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Wine Tasting Basics

Structural Elements of Wine

Learning Module

Abstract

This learning module is a primer on wine tasting, focusing on the basic structural elements of wine. The effects of acid, alcohol, tannin, and sugar are explored with regards to wine tastes and flavor profiles. Exploration of these different structural elements will be facilitated through the use of items and sensations common to every day life. Students will be called upon to make connections between these familiar sensations and the similar sensations in wine to analyze a wine's structural elements and redefine what those elements mean when drinking and evaluating wines.

Keywords

Wine Tasting, Experiential Education, Sensory Learning

Overview

The following module is a primer on wine tasting, exploring the structural elements in wine, forming the backbone upon which the various flavors and aromas of wine are layered. In my experience both with the general public as well as training staff for liquor stores and restaurants, many of the structural elements explored below are misunderstood and ill-conceived. Particularly the concept of a sweet wine, which is widely mis-used. The following course will endeavor to translate the concepts of New Learning to the identification and tasting of the structural elements of wine (Cope & Kalantzis, 2013). In the module, multi-media elements are incorporated to aid in the understanding of the different elements of wine through multimodal presentation. The students will be required to engage with the structural elements of wine throughout the course, as well as other food items which will aid in understanding the concepts being taught. Copious use of food items outside of wine are used to create a sense of ubiquitous learning as well as active meaning-making by drawing parallels from more readily experienced sensations and the structural elements of wine. Students will demonstrate understanding through the use of a discussion forum which will entice them to think about the different elements of wine and where they may be encountered in a non-enological sense. Journal entries and a final project will be utilized to enhance the metacognition element of learning by encouraging the students to think about why they think any particular way about wines (Cope & Kalantzis, 2013). 

Though the course is written in the frame of teaching to continuing or ubiquitous educational students in the general drinking age population, with slight changes in tone it would be suitable for training or other educational purposes. Students in beginning viticulture and enology higher education courses as well as learners in the hospitality and wine sales industries could benefit from the content presented in this module with a few minor changes to the expectations of knowledge use post-course. 

This course has been newly designed in October of 2020. As the course content is foundational in nature, there should not be much editing needed for the content to applicable in the future. However, there should be consideration paid to the fitness of the media elements every few years to ensure the references remain current.

Introduction

Student Content

Welcome to Wine Tasting Basics: Structural Elements of Wine!

In this course, we will be exploring the major elements of wine and how they effect the overall tastes and sensations of a wine. Throughout the next few weeks, we will be delving deeper into the understanding of wine as a cohesive whole. We will be exploring what it means for a wine to be "sweet" or "dry"; "crisp" or "full"; "smooth" or "astringent". All of these sensations and descriptions work together to paint a picture of what is in the bottle or the glass. Knowing more about these structural elements of wine means understanding more of what you like or don't like to drink, and why. Once you understand that more clearly, suddenly a whole world of possibilities could be open to you!

By the end of this course, you should be able to:

  • Correctly recognize whether a wine has a high acidity or a low acidity.
  • Correctly identify when a wine is high in alcohol or low in alcohol.
  • Define the term "tannin" and understand what it means for the sensations of wine tasting.
  • Detect when a wine has any residual sugar (sweetness).

The course is designed to take a total of 6 weeks to complete. However, if you find yourself wanting to skip ahead or need more time each update, feel free to reach out to the instructor to convey this desire. Each week you will engage in a discussion designed to draw parallels between the concepts being studied in wine and other areas of your life where you may be able to find those same elements. Feel free to ask questions of the instructor or the rest of the class if you are confused by the discussion prompts or how they relate to the course material. The discussions are meant to be a continuing dialogue so please reply to at least five of your classmate's discussion posts every week.

You will also be keeping and posting a "Wine Journal". Every week there will be a Journal Entry prompt which will incorporate an at home exercise or some outside research which you can draw parallels from, back to the content of the course. Please be as descriptive as possible during these Journal entries as you will be referring back to them for your final project.

Your final project will consist of a wine tasting evaluation where you rate and describe four wines of your choosing in terms of the concepts presented in the course. You will be referring not only to the content of the course, but back to your own journal entries for the final project. You will then write a brief analysis of how the concepts learning in the course may or may not have changed your perceptions of the wines chosen.

Prior to the start of the informational updates next week, please fill out the following survey to better determine our class' prior wine experience and motivations for the course:

Wine Tasting Basics: Pre-Course Survey

Facilitator Content

Pre-Course Survey and Needs Assessment

There is a pre-course survey which is linked here:

Pre-Course Survey

This is a google form survey which will allow for revisions in the future iterations of this course if needed or desired. All the questions are designed to give you a better idea of the existing experiences and capabilities of the students in the course. As an example, one of the questions is thus:

What of the following wines has sugar in it? (Multiple answers available)

A. Rich red wine from California

B. Troken Riesling

C. Brut Champagne

D. Barbaresco

E. Fino Sherry

F. Don't know.

If the participants answer with "Don't know" that is a good starting point. In all likelihood the participants will respond with "Troken Riesling" and "Fino Sherry". As both of these options have the least amount of sugar in the wine, the participants will most likely have very set expectations for sweetness in wines, specifically which wines are sweet and which are not. If they choose "Rich red wine" and "Brut Champagne" you more than likely have more experienced participants in the course, as those are the two with the highest amounts of sugar in the list, even though they are normally thought to be "dry" wines.

Some of the questions are more straightforward, such as asking the participants' age range and whether they are employed in the wine industry. Use all of their answers to the survey to determine what kind of prior experience and needs the participants have and adjust the language used, as well as references for application of knowledge, to accomodate.

Participant Experience

As this learning module is exploring the basic structural elements of wine and wine tasting, the learners will have very little prior working knowledge of the science and structure of wine. Though legally required to be of drinking age, they will have had little experience with distinguishing varying flavors and aromas in wine. The participants will likely have a cursory experience with wine in a social sense, but have no professional experience with tasting. As such, grape varietals referenced throughout the course and discussions should reflect widely known and recognized wines such as:

  • Chardonnay
  • Pinot Grigio
  • Sauvignon Blanc
  • Riesling
  • Cabernet Sauvignon
  • Pinot Noir
  • Shiraz
  • Merlot
  • Zinfandel

The term "Rose" may be utilized in substitute for specific rose wines, as distinguishing between the varietals and regions used for roses and the methods of production are out of the parameters of this course.

Wine Structural Elements

In the following learning module we will explore the different structural elements which make up a wine and how to identify them while tasting. Namely, we will be exploring the tastes and effects of:

  1. Alcohol
  2. Tannin
  3. Acidity
  4. Sugar

With these elements taken into consideration, the course learning objectives are as follows:

By the end of this course, you should be able to:

  1. Correctly recognize whether a wine has a high acidity or a low acidity.
  2. Correctly identify when a wine is high in alcohol or low in alcohol.
  3. Define the term "tannin" and understand what it means for the sensations of wine tasting.
  4. Detect when a wine has any residual sugar (sweetness).

Participant Requirements and Considerations for the Instructor

Provided throughout the module are guided discussion questions and journal entry prompts. Through these prompts, the course will endeavor to draw connections between the elements of wine being discussed and other aspects of life. Namely parallels will be drawn with food as more people will have a more in-depth understanding of food tastes and sensations than wine tastes and sensations. The discussions should be moderated to ensure some back and forth communication between students. Journal entries are shared to the course community and will be used at the end of the course to help the student reevaluate some of his or her preconceptions about wines in light of the new information provided in the course.

Lesson 1: What's in the Bottle

Student Content

When we look at a bottle of wine, all we see is wine. Yet what wine is actually composed of is much more complicated. It can be simplified into a few components, namely: water, alcohol, acid, tannin, and sugar. These four things, along with some minerals and the components that actually give the smells we associate with certain wines, make up what is in the bottle. Below is an infographic representation of the content of a bottle of wine.

Puckette, M., Hammack,J. (2018). Wine Folly: Magnum Edition: Master Guide. [Kindle Edition]. Avery Publication. p.13

Notice that the majority of the bottle of wine is actually water! Alcohol is the second major component of wine, yet that is still only between 10% and 16% of the bottle. So what we smell, taste, and experience in the bottle of wine actually only makes up a small portion of what is actually in the bottle. Even this small portion of the content of a bottle can change the entire way a wine tastes. 

Within that small portion of the bottle is a variety of different components which add to the flavor and complexity of the wine, and each wine has a different flavor profile. However, there are five essential components to each wine that provide the basis of the wine’s character. When you are evaluating a wine, or explaining a wine to someone else, the following traits should be the first that are highlighted.

Puckette, M., Hammack,J. (2018). Wine Folly: Magnum Edition: Master Guide. [Kindle Edition]. Avery Publication. p.32

In the following lessons we will explore the concepts of sweetness, acidity, tannin, and alcohol in greater depth. For a brief overview of all these difference aspects of wine, view the video below with Madeline Puckett from Wine Folly:

Media embedded September 28, 2020

Puckette, M. [Wine Folly] (Jul 31, 2018). Wine Folly: What is Wine? Part 2 (Ep.2) [Video.] YouTube. https://www.youtube.com/watch?v=iyuu4yAmlqM

Discussion Question: Post a comment below this update telling us what you plan on using the content of this course for. Are you curious about the wines you are drinking? Or do you work for a restaurant and want to understand more about what you are selling? Maybe you have a friend who is a connoisseur and you would like to know about what he or she is talking about?

Journal Entry: Share an update in the course community where you share one white and one red wine you find dry, as well as, one white and one red wine you find sweet. Tell us a little about why you find those wines dry or sweet. Try to be as detailed in your descriptions as possible.

Facilitator Content

Discussion Question: Utilize the student answers to expand or constrict your planned wine references throughout the course. If the majority of the students are hospitality workers, you will need to expand the kinds of wines you reference and reference specifics of how you may sell to a guest. If the course is mainly curious members of the general population, then the course as written should be sufficient.

Journal Entry: This entry will be referred to again at the end of the course by the students. They will have to analyze the wines they wrote about and determine if their preconceptions were correct.

Lesson 2: Sugar or No?

Student Content

Puckette, M. (2015). Sugar in Wine Chart. https://winefolly.com/deep-dive/sugar-in-wine-chart/

Many claim when it comes to wines that sweetness is in the eye of the beholder. While it may be true that many wines can have flavors that may associate themselves with sweetness in our minds, they may not actually have any sugar in the bottle at all! In turn, the term "sweet" has come to mean different things to different people, as with the term "dry". The same wine tasted by two different people can be stated to be dry by one and sweet by the other. This can make it very difficult to narrow down a selection of wines simply because the terms being used are not specific to a measurable quality. 

In some instances, people have also come to use the term "dry" to mean "good quality" and "sweet" to mean "bad quality". However, there are plenty wines with higher amounts of sugar which are very good quality, some of which sell for multiple hundreds of dollars a bottle and can age for decades. Likewise, there some wines deemed "dry" because they are of a good quality, which actually have some sweetness to them. Once again, these definitions of dry and sweet can be very misleading and cause a lot of confusion in the end. 

So what do the terms "dry" and "sweet" actually mean? In the professional wine world, sweet wines are wines which have some of what is called "residual sugar" left in them. Essentially, when making wine, yeast is added to grape juice and proceeded to devour any sugar it can get to, leaving behind alcohol in its wake. Sometimes, the wine maker decides to kill off the yeast before its done and leave some sugar in the finished wine. This is done for a variety of reasons, but the most famous is in the case of Riesling. Riesling, as we will explore in the next lesson, is a grape with a high amount of acid in it. Just as lemon juice is magically made drinkable by the addition of sugar in the case of lemonade, leaving some sugar in a high acid Riesling can make it easier to drink. Another reason there may be sugar left over is due to the yeast naturally dying off before they get a chance to finish off the sugar. This can happen when the grapes have too much sugar in them when picked. Yeast cannot live if the alcohol gets above (usually) around 16%. If there is so much sugar in the grape juice that the alcohol gets that high, the yeast will die off, possibly leaving some sugar in the finished wine. Below you can see a video with Madeline Puckett from Wine Folly explaining a little bit more about sweetness in wine:

Media embedded September 28, 2020

Puckette, M. [Wine Folly] (Aug 22, 2018). Wine Folly: Sweetness in Wine (Ep.5) [Video.] YouTube. https://www.youtube.com/watch?v=ftp3xAayQJQ

Discussion Question: Thinking back to how you have referred to wines in the past, how have you used the terms "sweet" and "dry"? 

Journal Entry: At home, fill a container with a gallon of water. Add one teaspon of sugar to that and stir until the sugar is dissolved*. Then, taste the water. Does it taste sweet? Keep adding sugar, one teaspoon at a time until you can taste the sweetness. Record how many teaspoons it took to get to that point. Then, using an online search engine, look up how much sugar is in a carbonated beverage that you find to be sweet. Write a journal entry comparing the amount of sugar you had to add to the water before it tasted sweet, the average sugar content of a dry wine (approximately 6grams per liter from the infographic above), and the sugar content of the soda. How might all of that information influence your purchasing decisions with wine in the future?

*This exercise can be done with sugar alternatives such as stevia. However, the sweetness of some of these is not directly comparable to sugar. For example, agave nectar is approximately 30% sweeter tasting than sugar is. So, be ready to compensate for the difference in sweetness. For some tips on how to convert if you are using a sugar alternative, click on the link below:

How to Measure Sugar Alternatives

Facilitator Content

Discussion Post: Try to get the students to really delve into why they used the term sweet or dry to describe wines in the past. Also prompt them to think about wines like Rieslings, which are sweet by design, and what they thought about intentionally sweet wines in the past.

Journal Entry: Be ready to help the students with any conversions they need to do for this assignment. Additionally, some may need help finding the information necessary.

Lesson 3: Tart or Flabby?

Student Content

Puckette, M. (2015). Understanding Acidity in Wine. https://winefolly.com/deep-dive/understanding-acidity-in-wine/

Last lesson we started to break down the different structural components of wine, starting with sugar. In this lesson, we will take a look at the second major structural component of wine: acidity. All wines have some amount of acid in them, how much acidity and what kind of acid determines the overall flavor and structure of the wine in question. Three major acids in wine are malic, tartaric, and lactic acid. Malic acid is what you can find in green apples, it is tart and makes your mouth pucker. Tartaric acid generally is a little more mild, but still has a sharp tart taste, helping to enhance flavors like citrus. Lactic acid is acid acid found in milk and creates a more creamy or yogurt style character in the wine. Unlike the other two acids previously mentioned, lactic acid does not naturally occur in grapes. It is introduced into the wine through a later process which converts the malic acid found naturally in the grapes to lactic acid. All three of these acids play crucial roles in the structure and flavor of the wine. As a general rule, the hotter the climate (and thus the riper the grapes), the less acidity the wine will have. So wines made from grapes in a cool climate like Germany or Northern France, will generally have a higher acidity than wines made in hot climates like California or Australia.

Acids help to enhance certain flavors in the wine in question. Some of the chemicals we associate with flavors bind with certain acids, creating a more intense flavor profile for the wine. Additionally, acids help to create balance in a wine. We touched on this in the last lesson when we talked about Riesling, a high acid grape variety, which is balanced by leaving some residual sugar in the wine. Similarly, if a wine has a high amount of alcohol or sugar, but a low acidity, the wine will be flat, flabby, and overwhelming after a glass or two. Acidity can help to balance out the wine, creating a better experience. For more information about acid in wine, watch the video below with Jacky Blisson, MW (Master of Wine):

Media embedded September 28, 2020

Blisson, J. [Jacky Blisson, MW] (Oct 31, 2018). Mastering Wine: Acidity in Wine & Why it Matters. [Video.] YouTube. https://www.youtube.com/watch?v=jw1fRO2OqxA

The final important point about acidity in wine comes with wine and food pairing. Acid, when it hits the palate, makes us salivate. One of the reasons that light, crisp white wines and sparkling wines are generally at the start of a meal is because it stimulates saliva production and gets you hungry for dinner!

Discussion Question: Have you ever had a food or beverage that was too rich for you? How would the addition of something acidic help? What would you add to balance it out? Example: A hearty, fatty short rib can be overwhelming and rich. Adding a barbecue glaze with a good amount of acidity from something like apple cider vinegar can help to make it a little less overwhelming.

Journal Entry: At home, fill a cup with water. Add a squeeze of lemon to the water. Then, taste the water. Does it taste tart? Keep adding lemon juice, one squeeze at a time until you have drained the lemon. Write a journal entry comparing the effect of the lemon water on your palate as you added more juice. How might the difference between the first squeeze of lemon and the last information influence your purchasing decisions with wine in the future?

Facilitator Content

Discussion Question: Be prepared to offer more examples if necessary. In addition, giving examples of foods with high acidity may be helpful. Items like lemon, lime, vinegar, mustard, certain hot sauces, fresh apples, greek yogurt, or raspberries can all be used to lighten dishes that may be too rich. Pickled foods are also great additions to a meal to increase the acidity (pickled onions, pickled ginger, sauerkraut, etc).

Journal Entry: Students may need help articulating how their palate was effected by the higher acidity of the lemon juice. Be ready to answer any questions.

Lesson 4: Smooth or Astringent?

Student Content

Puckette, M. (2015). What Are Wine Tannins? https://winefolly.com/deep-dive/what-are-wine-tannins/

Tannins are probably the least understood structural element of wine. Tannins are the things in red wine that give it a bitter or astringent taste. They come from primarily the skins and seeds of the grapes, but can also come from the oak the wine may be aged in. Red wines with a high amount of tannins produce that sensation in your mouth that your gums and cheeks are drying out. So the question also becomes: why are they desired in wines if they are bitter and dry your mouth out?

To begin with, tannins are a preservative element in wine, allowing for the wine to age well over time without spoiling. As a tannic red wine ages, the tannins take up oxygen in the bottle and clump together, falling out of the wine as sediment in the bottle. So as a wine ages, it actually becomes less tannic! 

Additionally, tannin provides an important element to consider when pairing wine with food. Tannins become softer and less bitter when paired with fat in foods. That is why the "rule" is red wine with red meat. The more fat in a dish, the better it will pair with a highly tannic wine. 

Finally, tannins also contain the health benefits we hear so much about with wine consumption! A compound called reservatrol has been shown to have heart health benefits when consumed in moderation over time. So highly tannic wines, when consumed in moderation, can contribute to a healthy heart!

Media embedded September 28, 2020

Puckette, M. [Wine Folly] (Aug 28, 2018). Wine Folly: Tannins in Wine (Ep.6) [Video.] YouTube. https://youtu.be/ozDdFKr-mKQ?t=175

So, how can we tell if a wine has high, low, or no tannins? To begin, all red wines have some amount of tannin. The process that makes a red wine red is always going to provide tannins for the wine. As such, the only wines with no tannins are white wines with no oak aging. Outside of that, detecting how much tannin a wine has comes down to how it feels on your gums and cheeks when you swirl the wine around your mouth. If, after you swallow, you feel as if your gums are trying to pull away from your teeth, then the wine is highly tannic. If, on the other hand, you don't get much in the way of a bitter or drying sensation, the wine is low in tannin. 

Discussion Post: In the video for this update, Madeline Puckette listed off a few other things we see or eat that also have tannin. Do a little research of your own and share another food item you are familiar with that also has tannin. What about eating or drinking that item could tell you it has tannins? For example, in the video Madeline Puckette says that apple skins have tannins in them (Puckette, 2018, 1:39). To me, apple skins can be very bitter. That bitterness is probably because of the tannins in the skins.

Journal Entry: At home, brew four cups of green tea. In the first cup, steep the tea for 30 seconds. In the second, steep the tea for 1 minute. In the third, steep the tea for 3 minutes. In the final cup, steep the tea for 10 minutes. Record how each cup makes your mouth feel after swallowing, but be sure to leave some tea in each cup. After you taste the cups with only green tea in them, add one teaspoon of half and half or cream. Record how each cup feels in your mouth after the addition of the cream. Write a journal entry comparing the effect of the tea on your palate as you taste each cup, as well as how the addition of cream changed the sensations experienced with just the tea. How might the difference between the first cup of tea and the last influence your purchasing decisions with wine in the future? Considering the difference in the tea after adding the cream, how would buying a wine specifically for a dinner with a lot of fatty foods change your buying decision?

Facilitator Content

Tannins are an incredible difficult subject to understand for those who have not gone very far into the study of wine. Try not to get too technical with your verbiage unless the student or student seems receptive to it. Drawing comparisons to walnuts and tea is a great avenue to go through for the feel of tannins on the palate. It also helps to be rather colorful with your descriptions of the way a  tannic wine can make the mouth feel. Using phrases like "sandpaper on the tongue" and "gums pulling away from your teeth" and such can make the sensation a little clearer to those not familiar with it. Try to stay away from descriptors that may also be used for acidity. Such as "puckering" or "biting". Try to call attention to the fact that a highly acidic wine makes you salivate while a highly tannic wine makes you feel like your mouth is a dessert.

Discussion Question: Really encourage the participants to dig deep to find out what other foods they have tried that may have tannin in them. Even spices like cinnamon and immitation vanilla extract have tannins. You want them to be able to be comfortable looking these things up themselves. However, be prepared to steer them in the right direction if need be.

Journal Entry: Be prepared to answer questions and give alternatives to those students who are, for example, vegans or lactose intolerant for the exercise. You may also have to answer questions from the students on the sensations of tannins and why the cream or half and half makes the tea less astringent.

Lesson 5: Hot or Not?

Student Content

Puckette, M. (2015). Wine: From the Lightest to the Strongest. https://winefolly.com/tips/the-lightest-to-the-strongest-wine/

Aside from water, alcohol is the most plentiful structural element in wine. It's no surprise then that alcohol tends to be the element that the other portions of the wine are adjusted to acommodate. Wine ranges, as seen in the infographic above, from less than 10% alcohol to up to 16% alcohol in table wines. Anything more than 16% alcohol is usually classified as a fortified wine, such as port. We won't be discussing fortified wine in this course, so we will focus on the wines ranging from 10%-16% alcohol. 

Historically, alcohol was what made wine as plentiful and wide spread as it is today. In ancient times, water was vastly unsafe to drink. As such, any refreshment had to come with some amount of alcohol in it to kill any possibly harmful bacteria. As we saw in the lesson on sugar content, the production of alcohol comes from yeast consuming sugar and leaving behind alcohol in its wake. Yeast is literally all around us, including in the air of a vineyard and on the skins of grapes. All that needs to be done to start the production of alcohol for wine is to break the grape skins and give the yeasts access to the sugary juice inside the grape. In modern days, this process is more tightly controlled to ensure the production of the right flavors during fermentation, but historically wine was one of the easiest alcoholic beverages to make. 

In terms of the structure of a wine, alcohol on it's own gives a sensation of heat on the palate and in the chest. However, alcohol also factors into the other aromas and flavors of a wine. Some flavor components are enhanced by alcohol, like the sensation of pepper. Meanwhile, some components of wine can be stifled by high amounts of alcohol, like delicate floral aromas. In the end, the balance of alcohol with other sturctural elements of a wine is essential to the overall taste of a wine. Leaving more sugar in a wine with high alcohol, for example, can help to temper some of the "heat" that a high alcohol wine can have. Conversely, a low alcohol wine with sugar needs to have a high acidity in order to balance the flavors. Lacky Blisson, MW goes over some of the indications of higher or lower alcohol in wines in the video below:

Media embedded September 28, 2020

Blisson, J. [Jacky Blisson, MW] (Nov 8, 2018). Mastering Wine: Role of Alcohol in Wine [Video.] YouTube. https://www.youtube.com/watch?v=j0X8EnyKvaQ

Discussion Post: Below is an infographic illustrating the different sizes of alcoholic beverages all containing one "standard" drink. In theory, if you are drinking one 12 ounce beer which is 5% alcohol, that drink has the same amount of pure alcohol as a 1.5 ounce shot of a 40% alcohol vodka.

Indiana University: Division of Student Affairs. (2020). Alcohol Awareness: Party Smarter. https://alcohol.iupui.edu/party-smarter/index.html

Considering this, reflect on your past experience with each type of beverage in the graphic. What differences did you see between drinking the light beer and the liquor? How about the difference between drinking a regular beer versus a craft beer? Did you notice the difference in alcohol concentration? If so, how could you tell?

Final Project: For your final project, you will revisit the wines you wrote about in your first journal entry in lesson 1. Taste all of the wines to evaluate their structure. Make notes as you go. Then, in the Creator section of CGScholar, write a thorough evaluation of all four wines in terms of the structural elements of sugar, acid, alcohol, and tannin. Use quotes from your own updates as well as the content of the course to substantiate your claims. Finally, evaluate what made you think of the wines you chose as "dry" or "sweet" prior to taking the course. Would you still consider those terms to be approriate for the wines in question? If not, what could be better terms for the wines?

For the final project, you will be reviewed and will be reviewing the analysis of your peers. The review will follow the rubric below:

Final Project Rubric

 

Facilitator Content

Discussion Post: Be prepared if some of the students you are teaching are not familiar with the different alcohol types presented here. If the course is utilized for a viticulture or enology program, traditional age students may have only gotten to the legal drinking age shortly before taking the course.

Final Projects should be written while consulting all of the different Journal entries the student has posted. Students may find this project a little stressful because they may not be used to having to think about what they have learned throughout the course in relation to what they thought they knew before the class began. Be prepared for multiple questions for this assignment. Also, be sure to really push the students to think critically not only about the wine, but how they think about the different scructural elements presented in the course.

The rubric for the final project (attached below) has been adapted from the format of rubrics in the Learning Design and Leadership online graduate program for the University of Illinois. 

Wine Tasting Basics Rubric

 

Finale: What Does It All Mean?

Student Content

So, what do these structural elements actually mean for wine drinking and tasting? We've touched before on the importance of balance in a wine. If a wine has too much sugar without the acidity or alcohol to balance it out, it will be cloyingly sweet. If a wine has too much alcohol without enough sugar to balance it out, then all you will be able to taste is the alcohol. Each of the four structural elements we have discussed need to balance each other out to make a pleasurable wine and allow the aromas of the wine to come through without overshadowing them. 

Below are two videos from the experts we have seen throughout the course and how they approach tasting wine. Though they are primarily focusing on flavors and aromas, make sure to note their focus on the structural elements we have seen so far. 

Media embedded September 28, 2020

Puckette, M. [Wine Folly] (Aug 8, 2018). Wine Folly: How To Taste Wine (Ep.3) [Video.] YouTube. https://www.youtube.com/watch?v=CrUwjq6daCQ

Media embedded September 28, 2020

Blisson, J. [Jacky Blisson, MW] (Oct 17, 2018). Mastering Wine: How to Taste Wine Like a Geek! [Video.] YouTube. https://www.youtube.com/watch?v=2ng_0cMmZQM&list=PLFtVHtOHWyA9TnGaMTEne8Cw0gl8avwIG

Now that you can better understand the basic structural elements of a wine, you can be more informed in your purchasing decisions as well. If you have realized that you enjoy a wine that is high acid, low in tannin, and with no perceptable sweetness; try going into your local liquor store and asking the sales associate for help finding a dry, crisp, white wine or a dry, crisp, low tannin red wine that you've never tried before. Or perhaps read through some of the wine descriptions written by professionals that stores like to post. Pick out one that you don't recognize but the description sounds appealing to you.

Discussion Post: How do you think you might apply the knowledge you gained during this course? 

Final Project Peer Reviews: You have been assigned one of your peer's final projects to review. Use the rubric to give feedback to your peer about the wine evaluation they submitted. Be supportive but honest. If they missed an element in their review, they may have only a partial picture of what the wine is like. Then, pick one of the wines which he or she reviewed. Write up your own evalutation of the wine for your peer to compare to his or her own evalutation. If you cannot find the same wine in your area, contact the instructor for a suitable replacement.

As a reminder, the reviews should follow the following rubric for review criteria:

Final Project Rubric

 

Facilitator Content

Once again, be prepared for questions regarding the review and revision process for the final project. Also, be prepared with alternatives for the wines in the reviewed project in case the student does not have access to the specific wines evaluated by the original author.

Discussion Posts: Be sure to propose different and varied scenarios in which the information in the course might be used. 

References

Blisson, J. [Jacky Blisson, MW] (Oct 31, 2018). Mastering Wine: Acidity in Wine & Why it Matters. [Video.] YouTube. https://www.youtube.com/watch?v=jw1fRO2OqxA

Blisson, J. [Jacky Blisson, MW] (Nov 8, 2018). Mastering Wine: Role of Alcohol in Wine [Video.] YouTube. https://www.youtube.com/watch?v=j0X8EnyKvaQ

Blisson, J. [Jacky Blisson, MW] (Oct 17, 2018). Mastering Wine: How to Taste Wine Like a Geek! [Video.] YouTube. https://www.youtube.com/watch?v=2ng_0cMmZQM&list=PLFtVHtOHWyA9TnGaMTEne8Cw0gl8avwIG


Cope, B., & Kalantzis, M. (2013). Towards a New Learning: The Scholar Social Knowledge Workspace, in Theory and Practice. E-Learning and Digital Media, 10(4), 332–356. https://doi.org/10.2304/elea.2013.10.4.332

Indiana University: Division of Student Affairs. (2020). Alcohol Awareness: Party Smarter. https://alcohol.iupui.edu/party-smarter/index.html

Puckette, M. (2015). Sugar in Wine Chart. https://winefolly.com/deep-dive/sugar-in-wine-chart/

Puckette, M. (2015). Understanding Acidity in Wine. https://winefolly.com/deep-dive/understanding-acidity-in-wine/

Puckette, M. (2015). What Are Wine Tannins? https://winefolly.com/deep-dive/what-are-wine-tannins/

Puckette, M. (2015). Wine: From the Lightest to the Strongest. https://winefolly.com/tips/the-lightest-to-the-strongest-wine/

Puckette, M., Hammack,J. (2018). Wine Folly: Magnum Edition: Master Guide. [Kindle Edition]. Avery Publication.

Puckette, M. [Wine Folly] (Jul 31, 2018). Wine Folly: What is Wine? Part 2 (Ep.2) [Video.] YouTube. https://www.youtube.com/watch?v=iyuu4yAmlqM

Puckette, M. [Wine Folly] (Aug 22, 2018). Wine Folly: Sweetness in Wine (Ep.5) [Video.] YouTube. https://www.youtube.com/watch?v=ftp3xAayQJQ

Puckette, M. [Wine Folly] (Aug 28, 2018). Wine Folly: Tannins in Wine (Ep.6) [Video.] YouTube. https://youtu.be/ozDdFKr-mKQ?t=175

Puckette, M. [Wine Folly] (Aug 8, 2018). Wine Folly: How To Taste Wine (Ep.3) [Video.] YouTube. https://www.youtube.com/watch?v=CrUwjq6daCQ