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.
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Today in class we reviewed The Known World, looking for arguments made by the author Edward P. Jones. A group of us (Bernadette, Rae and Genghe) found the following arguments: "The law ruled that Jesse's murder was justifiable homicide." (pg.26 Jones) The law is willing to let him get away with the crimes he has committed and may commit in the future as well as, support him in doing so.
ReplyDeleteOn page 19 there was an argument that the system of slavery equates to giving power to slave masters, godly power. Henry who is a slave for a white man is the child of free parents and is being controlled by his master. His master has more control over him than his own father does.
"Despite vowing never to own a slave, Skiffington had no trouble doing his job to keep the institution of slavery going. An institution even God himself had sanctioned throughout the bible." (pg 43 Jones) We discussed in class legality versus morality. In this situation we discovered that it was Skiffington's duty to control the slaves despite the fact that he might not have wanted to. He knew that owning slaves was not moral however, it was legal. He learned to have slaves from his father who was a slave master. Also, he believed that it was the Godly thing to do, to control slaves. He would be closer to God and excepted into heaven.
Genghe, rewrite the arguments in standard form. See page 56-59.
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