorical awareness and for instructors teaching audience-focused writing.
Read: Audience Analysis and Persuasion	Example
Watch:Write with Your Audience in Mind	Example
Watch: Four Types of Audience for your Speech	Example

Week 4: Final analysis + reflective component + upload to ePortfolio

Overview: Observation Swap and Discussion; Checking claims & evidence; Reflection Practice; Putting All Together, Peer review Workshops