Analyzing Analysis: How the Parts Contribute to the Whole

The late, great writer Ursula Le Guin believed that “We read books to find out who we are. What other people, real or imaginary, do and think and feel… is an essential guide to our understanding of what we ourselves are and may become.” I believe this, too, which is why I made a case in my last post for bringing interpretation back into classrooms, as the means through which we can reap reading’s ultimate benefit. But here’s the other thing about interpretation: In addition to helping us develop moral compasses, empathy, and self-awareness, I think academically interpretation also helps us analyze. In fact, I see interpretation as the too often unrecognized behind-the-scene work needed for real analysis.

Think about it for a moment: Interpretation involves putting pieces of a text together to construct an understanding of its deeper meaning. It’s an act of construction, while analysis, on the other hand, deconstructs by separating a whole into its component parts ostensibly to see how the parts affect the whole. But how can readers analyze the function of the parts if they don’t really have a vision of the whole?

I suppose it’s possible to do this if both the whole and its parts are known or familiar, like the dog and its disassembled parts above. But as I wrote in Dynamic Teaching for Deeper Readingreaders who don’t have a vision of the whole beyond the gist can wind up like the blind men in the old Indian tale, who attempted to understand what an elephant was by analyzing a part of it. One man touched the trunk and thought an elephant was a snake; another felt the tail and concluded it was a rope; a third stroked the ear and thought an elephant was a fan. No one was able to make sense of the whole by analyzing a part.

When you have a deeper vision of the whole, however, analysis can be far more insightful. The third graders I wrote about in my last post, for instance, who were reading The Old Woman Who Named Things, didn’t notice every detail or initially understand every word. But once they’d developed an interpretation that encapsulated the whole, they were able to go back to a passage like this and have lots to say about why the writer had decided to have the old woman read this particular book.

In this way, these students were analyzing without explicitly being taught to do so. No learning to use acronyms like RAFT or ACE or sentence starters and templates. Instead, their analysis was a natural out-growth of having meaningfully interpreted the text. And if you’re wondering if what I’m describing is actually analysis, just imagine this example reframed as a question on a standardized Common Core test: “How does this paragraph contribute to the author’s message (or the theme or the character’s development)?”

Questions like this form the bulk of both the multiple choice questions and short constructed responses that students encounter on the PARCC, Smarter Balance and New York State/Engage NY assessments. And in my work with teachers, I’ve been recommending that once students have been able to thoroughly discuss and interpret whatever texts they’ve read as inter-active read alouds, whole class novels, or book club books, you invite them to consider a few analysis questions that either you or the students themselves can create by combining one word or phrase from each column (like the Chinese restaurant menus of my childhood):

I keep finding new words to add to this chart, so it’s a work in progress. But one thing I know for sure is that while students might need to learn the meaning of and nuances between these verbs, they’ll be far more ready to answer these kinds questions if they’ve thought deeply and interpreted what they’ve read, rather than staying on the surface—or, as many students do, only start to think until they hit the questions. And interestingly enough, I’m not the only one who believes this.

Last month, I came across a blog post by Timothy Shanahan called “If You Really Want Higher Test Scores: Rethink Reading Comprehension Instruction.” In the early days of the Common Core, Shanahan spent much time promoting the teaching of close reading by having students answer text-dependent questions over the course of three readings, the first to consider what the text says, the second how it says it, and the third what it means. More recently, however, he’s recognized that this has led many teachers to have a warped view of what it means to read. “Simply put,” he writes,

Reading is NOT the ability to answer certain kinds of questions about a text. . .  Not knowledge, comprehension, analysis, synthesis or evaluation questions. Not “right there,” “think and search,” “author and me,” or “on my own” questions. Not main idea, detail, inference, structure or author’s tone questions.

[Instead] reading is the ability to make sense of the ideas expressed in a text [through] the ability to negotiate the linguistic and conceptual barriers of a text” (or what I call ‘the problems’ a given text poses). Students who can make sense of a text’s ideas will be able to answer any kind of question about that text. While students who fail to scale those linguistic and conceptual barriers”—i.e., to solve those problems—will struggle with the simplest of questions.

And how does he propose teaching kids to do this? Basically, once they’ve learned to decode, by teaching them how to interpret.

Of course, the title of the blog post suggests that Shanahan sees higher test scores as the end goal of interpreting, whereas I see them as the by-product of more authentic and meaningful work. But just think about it: If we provided students with lots of opportunities to interpret right from the start of the year—with time set aside to regularly practice and experience how to move from interpretation to analysis, we wouldn’t have to drive ourselves and our students crazy with test prep at this point in the year. So let’s trade in all those literary analysis sentence stems, acronyms and worksheets and focus on supporting student interpretations as the backbone of analysis.

 

Taking the Show on the Road

Packed Suitcase

I’m taking a bit of a departure from the usual blog fare this week to share news about some departures of my own—that is, places where I’ll be presenting and working over the next several weeks (and where I’d love to see a blog reader or two, as well as reconnect with some Reggio friends who might also find themselves in Boston).

Durham MapFirst up is New Hampshire on October 25, where I’ll be facilitating the annual fall workshop for the Learning through Teaching program at the University of New Hampshire in Durham. I tend to think of UNH as the birthplace of Writing Workshop; it’s where Donald Murray and Don Graves both taught and where the brilliant Tom Newkirk, author of The Art of Slow Readingnow presides. And all of that means that I’m both thrilled and a little star-struck to be going there. We’ll spend part of the day getting in touch with our own inner reader in order to develop a deeper vision of what it means to read deeply. And we’ll look at some of the structures, scaffolds and practices that can help students read deeply, too, in ways that are in keeping with the key beliefs of the Learning through Teaching program, such as the following, which I hold to be true as well:

“There are no magic solutions for all classrooms, all situations. Our best guidance comes from careful observation of our students and ourselves, and from professional conversation with colleagues.”

Colorado MapFrom November 4-6, I’ll be in Colorado, where Dorothy Barnhouse and I have both had the privilege of working with the Aurora Public Schools for several years. It’s a district that has committed itself to building capacity around authentic reading and writing, creating frameworks for literacy instruction that combine the best thinking in the field with the best practice of their own teachers and developing a phenomenal core of district coaches. I’ll be spending some time with the coaches this visit as well as working in classrooms and sharing some ideas about setting up book clubs for middle schoolers. And I’m particularly looking forward to reconnecting with some of the teachers who attended the institute Dorothy and I facilitated over the summer on “Bringing Reading Workshop into the Age of the Common Core.”

Boston MapFinally, I’ll be in Boston November 21 through 24 for NCTE’s annual convention, where on Friday, the 22nd, I’ll be part of a panel in a session that will look at the amazing work being done by the Opal School in Portland, Oregon, which is the charter school of the Portland Children’s Museum. The session, which is titled “Playful Literacy through Story Workshop and Literacy Studio,” will share what children and educators have discovered as they’ve explored the question “What is the connection between literacy, play and the arts?” The question is directly tied to the school’s mission, which is,

“to strengthen education by provoking fresh ideas concerning environments where creativity, imagination and the wonder of learning thrive.”

As the panel’s respondent, my job will be to connect their work to new ideas and thinking about how children best learn. And I’m anticipating that the session will give me tons of new ideas and lots of inspiration.

And now, while I don’t have to pack quite yet, I do have some planning to do . . . .

Time to Plan