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 Discuss. Analysis can occur on many levels. Close reading takes place microscopically; students must practice zooming in to the level of words in order to make sense of a text. But macroscopic, or “zooming out,” exercises are also valuable activities. Discussion is a critical vehicle for this level of comprehension and analysis. Small group discussion should happen frequently and can also take place at the end of a unit, novel study, or grading period.

 Role Play. Consider role play as a means of asking students to analyze. Assign each student a character or historical figure, for instance, to represent in a discussion—students will have to use the same process of gathering evidence and drawing conclusions to portray a figure accurately.

 Present. Presentation is often used for summative assessment, but consider using it as a formative assessment tool to spur on analysis. Have students present their initial selection of details and evidence (they might even make a slide presentation of these) and use the presentation to spark discussion with the class about possible conclusions.

 Surf. Incorporate technology by having students analyze a website, paying particular attention to component parts, such as Frequently Asked Questions (FAQ) pages, menus, and screen layout.

YouTube Moment: To use presentation as a formative tool for analysis, begin by having students work in pairs or groups and search for an important speech from American history on YouTube; include searches such as “MLK I Have a Dream speech,” “FDR Day of Infamy speech,” or “JFK Inaugural Address.” Conference with students or have them research online to give context to the speeches and scaffold their understanding. Then, have each group analyze the rhetoric and imagery of a speech and then present its findings to the class. After the presentations and any discussion they provoke, have students complete individual analyses of the speeches in the form of an essay, PowerPoint, or other written response.