This project asks students to analyze the language and posting conventions of a specific digital community. In small groups, they will examine an active space to explore how users shape communication practices.
Students will closely observe a chosen space’s language and genre conventions, then analyze its rhetorical and interactional patterns to make a focused, evidence-based claim about what counts as a “successful” post, grounded in specific observable trends.
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
This project is connected to the Student Learning Outcomes (SLOs) through:
Genres & Formats
- Descriptive analytical essay
- Multimedia adaptation (photo essay, short video, infographic)
Rubric
- Observation and Value 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.
|
- A copy of the Value Analysis rubric:File:Analysis Grading Criteria.pdf
| 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.
|
- A copy of the Value Analysis Reflection rubric:File:Analysis Reflection Grading Criteria.pdf
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.
Weekly Structure
Week 1: Primary Research
Overview: Develop primary research tools by designing surveys and interview questions, preparing transcripts, and gathering direct quotes to support their claims.
- Key Sources on Primary Research
| Name |
Description
|
| Read: Primary Research Methods Explained |
This article introduces key types of primary research—like surveys, interviews, observations, and focus groups—offering practical guidance for collecting original data in academic and professional contexts.
|
- Alternative Materials on Primary Research
Some videos and texts might be useful for your class depending on your needs.
| Name |
Description
|
| Watch: What are primary and secondary sources? |
This short video introduces primary and secondary sources by explaining their key differences and how they are identified, evaluated, and used in academic research and writing.
|
| Watch: What is Primary Research and How do I get Started? |
This video compares four primary research methods—focus groups, interviews, questionnaires, and online surveys—explaining their strengths and limitations to help students choose the most effective approach for their data collection.
|
| Read: Primary Research: Definition, Types, & Examples |
This text explains what primary research is, when it is used, and outlines common types and examples relevant to academic research.
|
| Watch: Primary vs. Secondary Sources: The Differences Explained |
This video introduces primary and secondary sources by explaining their roles in academic research, source evaluation, and argument development.
|
| Watch: Understanding Primary & Secondary Sources |
This video explains the difference between primary and secondary sources and demonstrates how each can be used to support academic research projects.
|
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 explains academic discourse communities and highlights the importance of understanding their conventions for college success, using a first-year English class as an example.
|
Week 3: Argument/Evidence
Overview: Finding Evidence; Incorporating Evidence; Curating Data; Responding to Different Audiences
- Key Source on Argument/Evidence
| 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 Argument/Evidence
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? |
This vide oexplains that an argument is a clear position supported by reasons and evidence to persuade a reader.
|
| 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.
|
Week 4: Audience
Overview: Persuade specific audiences using rhetorical appeals, Persuasion modes, argument changes depending on audience and context.
- Key Source on Writing for an Audience
| Name |
Description
|
| Read: Writing for an Audience |
This guide helps writers identify and address audiences by adjusting tone, content, and purpose, supporting rhetorical awareness and audience-focused writing.
|
- Alternative Sources on Writing for an Audience
| Name |
Description
|
| Read: Audience Analysis and Persuasion |
This chapter introduces key strategies for analyzing an audience’s values, attitudes, and beliefs, helping students tailor persuasive messages that resonate with specific groups and communication goals.
|
| Watch:Write with Your Audience in Mind |
This video explains how to make effective rhetorical choices by considering how different audiences and situations influence the way you communicate.
|
| Watch: Four Types of Audience for your Speech |
This video introduces four common audience attitudes and offers strategies for effectively addressing each type when preparing and delivering a speech.
|
Week 5: Student Conferences
Overview: Completing the final draft, attending conferences to discuss revisions, rhetorical choices, and reflection development before final submission.
Students' Project Samples & Reflection Essays