1. Bottleneck Junction: Grasping the Etherealness of Analysis
Heather Lester
Nilo Bermeo

2. Understanding the Bottleneck: The High School and College Students’ Perspectives on Analysis
For English Language Learners, reading comprehension alone is daunting.
The text is only informative, never transformative.
Analysis is the antithesis of clear progression learning (i.e. learning order of operation in math).
The text already states its intended meaning.
Notes to presenter:
Description of what you learned in your own words on one side.
Include information about the topic
Details about the topic will also be helpful here.
Tell the story of your learning experience. Just like a story there should always be a beginning, middle and an end.
On the other side, you can add a graphic that provides evidence of what you learned.
Feel free to use more than one slide to reflect upon your process. It also helps to add some video of your process.

3. Compiling the Components of Analysis (The Initial Set-up)
Summary Analysis
Surface Analysis – What is the author trying to do here? What is the main meaning?
Mid-level Analysis – What is the best way to use the quote to enhance my own points / meaning?
Deep Analysis – Recognizing not only authorial intent, but multiple interpretations.
Notes to presenter:
Description of what you learned in your own words on one side.
Include information about the topic
Details about the topic will also be helpful here.
Tell the story of your learning experience. Just like a story there should always be a beginning, middle and an end.
On the other side, you can add a graphic that provides evidence of what you learned.
Feel free to use more than one slide to reflect upon your process. It also helps to add some video of your process.

4. Creating the Rubric (The Competencies)
The Observable – Who? What? Where? When? Why? How?
Identifying and Using Literary Terms / Jargon.
Generating questions that are not the most obvious or simple to solve.
Interpreting / Inferring using the three aforementioned components.
Notes to presenter:
Description of what you learned in your own words on one side.
Include information about the topic
Details about the topic will also be helpful here.
Tell the story of your learning experience. Just like a story there should always be a beginning, middle and an end.
On the other side, you can add a graphic that provides evidence of what you learned.
Feel free to use more than one slide to reflect upon your process. It also helps to add some video of your process.

5. Dealing With The Competencies in Class (IHS)
Competency #1: The Observable – 5Ws
COMPREHENSION is a major accomplishment in the ELL classroom
Competency #2: Identifying and Using Literary Terms / Jargon
NARROWED the focus and still struggled with the mechanics
Competency #3: Generating questions that are not the most obvious
MOST SUCCESSFUL: Questions were everywhere
Competency #4: Interpreting / Inferring using the three components
NON-LINEAR WAY
Notes to presenter:
Description of what you learned in your own words on one side.
Include information about the topic
Details about the topic will also be helpful here.
Tell the story of your learning experience. Just like a story there should always be a beginning, middle and an end.
On the other side, you can add a graphic that provides evidence of what you learned.
Feel free to use more than one slide to reflect upon your process. It also helps to add some video of your process.

6. Asking and Answering Questions

7. Modeling and Practice Assignments
The Detective Analogy / The Building a House Analogy
The Social Media Analogy
Connecting text to own personal background
Connecting text to a larger context
Using multiple jargon to look at the same quote / section differently
Notes to presenter:
Description of what you learned in your own words on one side.
Include information about the topic
Details about the topic will also be helpful here.
Tell the story of your learning experience. Just like a story there should always be a beginning, middle and an end.
On the other side, you can add a graphic that provides evidence of what you learned.
Feel free to use more than one slide to reflect upon your process. It also helps to add some video of your process.

8. Detective Analogy: notice, question, connect

9. The Social Media Analogy
LOL
ROFL
JK!!!
I’m sorry
IM SORRY

10. Agency in Analysis
The student must be made to realize that it is alright to connect text to his/her own life experiences.
“This poem is boring.” – OK, why is it boring to you? What turned you off from it?
“I would never let him do that to me.” – How would you prevent him from doing that? Why could the main character not do that?

11. Analyzing with Multiple Jargon
What does the “S” symbolize to Americans? To the World? To Warner Brothers?
Using a Marxist lens, who does Superman represent? Those in power? Those in need?

12. Dealing With The Competencies in Class (LAGCC)
Engagement:
The Descriptive and Jargon Approach
The Observable – Who? What? Where? When? Why? How?
The Questioning Approach – What questions do you want answered?
Interpretation – What is the main meaning of this quote / section?
Alternative Interpretation(s) – How can others interpret this same quote / section differently?
Notes to presenter:
Description of what you learned in your own words on one side.
Include information about the topic
Details about the topic will also be helpful here.
Tell the story of your learning experience. Just like a story there should always be a beginning, middle and an end.
On the other side, you can add a graphic that provides evidence of what you learned.
Feel free to use more than one slide to reflect upon your process. It also helps to add some video of your process.

13. Modeling became daily; full class vs. individual conference
Initial Findings and Problems with The Rubric, The Competencies, or Teaching Analysis in General (IHS)
The Rubric and the Skills really operates as a spiral because analysis is a kind of spiral
Modeling became daily; full class vs. individual conference
Power of analogies
Practice strategies
Notes to presenter:
Description of what you learned in your own words on one side.
Include information about the topic
Details about the topic will also be helpful here.
Tell the story of your learning experience. Just like a story there should always be a beginning, middle and an end.
On the other side, you can add a graphic that provides evidence of what you learned.
Feel free to use more than one slide to reflect upon your process. It also helps to add some video of your process.

14. for developing a thesis
Teaching with Analogy
Building a House analogy
for planning an essay
Test Driving a Car analogy
for developing a thesis

15. Not all quotes are created equal. (The First Step)
Initial Findings and Problems with The Rubric, The Competencies, or Teaching Analysis in General (LAGCC)
Not all quotes are created equal. (The First Step)
The problem with naming The Descriptive and Jargon Approach. (Separating Structure and Jargon)
Misfiring on the Observable Approach. (Contextualization in disguise)
The solidification of the one interpretation over the possibilities of alternative interpretations.
Notes to presenter:
Description of what you learned in your own words on one side.
Include information about the topic
Details about the topic will also be helpful here.
Tell the story of your learning experience. Just like a story there should always be a beginning, middle and an end.
On the other side, you can add a graphic that provides evidence of what you learned.
Feel free to use more than one slide to reflect upon your process. It also helps to add some video of your process.

16. The Wrong Quotes to Use
A couple of students quoted the line, “I’ve got to hide, he told himself.” Both students wrote the main character had to hide.
Another student in responding to “Now he sat. Now he had a reason for staying here in the underground” wrote the character has his reason to stay hidden.

17. Using the Observable as Contextualization Only
a student may respond to George Zimmerman proclaiming he was in fear for his life by stating, “George Zimmerman is the man who killed Trayvon Martin.” The person here is clearly contextualizing who Zimmerman is and what he did, but there is no further analysis.

18. Feedback and Motivation
It is OK to fail.
Transaction and Transformation require connection.
Writing is a process. A long process.
Number grades over letter grades.
Self-identifying which methods of engagement (analysis) is being used the least and the most.
Notes to presenter:
Description of what you learned in your own words on one side.
Include information about the topic
Details about the topic will also be helpful here.
Tell the story of your learning experience. Just like a story there should always be a beginning, middle and an end.
On the other side, you can add a graphic that provides evidence of what you learned.
Feel free to use more than one slide to reflect upon your process. It also helps to add some video of your process.

19. Conclusion (Final Thoughts)