Post your arguments re: The Known World here. Freewrite: Include a Rogerian version as well (extra credit). Students might have to post the essays in more than one post.
Discuss the difficulties or ease in composing these essays based on the models. Did the topic influence the form? Was this topic easier to discuss using one form over another? Do the forms overlap and if so, how?
Rogerian
What issue am I going to investigate?
What is my thesis?
What common ground exists between my views and those whose views differ from mine?
What are the challenging views on the matter that I need to discuss?
How can I most judiciously highlight the limitation of the challenging views and suggest a mutually agreeable way of overcoming these limitations?
Based on shared views about my thesis, what can I add in the way of evidence that would be compatible with challenging views?
What are my own concluding reflections in light of the above?
Using the above information, what can I say in my opening paragraph that would best introduce my argument and engage my reader’s attention?
Checklist
1. Do I find common ground with those whose views differ from my own?
2. Do I carefully consider the weaknesses of limitations of my point o view as well as those of others? Do I share these with my readers?
3. Is my tone cooperative rather than confrontational?
4. Do I encourage multiple [perspectives rather than a singular one toward the issue?
5. Do I treat views with which I disagree respectfully? Do I give more emphasis to the point of agreement than the points of disagreement?
Thursday, July 29, 2010
Finals
Congratulations! You did it-that is, completed the term. Now for final details: Portfolios are due no later than Sunday afternoon, August 1, 12 noon. I need to file my grades by Monday, August 2.
Final Essay
The portfolio checklist includes all the WLTC assignments completed. If they were completed in the book, just include the score. Freewrites, reading logs, essays--all graded drafts and narratives (completed/revised). The only new essay is the Black Like Me essay which can use any one of the argument models discussed: Classical, Toulmin, or Rogerian.
I'd also like a brief note on why you chose this model over another, include an Initial Planning Sheet, plus an Outline.
Narratives or Introduction to the Portfolio
Each narrative is about 250 words and they are the introduction to the portfolio.
Narrative 1 talks about the six week course: what you learned about writing and logic and thinking critically that you will carry forth into your lifelong pursuit of learning. You can talk about books and other instruction materials and the instructor.
The second narrative will talk about your revision process and what specifically you have learned about yourself as a writer that makes you a better writer at the end of the course than you were at the start. Use two graded essays as evidence.
Portfolio
The portfolio documents is a word document. Do not send items separately. Attach the document and on the cover sheet include: Name, address, phone number, course name and code.
The assignments can be grouped and this forms your table of contents:
Narratives 1 & 2
WLTC Assignments
Freewrites
Cyber-Assignments
Tim Wise related assignments
From the Bottom of the Heap Assignments
The Known World Assignments
Black Like Me Assignments
Anything Else, such as extra credit assignments (graded assignments)
Final Essay
The portfolio checklist includes all the WLTC assignments completed. If they were completed in the book, just include the score. Freewrites, reading logs, essays--all graded drafts and narratives (completed/revised). The only new essay is the Black Like Me essay which can use any one of the argument models discussed: Classical, Toulmin, or Rogerian.
I'd also like a brief note on why you chose this model over another, include an Initial Planning Sheet, plus an Outline.
Narratives or Introduction to the Portfolio
Each narrative is about 250 words and they are the introduction to the portfolio.
Narrative 1 talks about the six week course: what you learned about writing and logic and thinking critically that you will carry forth into your lifelong pursuit of learning. You can talk about books and other instruction materials and the instructor.
The second narrative will talk about your revision process and what specifically you have learned about yourself as a writer that makes you a better writer at the end of the course than you were at the start. Use two graded essays as evidence.
Portfolio
The portfolio documents is a word document. Do not send items separately. Attach the document and on the cover sheet include: Name, address, phone number, course name and code.
The assignments can be grouped and this forms your table of contents:
Narratives 1 & 2
WLTC Assignments
Freewrites
Cyber-Assignments
Tim Wise related assignments
From the Bottom of the Heap Assignments
The Known World Assignments
Black Like Me Assignments
Anything Else, such as extra credit assignments (graded assignments)
Tuesday, July 27, 2010
Terms in a Toulmin Argument
Many writers of arguments look to terminology developed by philosopher Stephen Toulmin to describe the elements of an argumentative essay. You can use these to check that your argument has all the key ingredients it needs to be successful.
A claim (proposition, thesis): answers the questions "What point will your paper will try to make?" or "What belief or opinion is the author defending?" To be credible to an audience, claims must usually be supported with specific evidence. For instance, a writer may claim that "Standardized tests are biased against female and minority students." In a Toulmin argument, readers ask, "How do you know that is true?" or "What is that based on?" Such questions are challenging the writer to prove the claim with support. In order to defuse an audience’s potential challenges, some writers use qualifiers to clarify their claims and protect their credibility. Acknowledging that the claim may not be absolute protects them from proving that their claim is true in every case. Qualifiers are usually adverbs that modify the verb in the claim or adjectives that modify a key noun; some common ones are typically, usually, for the most part, some, several, few, and sometimes. Qualified versions of the first claim might be "Many standardized tests are biased against female and minority students" or "Standardized tests are sometimes biased against female and minority students." Either of these, because of the limiting qualifiers, are easier to prove than the unqualified claim.
Support (evidence, backing) is the examples, facts and data that aid in proving the claim's validity. Depending on who your audience is, this evidence could also include emotional appeals, quotations from famous people or recognized experts, or statements based on the writer’s personal credibility. In the argument on test bias, readers might expect to see statistics that prove the test questions are biased, samples of misleading questions, quotations from educators and testing experts, and testimony from students who have taken such tests. All of these might be good kinds of support, depending on the identity of the audience.
Underlying the claims in Toulmin arguments are warrants, the inferences or assumptions that are taken for granted by the writer (and sometimes by the argument). Warrants connect (conspicuously or inconspicuously) the claim and the support; they derive from our cultural experiences and personal observations. For instance, if over the last five years, girls at Madison High have received higher grades than boys in every subject and yet the Madison boys consistently score higher on the SAT than the girls do, someone might claim that the SAT was biased against girls. The warrant for this claim is the belief that something must be preventing the girls from showing their academic excellence on the SAT.
Finally, a key point in Toulmin arguments is the concession, which brings differing opinions together by acknowledging a part of the opposing argument that cannot be refuted. Conceding that an opposing point is valid and then building upon it to further one's own claim allows a writer to make the audience feel appreciated without giving up her or his own position. For instance, in the SAT argument, the writer might concede that other reasons, like test anxiety or fewer math courses, lower girls’ scores on the test, but go on to provide evidence that even when these factors are considered, the questions are written in such a way as to favor boys. If the writer can discredit the opposition’s counter-arguments by proving their logic is faulty, their support is weak or their warrants are invalid, he or she has created a rebuttal that supports his or her own original position and furthers his or her claim.
THIS HANDOUT WAS CREATED BY TUTORS MEREDITH REYNOLDS AND SCOTT GILBERT.
A claim (proposition, thesis): answers the questions "What point will your paper will try to make?" or "What belief or opinion is the author defending?" To be credible to an audience, claims must usually be supported with specific evidence. For instance, a writer may claim that "Standardized tests are biased against female and minority students." In a Toulmin argument, readers ask, "How do you know that is true?" or "What is that based on?" Such questions are challenging the writer to prove the claim with support. In order to defuse an audience’s potential challenges, some writers use qualifiers to clarify their claims and protect their credibility. Acknowledging that the claim may not be absolute protects them from proving that their claim is true in every case. Qualifiers are usually adverbs that modify the verb in the claim or adjectives that modify a key noun; some common ones are typically, usually, for the most part, some, several, few, and sometimes. Qualified versions of the first claim might be "Many standardized tests are biased against female and minority students" or "Standardized tests are sometimes biased against female and minority students." Either of these, because of the limiting qualifiers, are easier to prove than the unqualified claim.
Support (evidence, backing) is the examples, facts and data that aid in proving the claim's validity. Depending on who your audience is, this evidence could also include emotional appeals, quotations from famous people or recognized experts, or statements based on the writer’s personal credibility. In the argument on test bias, readers might expect to see statistics that prove the test questions are biased, samples of misleading questions, quotations from educators and testing experts, and testimony from students who have taken such tests. All of these might be good kinds of support, depending on the identity of the audience.
Underlying the claims in Toulmin arguments are warrants, the inferences or assumptions that are taken for granted by the writer (and sometimes by the argument). Warrants connect (conspicuously or inconspicuously) the claim and the support; they derive from our cultural experiences and personal observations. For instance, if over the last five years, girls at Madison High have received higher grades than boys in every subject and yet the Madison boys consistently score higher on the SAT than the girls do, someone might claim that the SAT was biased against girls. The warrant for this claim is the belief that something must be preventing the girls from showing their academic excellence on the SAT.
Finally, a key point in Toulmin arguments is the concession, which brings differing opinions together by acknowledging a part of the opposing argument that cannot be refuted. Conceding that an opposing point is valid and then building upon it to further one's own claim allows a writer to make the audience feel appreciated without giving up her or his own position. For instance, in the SAT argument, the writer might concede that other reasons, like test anxiety or fewer math courses, lower girls’ scores on the test, but go on to provide evidence that even when these factors are considered, the questions are written in such a way as to favor boys. If the writer can discredit the opposition’s counter-arguments by proving their logic is faulty, their support is weak or their warrants are invalid, he or she has created a rebuttal that supports his or her own original position and furthers his or her claim.
THIS HANDOUT WAS CREATED BY TUTORS MEREDITH REYNOLDS AND SCOTT GILBERT.
Monday, July 26, 2010
Final Week 6
Today in class we completed the exercises in WLTC analyzing arguments as we talked first about our last book, White Like Me, specifically a character who seemingly is sympathetic to the inequality in the south between races yet makes a remark to his friend that is in agreement with all he says he is against, white supremacy and white privilege (Griffin 79 first paragraph).
After completing the analysis of the arguments Exercise 6A (145-149), we reviewed deductive and inductive argument 7F (179-180). Homework is Exercise 7G (180-182), 7H (182-183); 7I (193-194), 7j (194-195). (I might have added an exercise not given in class, if I did excuse me and do it anyway (smile).
We then shifted to the handout re: Toulmin and we read a a couple of pages of the Virginia Woolf essay (handout). Students are to complete the Woolf essay as well as read the student essay. We will work in groups tomorrow on the exercises and talk about the structure of the Toulmin essay and how to recast the question explored in the classical essay model here.
Students will write another argument and present it on Wednesday. We'll practice it together using Black Like Me tomorrow.
Homework
Besides the essay, homework for July 27 is Exercise 7K (195). Be prepared to present it on July 28, in class, reduce to standard form and draw a diagram on the board. We will try to get to Writing Assignment 13 and 14 as freewrites in class 7/28). We will also do exercise 8D.
Read chapter 8 again for Wednesday, July 28, 2010. We will talk about all the argument forms: Classical, Toulmin and Rogerian.
Portfolios
I will give students a portfolio checklist before Wednesday. Portfolios are due, electronically by Friday, July 30, 12 noon. Email to: coasabirenglish5@gmail.com
If there are essays without grades, get them in before Wednesday. A C- is not a passing grade. If the essay says NC or no credit that is not a passing grade.
Thursday, July 22, 2010
The Great Debaters
Respond to the film. Use you knowledge of argument and two forms: classical and Rogerian to analyze the debater's strategy similar to the way we analyzed student essays yesterday in class. Talk about the type of argument and the appeals. Reduce at least one argument to its standard form and talk about the validity or soundness of the elements. Talk about the role of humor, the drama of the moment --it was theatre. Talk about the presenatation and the material helped the team command the attention of the audience (even those persons listening on radio) and elsewhere, and ultimately win the final match at Harvard.
Wednesday, July 21, 2010
Presentations
Today students will present their classical arguments from themes addressed in Edward P. Jones's The Known World. We might have time to look at the closing scenes from the film: The Great Debaters.
Homework was to complete the essay (250 words min.) and the exercises in WLTC chapter 8.
Post reflections here on the process of preparing to present the argument and the difference between oral and written arguments per today's exercise. Also reflect on what you did well and where you would like to improve. A part of good oratory skills is enunciation and projection. It's not cute to mumble or make your audience strain to hear you. Practice projecting your voice. For the next presentation, students will lose points if we can't hear you.
Homework was to complete the essay (250 words min.) and the exercises in WLTC chapter 8.
Post reflections here on the process of preparing to present the argument and the difference between oral and written arguments per today's exercise. Also reflect on what you did well and where you would like to improve. A part of good oratory skills is enunciation and projection. It's not cute to mumble or make your audience strain to hear you. Practice projecting your voice. For the next presentation, students will lose points if we can't hear you.
Monday, July 19, 2010
Week 5 Day 1
I don't know if a count down makes the time creep or speed up (smile). Today in class we reviewed the definition of argument. Only a few students had definitions and of the definitions only a couple were good (vague term, but it's late and I have a lot more to write).
We reviewed the Hacker chapter on Reasonable Arguments and did the exercises. The plan had been to review The Language of Argument (200) in WLTC and then review Inductive and Deductive Arguments (157).
The plan now is to practice writing three types of arguments over the next few days: Classical, Toulmin and Rogerian. Homework was to bring in an outline of a classical argument. We will take the outline and write a short essay in class for our freewrite tomorrow. Students can rework the same topic and thesis for each of the three essays. The topic is to take its theme from The Known World.
We spoke of the three types of argument situations: political or deliberative, such as "deliberating over military and civic policies; the other was legal (forensic), such as courtroom prosecution or defense motions. The third category of oratory--celebratory (epideictic)--generally falls outside the scope of argument. This type of oratory was used in eulogies, commendations, dedications, and so on" (White Billings 83).
We spoke of rhetoricians or Sophists who "emphasized the pragmatic skills necessary in winning an argument" and the sport, what we call debate or oratory contests (White Billings 83). Later in the Platonic schools, under Aristole, the game was refined and elevated into a science--"a middle ground between the truth-seeking and the mercenary pragmatism of the Sophists by viewing rhetoric as the art of finding the best available means of persuasion in a given case--that is, by applying the rigors of philosophical reasoning to actual problems" (White Billings 83).
We reviewed topical invention: definition, consequence, analogy and testimony.
The Classical Model of Argument
The classical model for structuring an argument is both simple and versatile. Here is an outline.
I. Introduction
A. Lead-in
B. Overview of the situation
C. Background
II. Position statement (thesis)
III. Appeals (ethos, pathos, logos) and evidence
A. Appeals: to ethics, character, authority (ethos); to emotions (pathos); to reason (logos)
B. Evidence: citing of statistics, results, findings, examples, laws, relevant passages from authoritative texts
IV. Refutation (often presented simultaneously with the evidence)
V. Conclusion (peroration)
A. Highlights of key points presented (if appropriate)
B. Recommendations (if applicable)
C. Illuminating restatement of thesis
"Rhetorical arrangement, is an art, not a computer program. Hence, not all introductions are alike in scope or tone; in fact, sometimes the orator may dispense with an introduction altogether--as when someone wants to hear only 'the bottom line.' Similarly, the orator may want to refute opposing views before presenting the evidence. The orator may also decide whether the evidence should be striking factual--that is, appeal exclusively to reason--or should include ethical and emotional appeals as well (White Billings 85).
"Classical Model Flowchart
"What issue am I going to investigate? [Example: The issue of visual arts education inn U.S. public schools.]
"What is my thesis? [Example: Acquiring basic skills in painting, illustrating, and sculpting is as important as acquiring math ad reading skills.]
"What evidence can I use to support my thesis convincingly? [Example: Timely published reports by properly credentialed experts (such as educational psychologists) that explain why acquiring visual arts related skills are as important as math and reading skills.]
"What are the opposing views that I must acknowledge and refute? [Example: The argument that math and reading skills must take priority over visual arts skills in today's world overlooks that fact that creative thinking is just as important as analytical thinking.]
"In light of my evidence and refutation of opposing views, what are my recommendations for resolving the problem/ [Example: We must find ways to integrate math and reading with painting and illustrating.]
"What are my concluding reflections?"
Using the above information, what can I say in my opening paragraph that would best introduce my argument and engage my reader's attention? (White Billings 109).
We reviewed the Hacker chapter on Reasonable Arguments and did the exercises. The plan had been to review The Language of Argument (200) in WLTC and then review Inductive and Deductive Arguments (157).
The plan now is to practice writing three types of arguments over the next few days: Classical, Toulmin and Rogerian. Homework was to bring in an outline of a classical argument. We will take the outline and write a short essay in class for our freewrite tomorrow. Students can rework the same topic and thesis for each of the three essays. The topic is to take its theme from The Known World.
We spoke of the three types of argument situations: political or deliberative, such as "deliberating over military and civic policies; the other was legal (forensic), such as courtroom prosecution or defense motions. The third category of oratory--celebratory (epideictic)--generally falls outside the scope of argument. This type of oratory was used in eulogies, commendations, dedications, and so on" (White Billings 83).
We spoke of rhetoricians or Sophists who "emphasized the pragmatic skills necessary in winning an argument" and the sport, what we call debate or oratory contests (White Billings 83). Later in the Platonic schools, under Aristole, the game was refined and elevated into a science--"a middle ground between the truth-seeking and the mercenary pragmatism of the Sophists by viewing rhetoric as the art of finding the best available means of persuasion in a given case--that is, by applying the rigors of philosophical reasoning to actual problems" (White Billings 83).
We reviewed topical invention: definition, consequence, analogy and testimony.
The Classical Model of Argument
The classical model for structuring an argument is both simple and versatile. Here is an outline.
I. Introduction
A. Lead-in
B. Overview of the situation
C. Background
II. Position statement (thesis)
III. Appeals (ethos, pathos, logos) and evidence
A. Appeals: to ethics, character, authority (ethos); to emotions (pathos); to reason (logos)
B. Evidence: citing of statistics, results, findings, examples, laws, relevant passages from authoritative texts
IV. Refutation (often presented simultaneously with the evidence)
V. Conclusion (peroration)
A. Highlights of key points presented (if appropriate)
B. Recommendations (if applicable)
C. Illuminating restatement of thesis
"Rhetorical arrangement, is an art, not a computer program. Hence, not all introductions are alike in scope or tone; in fact, sometimes the orator may dispense with an introduction altogether--as when someone wants to hear only 'the bottom line.' Similarly, the orator may want to refute opposing views before presenting the evidence. The orator may also decide whether the evidence should be striking factual--that is, appeal exclusively to reason--or should include ethical and emotional appeals as well (White Billings 85).
"Classical Model Flowchart
"What issue am I going to investigate? [Example: The issue of visual arts education inn U.S. public schools.]
"What is my thesis? [Example: Acquiring basic skills in painting, illustrating, and sculpting is as important as acquiring math ad reading skills.]
"What evidence can I use to support my thesis convincingly? [Example: Timely published reports by properly credentialed experts (such as educational psychologists) that explain why acquiring visual arts related skills are as important as math and reading skills.]
"What are the opposing views that I must acknowledge and refute? [Example: The argument that math and reading skills must take priority over visual arts skills in today's world overlooks that fact that creative thinking is just as important as analytical thinking.]
"In light of my evidence and refutation of opposing views, what are my recommendations for resolving the problem/ [Example: We must find ways to integrate math and reading with painting and illustrating.]
"What are my concluding reflections?"
Using the above information, what can I say in my opening paragraph that would best introduce my argument and engage my reader's attention? (White Billings 109).
Thursday, July 15, 2010
Extra Credit: The New Jim Crow
I watched this interview tonight and found it really enlightening re: the prison system and racial hieracrcy which gives some citizens privilege as is disenfranchises others. The two attorneys, Michelle Alexander and Bryan Stevenson, were quite eloquent in their conversation with Bill Moyers about this crisis.
If any student watches the program and writes something about it, that is, writes a critical analysis, he or she will get extra credit. One page, 250 words is fine. Writers include a works cited page, and email the essay to me.
http://www.pbs.org/moyers/journal/04022010/profile.htmlhttp://www.pbs.org/moyers/journal/04022010/profile.html
April 2, 2010
On April 4, 1968, Dr. Martin Luther King, Jr. was assassinated on the balcony of the Lorraine Motel. This week, BILL MOYERS JOURNAL observes the anniversary of King's murder by examining America in light of his dream. What would he think of our country today and where would he focus his fight against inequality and injustice?
Two talented lawyers who've dedicated their careers to fighting inequality, Michelle Alexander and Bryan Stevenson, join Bill Moyers on the JOURNAL to examine justice and injustice in America 42 years after King's death.
Alexander believes that King would be deeply troubled by the remaining inequality in America. As she tells Bill Moyers, "I think Martin Luther King would be thrilled by some of the individual progress of African Americans, but stunned, absolutely stunned and saddened, by the state of African Americans as a whole today."
Stevenson adds that to reach King's dream, America must address the causes of poverty, "I think in America, the opposite of poverty is justice. I think there are structures and systems that have created poverty, and have made that poverty so permanent, that until we think in a more just way about how to deal with poverty in this country, we're never gonna make the progress that Dr. King envisioned."
Both believe that America's policies of mass incarceration continue the cycle of poverty. America is the largest jailer on the planet, with 2.3 million people behind bars. But the policy of mass imprisonment, unique among industrialized nations, disproportianatetly affects minorities, especially African American men. One in 100 adults in America is behind bars, but one in nine African American men aged 20 to 34 is behind bars. Much of this arises from the "war on drugs." According to Human Rights Watch, African American adults have been arrested at a rate 2.8 to 5.5 times higher than white adults in every year from 1980 to 2007. Yet, according to government statistics, African Americans and whites have similar rates of illicit drug use and dealing.
A consequence of this disparity, and America's harsh treatment of lawbreakers, according to Alexander, is a population of people living in conditions shockingly like African Americans experienced under Jim Crow:
Today in communities of color across America, large majorities of African American men have been branded criminals, felons for life. And as a result, many are denied the right to vote, automatically excluded from juries, and legally discriminated against in employment, housing, access to public education-- public benefits. Many of the forms of discrimination we thought we left behind in the Jim Crow Era are legal again, once you've been branded a criminal.
Stevenson points out that these are not inevitable policies:
We didn't have to incarcerate people for 10, 20, 30, 40 years for simple possession of marijuana, for drug use. We didn't have to do that. We made choices around that. And now the consequences are devastating. I think they're not only devastating from a political perspective, but — I think this is the way I think it relates to Jim Crow, as well — it's also been devastating within communities of color. Right now, for black men in the United States, there's a 32 percent chance you're going to jail or prison. In poor communities and minority communities, urban communities, rural communities, it could be 60 percent or 70 percent. You're born, you're a ten-year-old kid. There's a 70 percent chance that you're going to go to jail and prison. What does that do to you?
If any student watches the program and writes something about it, that is, writes a critical analysis, he or she will get extra credit. One page, 250 words is fine. Writers include a works cited page, and email the essay to me.
http://www.pbs.org/moyers/journal/04022010/profile.htmlhttp://www.pbs.org/moyers/journal/04022010/profile.html
April 2, 2010
On April 4, 1968, Dr. Martin Luther King, Jr. was assassinated on the balcony of the Lorraine Motel. This week, BILL MOYERS JOURNAL observes the anniversary of King's murder by examining America in light of his dream. What would he think of our country today and where would he focus his fight against inequality and injustice?
Two talented lawyers who've dedicated their careers to fighting inequality, Michelle Alexander and Bryan Stevenson, join Bill Moyers on the JOURNAL to examine justice and injustice in America 42 years after King's death.
Alexander believes that King would be deeply troubled by the remaining inequality in America. As she tells Bill Moyers, "I think Martin Luther King would be thrilled by some of the individual progress of African Americans, but stunned, absolutely stunned and saddened, by the state of African Americans as a whole today."
Stevenson adds that to reach King's dream, America must address the causes of poverty, "I think in America, the opposite of poverty is justice. I think there are structures and systems that have created poverty, and have made that poverty so permanent, that until we think in a more just way about how to deal with poverty in this country, we're never gonna make the progress that Dr. King envisioned."
Both believe that America's policies of mass incarceration continue the cycle of poverty. America is the largest jailer on the planet, with 2.3 million people behind bars. But the policy of mass imprisonment, unique among industrialized nations, disproportianatetly affects minorities, especially African American men. One in 100 adults in America is behind bars, but one in nine African American men aged 20 to 34 is behind bars. Much of this arises from the "war on drugs." According to Human Rights Watch, African American adults have been arrested at a rate 2.8 to 5.5 times higher than white adults in every year from 1980 to 2007. Yet, according to government statistics, African Americans and whites have similar rates of illicit drug use and dealing.
A consequence of this disparity, and America's harsh treatment of lawbreakers, according to Alexander, is a population of people living in conditions shockingly like African Americans experienced under Jim Crow:
Today in communities of color across America, large majorities of African American men have been branded criminals, felons for life. And as a result, many are denied the right to vote, automatically excluded from juries, and legally discriminated against in employment, housing, access to public education-- public benefits. Many of the forms of discrimination we thought we left behind in the Jim Crow Era are legal again, once you've been branded a criminal.
Stevenson points out that these are not inevitable policies:
We didn't have to incarcerate people for 10, 20, 30, 40 years for simple possession of marijuana, for drug use. We didn't have to do that. We made choices around that. And now the consequences are devastating. I think they're not only devastating from a political perspective, but — I think this is the way I think it relates to Jim Crow, as well — it's also been devastating within communities of color. Right now, for black men in the United States, there's a 32 percent chance you're going to jail or prison. In poor communities and minority communities, urban communities, rural communities, it could be 60 percent or 70 percent. You're born, you're a ten-year-old kid. There's a 70 percent chance that you're going to go to jail and prison. What does that do to you?
Recap and Freewrite
Yesterday, July 14, 2010, we covered the white boad with a list of terms associated with "Critical Thinking."
Homework was to read The Known World up to and including Chapter 6 and to catch up on other assignments. The freewrite was to summarize the first few chapters of TKW, but students hadn't annotated the book so were unable to complete the assignment.
We concluded with a matching of wits, re: fallacious arguments (Chapter 5 WLTC).
Today we started the class with the film: "Three Black Panthers & the Last Slave Plantation." See http://3blackpanthers.org/
Freewrite
Respond to the term: "resistance" when reflecting on TLSP. What recourse did the enslaved Africans (African Americans) have against the forced bondage. Define the term in light of the subjects. Offer analogies and include euphemisms related to slavery and imprisonment.
How does one make such an abstract term vivid and clear? How does one make it walk or live?
Today we will continue looking at fallacies and complete the handout and exercises from Diana Hacker.
Homework:
Complete TKW and be prepared to answer selected questions about the book. We will write three short essays next week based on themes from TKW such as: family-- both enslaved and free Africans and whites; violence, resistance, education, health-- both mental and physical, work or labor.
Wednesday's presentation will be based on an argument taken from TKW. Students will take a theme, preassigned and present their argument to the class. We will also practice using a Venn diagram in this presentation (if possible) at this time as well.
Revision and addition to homework assignment
Do Exercise 8A (201)in the book. Also read and review Chapter 8 (200-209). We will do the exercises in class Monday along with the argument exercises we didn't get to this morning. We shared successful essays, so students could hear what a passing essay sounds like. Thanks to students who shared.
Homework was to read The Known World up to and including Chapter 6 and to catch up on other assignments. The freewrite was to summarize the first few chapters of TKW, but students hadn't annotated the book so were unable to complete the assignment.
We concluded with a matching of wits, re: fallacious arguments (Chapter 5 WLTC).
Today we started the class with the film: "Three Black Panthers & the Last Slave Plantation." See http://3blackpanthers.org/
Freewrite
Respond to the term: "resistance" when reflecting on TLSP. What recourse did the enslaved Africans (African Americans) have against the forced bondage. Define the term in light of the subjects. Offer analogies and include euphemisms related to slavery and imprisonment.
How does one make such an abstract term vivid and clear? How does one make it walk or live?
Today we will continue looking at fallacies and complete the handout and exercises from Diana Hacker.
Homework:
Complete TKW and be prepared to answer selected questions about the book. We will write three short essays next week based on themes from TKW such as: family-- both enslaved and free Africans and whites; violence, resistance, education, health-- both mental and physical, work or labor.
Wednesday's presentation will be based on an argument taken from TKW. Students will take a theme, preassigned and present their argument to the class. We will also practice using a Venn diagram in this presentation (if possible) at this time as well.
Revision and addition to homework assignment
Do Exercise 8A (201)in the book. Also read and review Chapter 8 (200-209). We will do the exercises in class Monday along with the argument exercises we didn't get to this morning. We shared successful essays, so students could hear what a passing essay sounds like. Thanks to students who shared.
Tuesday, July 13, 2010
The Known World Arguments in Standard Form from July 13, 2010 in class discussion
Today we had a small group, so the three students who were prepared met in a Literature Circle and discussed Edward P. Jones's book. They looked at characters, scenes, the plot and storyline, then identified three arguments and restated them in standard form.
We concluded the class with an excerpt from the film: Deacons of Defense.Some students wanted to write a response for extra credit. Post the response here as well.
Make sure everyone's name is on The Known World post.
Homework was a reminder to bring three fallacious visual arguments to class and be prepared to discuss them.
Where we're going notes:
Over the next three classes the lectures will consist of looking at the three types of argument forms: the type spoken of in WLTC Rogerian (87), the Classical Model or Aristotelian and the Toulmin model. We will practice these forms as we review deductive reasoning, inductive reasoning and reasonable and unreasonable or fallacious arguments.
I also found two other types of strategies of reasoning besides induction and deduction: categorization, analogy, authorization, and plea. We will connect fallacies to the type of argumentation strategies where they appear. It might help students recall them easier.
We will have a brief quiz Thursday, July 15 on critical thinking terms and on Monday, July 19 on fallacies.
We concluded the class with an excerpt from the film: Deacons of Defense.Some students wanted to write a response for extra credit. Post the response here as well.
Make sure everyone's name is on The Known World post.
Homework was a reminder to bring three fallacious visual arguments to class and be prepared to discuss them.
Where we're going notes:
Over the next three classes the lectures will consist of looking at the three types of argument forms: the type spoken of in WLTC Rogerian (87), the Classical Model or Aristotelian and the Toulmin model. We will practice these forms as we review deductive reasoning, inductive reasoning and reasonable and unreasonable or fallacious arguments.
I also found two other types of strategies of reasoning besides induction and deduction: categorization, analogy, authorization, and plea. We will connect fallacies to the type of argumentation strategies where they appear. It might help students recall them easier.
We will have a brief quiz Thursday, July 15 on critical thinking terms and on Monday, July 19 on fallacies.
Monday, July 12, 2010
Week 4, Day 1
We've covered a lot of ground over the past month. I hope students are feeling a bit more comfortable about talking about the language of argument. The Wise essays are still coming in. We're on revisions which are still, for some students, not passing essays yet. Students need to write a passing essay the first time. If one receives a grade over revise the grade is a letter grade below this grade--A/R is a B; B/R is a C; C/R is a D.
When writing the critique essay, make sure to include a citation from Hacker for each error. Cite the rule, use the essay to cite the errors and then give the correction. Pay attention to the details and do not leave anything out.
Each essay focuses on one of the books, which means writers have to cite from the text. Other sources are fine, but the paper is about the themes and topics from each text. Use examples from the text to illustrate points.
Today in class we wrote a definition essay (Writing Assignment 10 124), shared and then read the two student essays defining the word: "radical." Tomorrow in class we will refine the essay written in the freewrite. Bring it to class.
We also played a game where students in teams named fallacies (WLTC chapter 6).
I also handed out the chapter from Hacker on Writing "Reasonable Arguments." Skim it. We will talk about it tomorrow.
We are reading The Known World. Homework is to read up to page 100. Don't forget the reading logs. In addition to one's notes, pull 3-5 arguments from each chapter and put in standard form. The From the Bottom of the Heap essay is due by Wednesday, July 14, 2010.
We are going to The Marsh in San Francisco Wednesday evening to see the Dan Hoyle play. So far, two students have confirmed.
We looked at the question of morality vs. legality this morning and came up with two thesis sentences. I added a third:
1. People contemplate doing moral acts due to their legality.
2. Good behavior only counts when there is a reward.
3. R. H. King's potential for self-development was arrested by his early incarceration at Scotlandville where he learned that "black men of a certain age were destined for prison or the grave" (129).
Wednesdays presentation is to bring in 3-5 visual or multimedia fallacious arguments. Be prepared to share and post your findings.
When writing the critique essay, make sure to include a citation from Hacker for each error. Cite the rule, use the essay to cite the errors and then give the correction. Pay attention to the details and do not leave anything out.
Each essay focuses on one of the books, which means writers have to cite from the text. Other sources are fine, but the paper is about the themes and topics from each text. Use examples from the text to illustrate points.
Today in class we wrote a definition essay (Writing Assignment 10 124), shared and then read the two student essays defining the word: "radical." Tomorrow in class we will refine the essay written in the freewrite. Bring it to class.
We also played a game where students in teams named fallacies (WLTC chapter 6).
I also handed out the chapter from Hacker on Writing "Reasonable Arguments." Skim it. We will talk about it tomorrow.
We are reading The Known World. Homework is to read up to page 100. Don't forget the reading logs. In addition to one's notes, pull 3-5 arguments from each chapter and put in standard form. The From the Bottom of the Heap essay is due by Wednesday, July 14, 2010.
We are going to The Marsh in San Francisco Wednesday evening to see the Dan Hoyle play. So far, two students have confirmed.
We looked at the question of morality vs. legality this morning and came up with two thesis sentences. I added a third:
1. People contemplate doing moral acts due to their legality.
2. Good behavior only counts when there is a reward.
3. R. H. King's potential for self-development was arrested by his early incarceration at Scotlandville where he learned that "black men of a certain age were destined for prison or the grave" (129).
Wednesdays presentation is to bring in 3-5 visual or multimedia fallacious arguments. Be prepared to share and post your findings.
Thursday, July 8, 2010
Other Homework
Complete From the Bottom of the Heap. Start The Known World. We will talk about this book next week. Make sure you have read Chapter 5, skim Chapter 6. Complete the exercises already assigned in Chapter 5. You can write in the book
We reviewed Exercise 5C (116) and Exercise 5D (117). We will review Exercise 5E (119-120) Monday. Our freewrite for Monday will be Writing Assignment 10 (124). We will review pp. 126-128. Homework will be Writing Assignment 11 (129).
We reviewed Exercise 5C (116) and Exercise 5D (117). We will review Exercise 5E (119-120) Monday. Our freewrite for Monday will be Writing Assignment 10 (124). We will review pp. 126-128. Homework will be Writing Assignment 11 (129).
The Farm: Angola USA Cyber-Assignment
We watched half the film, The Farm: Angola USA. Respond to the film here in a short three paragraph essay (250 words min.). Cite three arguments the directors make and concrete support or evidence for the claims. Don't forget to respond to at least one other student.
Name some of the hidden assumptions about guilt and innocence. Look at the story from the perspectives of the incarcerated men and the prison officials. How effective are the directors in presenting a variety of viewpoints? Is there an implied or unspoken bias? What do the director's think about Angola State Prison? Are they fair to all sides?
What type of reasoning this this: deductive or inductive? How is the profiling of the six men an effective way to tell the story? What surprised you most? How is film an important or useful instrument for argumentation and/or for stories like this?
What does the documentary form say about "best evidence"? Talk about what is stated versus what is implied. See WLTC (Chapter 2 and Exercise 2L page 52)
Complete the film: Visit http://channel.nationalgeographic.com/episode/a-decade-behind-bars-return-to-the-farm-4329/Overview42#tab-Videos/06700_00
Wednesday, July 7, 2010
Day 10: Library Orientation on Critical Thinking
We didn't get to the freewrite posted below. Most students turned in their revised Wise essays. I need the essays by tomorrow. I do not want to go into the weekend with two essays to read and reread. We had a productive library orientation. Many students had not read chapter 5.
If a student does not have a text, it is his or her responsibility to make arrangements to copy the chapters. Students are responsible for the material and we will have a quiz next week, maybe tomorrow on terms.
There are just three weeks left--my how time flies when one is having fun (smile). Tomorrow we will write an essay in class. Students are to bring their notes from From the Bottom of the Heap, as well as a scholarly article that supports the thesis or argument. We are completing Writing 8 (WLTC).
Tutors are available and students who need such support need to take advantage of such before it is too late. Presentations the final week: Tuesday-Wednesday will look at fallacies. Students will work in teams and present a visual examples of the fallacies assigned. These teams will also create Venn diagrams, and put the arguments into standard form and indicate whether the argument is inductive or deductive.
Students will also write an original skit to be preformed the next week and perhaps during the final week of class as well. I am thinking about reenactment of scenes from the text: Black Like Me and/or a conversation between Tim Wise, John Howard Griffin, Robert King, and/or perhaps a character in The Known World?
The final essay taken from a theme from The Known World will be turned in with the portfolio.
Next week we will continue to write and analyze arguments.
I am thinking out loud since students are behind. This musing is subject to change pending a conversation with students.
Reading Logs
Oh, I am expecting students to include reading logs with their essay tomorrow for the King book and all subsequent books: vocabulary logs, questions, notes, etc. If you have notes for Wise, great.
Cyber-Post
Post your freewrite re: Library orientation here.
Revisions
Revised essays earn the higher grade.
If a student does not have a text, it is his or her responsibility to make arrangements to copy the chapters. Students are responsible for the material and we will have a quiz next week, maybe tomorrow on terms.
There are just three weeks left--my how time flies when one is having fun (smile). Tomorrow we will write an essay in class. Students are to bring their notes from From the Bottom of the Heap, as well as a scholarly article that supports the thesis or argument. We are completing Writing 8 (WLTC).
Tutors are available and students who need such support need to take advantage of such before it is too late. Presentations the final week: Tuesday-Wednesday will look at fallacies. Students will work in teams and present a visual examples of the fallacies assigned. These teams will also create Venn diagrams, and put the arguments into standard form and indicate whether the argument is inductive or deductive.
Students will also write an original skit to be preformed the next week and perhaps during the final week of class as well. I am thinking about reenactment of scenes from the text: Black Like Me and/or a conversation between Tim Wise, John Howard Griffin, Robert King, and/or perhaps a character in The Known World?
The final essay taken from a theme from The Known World will be turned in with the portfolio.
Next week we will continue to write and analyze arguments.
I am thinking out loud since students are behind. This musing is subject to change pending a conversation with students.
Reading Logs
Oh, I am expecting students to include reading logs with their essay tomorrow for the King book and all subsequent books: vocabulary logs, questions, notes, etc. If you have notes for Wise, great.
Cyber-Post
Post your freewrite re: Library orientation here.
Revisions
Revised essays earn the higher grade.
Freewrite: Blink Your Eyes
Watch Sekou Sundiata's Blink Your Eyes http://www.youtube.com/watch?v=H18mBu9LI2Y
Listen: http://new.music.yahoo.com/sekou-sundiata/
What is the argument here? Summarize the story and then put the argument in standard form. What do you think of the argument's form? Is it effective?
Respond to a classmate's post.
Tuesday, July 6, 2010
Day 9 and Cyber-post In-class writing assignment
Reminder: Tomorrow we meet in the Library (LRC) at the desks in front of the wall-size screen. We will spend the second half of the class reviewing the homework assignments: 4 C (92), 4D (93), 4 E (94-98), Writing Assignment 7 (98-100). Wherever possible, write in the book.
Read Chapter 5 and continue in From the Bottom of the Heap. Today we wrote a 3-part essay based on the dialectic process: thesis, antithesis and synthesis. The topic was: Slavery in US History: Pros and Cons.
Students need to complete From the Bottom of the Heap by Thursday. For those students who are waiting for the book to arrive, we will be finished with the book this Thursday. Next week we start The Known World again, so bring the book to class.
Tomorrow and/or Thursday, we'll look at evidence from From the Bottom of the Heap that supports a claim that slavery never ended for some US citizens. As you read, pull out evidence that support such a supposition. Remember, on Thursdays, we meet in L-202E.
Post your collaborative essay paragraphs here. Identify the position: thesis, antithesis or synthesis. Make sure all the writer's names are included in the post. Many students are behind on the reading. I know who is keeping up. You cannot write an essay without reading the book, so far, I think I have only read a few essays which demonstrate a grasp of the concepts presented by Wise and clearly identify and analyze his salient premises. Most students are bringing in other evidence because (this is just my hypothesis) they have not read the book, so can't discuss his argument's trajectory: explanations or conclusions.
Read Chapter 5 and continue in From the Bottom of the Heap. Today we wrote a 3-part essay based on the dialectic process: thesis, antithesis and synthesis. The topic was: Slavery in US History: Pros and Cons.
Students need to complete From the Bottom of the Heap by Thursday. For those students who are waiting for the book to arrive, we will be finished with the book this Thursday. Next week we start The Known World again, so bring the book to class.
Tomorrow and/or Thursday, we'll look at evidence from From the Bottom of the Heap that supports a claim that slavery never ended for some US citizens. As you read, pull out evidence that support such a supposition. Remember, on Thursdays, we meet in L-202E.
Post your collaborative essay paragraphs here. Identify the position: thesis, antithesis or synthesis. Make sure all the writer's names are included in the post. Many students are behind on the reading. I know who is keeping up. You cannot write an essay without reading the book, so far, I think I have only read a few essays which demonstrate a grasp of the concepts presented by Wise and clearly identify and analyze his salient premises. Most students are bringing in other evidence because (this is just my hypothesis) they have not read the book, so can't discuss his argument's trajectory: explanations or conclusions.
Field Trips
I'd like to recommend two plays, both at the Marsh. I was looking at our attending the Dan Hoyle play, next week, Wednesday, July 14, 2010. The Marsh is on the BART route; we could meet at a central BART station and go together.
The second play is also one I recommend. We can talk about dates.
Dan Hoyle's THE REAL AMERICANS July 8 - September 25, 2010!
Just Added 3 new days!
wed, thur & fri at 8pm
saturdays at 5pm
sundays at 3pm
NO SHOW:
Thursday, July 22, 2010
Friday, July 23, 2010
The Marsh is proud to announce the world premiere of Dan Hoyle's new solo show, THE REAL AMERICANS. After traveling the globe for his first play, "Circumnavigator," and studying Nigerian oil politics for his third, "Tings Dey Happen," this time Hoyle is back in the United States, turning his eye and ear on America's culture wars. Fleeing the liberal bubble of San Francisco and his hipster friends, Hoyle spent 100 days traveling through small-town America in search of some tough country wisdom and a way to bridge America's urban/rural divide. Instead, Hoyle found himself immersed in the populist anger of the people whom Sarah Palin famously described as "The Real Americans" and awed at the disconnect between Obama Nation and Palin Country. Portrayed with humor, sympathy, confusion, angst and song, this vivid performance challenges the audience to move beyond their bafflement and engage with the future of a politically polarized America.
http://www.charlierose.com/view/interview/8946 Charlie Rose interview
Tickets:
Wednesday: $18-$35 Thursday: $20 - $35
Friday: $22 - $35
Saturday: $28 - $35
Sunday: $22-$35 sliding scale
$50 reserved seating
For Tickets Call
Brown Paper Tickets
24/7 Ticket Hotline
800-838-3006
For Info Call
415-826-5750
THE MARSH Berkeley Extends DON REED'S EAST 14th - TRUE TALES OF A RELUCTANT PLAYER Through August 1, 2010
EAST 14TH chronicles the true tale of a young man raised by his mother and ultra-strict stepfather as a middle class, straight A, God-fearing church boy. The boy, however, wanted to be just like his dear old Dad. Too bad he didn't know dear old Dad was a pimp. Very funny, definitely poignant — a ride down a street you won't soon forget. The San Francisco Chronicle described Reed as an "Irresistible presence," and the East Bay Express declared the show ‘...Nothing short of amazing." The show is a best Bay Area Critics Circle Award Solo Performance nominee.
The Marsh, a breeding ground for new performance, is delighted to announce that Don Reed's EAST 14TH - TRUE TALES OF A RELUCTANT PLAYER has been extended at The Marsh Berkeley through August 1, 2010. The show has now entered its second sold-out year –it started at The Marsh San Francisco in May, 2009! – and its thirteenth extension. Reed, who is the comedian/warm-up host for The Tonight Show with Jay Leno during the week, is delighted to be spending his weekends performing on his home turf in the East Bay.
Due to events already scheduled at The Marsh Berkeley, the show will play on different days of the weekend. For exact dates see below. When playing on Fridays, the show will start at 9:00 pm, on Saturdays at 8:00 pm and on Sundays at 7:00 pm. All shows take place at The Marsh Berkeley, 2120 Allston Way in Berkeley. For tickets, the public may call Brown Paper Tickets at 800-838-3006 or visit www.themarsh.org
Friday, July 9; Sunday, July 11
Friday, July 16; Sunday, July 18
Saturday, July 24; Sunday, July 25
Saturday, July 31; Sunday, August 1
WHERE: The Marsh Berkeley, 2120 Allston Way in Berkeley near Shattuck
TICKETS: $20-35 Sliding Scale. Reserved Seats $50; For tickets, call 800-838-3006 or visit www.themarsh.org
For more information call 415-826-5750 or visit The Marsh website at www.themarsh.org
The second play is also one I recommend. We can talk about dates.
Dan Hoyle's THE REAL AMERICANS July 8 - September 25, 2010!
Just Added 3 new days!
wed, thur & fri at 8pm
saturdays at 5pm
sundays at 3pm
NO SHOW:
Thursday, July 22, 2010
Friday, July 23, 2010
The Marsh is proud to announce the world premiere of Dan Hoyle's new solo show, THE REAL AMERICANS. After traveling the globe for his first play, "Circumnavigator," and studying Nigerian oil politics for his third, "Tings Dey Happen," this time Hoyle is back in the United States, turning his eye and ear on America's culture wars. Fleeing the liberal bubble of San Francisco and his hipster friends, Hoyle spent 100 days traveling through small-town America in search of some tough country wisdom and a way to bridge America's urban/rural divide. Instead, Hoyle found himself immersed in the populist anger of the people whom Sarah Palin famously described as "The Real Americans" and awed at the disconnect between Obama Nation and Palin Country. Portrayed with humor, sympathy, confusion, angst and song, this vivid performance challenges the audience to move beyond their bafflement and engage with the future of a politically polarized America.
http://www.charlierose.com/view/interview/8946 Charlie Rose interview
Tickets:
Wednesday: $18-$35 Thursday: $20 - $35
Friday: $22 - $35
Saturday: $28 - $35
Sunday: $22-$35 sliding scale
$50 reserved seating
For Tickets Call
Brown Paper Tickets
24/7 Ticket Hotline
800-838-3006
For Info Call
415-826-5750
THE MARSH Berkeley Extends DON REED'S EAST 14th - TRUE TALES OF A RELUCTANT PLAYER Through August 1, 2010
EAST 14TH chronicles the true tale of a young man raised by his mother and ultra-strict stepfather as a middle class, straight A, God-fearing church boy. The boy, however, wanted to be just like his dear old Dad. Too bad he didn't know dear old Dad was a pimp. Very funny, definitely poignant — a ride down a street you won't soon forget. The San Francisco Chronicle described Reed as an "Irresistible presence," and the East Bay Express declared the show ‘...Nothing short of amazing." The show is a best Bay Area Critics Circle Award Solo Performance nominee.
The Marsh, a breeding ground for new performance, is delighted to announce that Don Reed's EAST 14TH - TRUE TALES OF A RELUCTANT PLAYER has been extended at The Marsh Berkeley through August 1, 2010. The show has now entered its second sold-out year –it started at The Marsh San Francisco in May, 2009! – and its thirteenth extension. Reed, who is the comedian/warm-up host for The Tonight Show with Jay Leno during the week, is delighted to be spending his weekends performing on his home turf in the East Bay.
Due to events already scheduled at The Marsh Berkeley, the show will play on different days of the weekend. For exact dates see below. When playing on Fridays, the show will start at 9:00 pm, on Saturdays at 8:00 pm and on Sundays at 7:00 pm. All shows take place at The Marsh Berkeley, 2120 Allston Way in Berkeley. For tickets, the public may call Brown Paper Tickets at 800-838-3006 or visit www.themarsh.org
Friday, July 9; Sunday, July 11
Friday, July 16; Sunday, July 18
Saturday, July 24; Sunday, July 25
Saturday, July 31; Sunday, August 1
WHERE: The Marsh Berkeley, 2120 Allston Way in Berkeley near Shattuck
TICKETS: $20-35 Sliding Scale. Reserved Seats $50; For tickets, call 800-838-3006 or visit www.themarsh.org
For more information call 415-826-5750 or visit The Marsh website at www.themarsh.org
Thursday, July 1, 2010
Day 8
Students are falling by the wayside like ducks on a shooting range--what a violent image, if the ducks are real.
1. Freewrite: Check-in. How are you doing? How can I facilitate your completion of the course? Send me an email: coasabirenglish5@gmail.com
2. Argument--WLTC
3. Review exercises --revision (essays). Review MLA
4. From the Bottom of the Heap read and discuss
5. In class essay on race and privilege: Thesis, Antithesis, Synthesis
6. Homework: posted already. Revise essay 1. Read From the Bottom up to page 104. Write a summary 250 words of the events so far. Draw a profile of Robert Wilkerson. What do we know about him? What can we expect? Is he a character, such that we can predict the trajectory of his life? How does this confirm what Wise says about privilege and race and class?
1. Freewrite: Check-in. How are you doing? How can I facilitate your completion of the course? Send me an email: coasabirenglish5@gmail.com
2. Argument--WLTC
3. Review exercises --revision (essays). Review MLA
4. From the Bottom of the Heap read and discuss
5. In class essay on race and privilege: Thesis, Antithesis, Synthesis
6. Homework: posted already. Revise essay 1. Read From the Bottom up to page 104. Write a summary 250 words of the events so far. Draw a profile of Robert Wilkerson. What do we know about him? What can we expect? Is he a character, such that we can predict the trajectory of his life? How does this confirm what Wise says about privilege and race and class?
Subscribe to:
Posts (Atom)