Chapter 2: Evidence

For the Instructor

1. Provide your students with a short article they can analyze in an hour of class time. Organize students into groups of 4 or 5 and have each group work toward creating their two-storey opening. If possible, make special note of two openings that are contradictory but equally plausible. It is important to always reiterate to students that there are no “right” or “wrong” readings. Perhaps discuss ways to develop both of these contradictory readings into “A” level analytical papers.

2. Consider running a midterm workshop in class.  Ask students to bring their blueprints to class.  Pair them up in a peer-review exercise. Each student should evaluate the their partner’s chosen focus in the first storey and then rate the interest and controversy of the claim in the second storey.