1. Today in class we reviewed terms from WLTC, Chapter 4: open/complete thesis, premise, counterargument, refutation & concession (why the two together?), dialectic, conclusion, joining words, coherence (what is that?), empathy.
2. We also looked at incorporating evidence and reviewed "signal phrases." We picked out examples in Wise and noted that his book was not using MLA guidelines for evidence cited.
3. We also reviewed ellipses marks.
4. In groups we started a 3-4 paragraph essay defining a term from the following list: white privilege, race, resistance, collaboration, redemption. Each paragraph could be minimally 5 sentences long, one sentence a citation either a free paraphrase, a in-text citation or a block quote.
I suggested that the essay end in a long quote (block quote 5+ lines of text set off without quotations marks.) Students should have a grammar style book to refer to for this. WLTC goes over this beginning on page 210, but it by no means comprehensive. Bring your grammar style book to class.
When students do not bring their books to class, I think they are not prepared, especially when also missing are chapter notes. In Lit Circle/Group Discussions students are to stay on topic which means any conversation needs to be tied to the texts--life experiences need to be tied to the text.
Catch up on the reading. Some students do not have their books. There is still time to drop the class (smile). A serious student has his or her materials and is prepared. I told students a month ago to get the book from a public library in the San Francisco Bay Area.
The first essay assignment is due next week. It will be a definition essay, similar to what we practiced in class. More will be given to you on Thursday in class.
I am not certain what is going on with the blog and posts. Save them, so if they dissappear you have them and emailing them to me if you are having trouble it fine.
Post the summaries where indicated last week. If you are finished with Wise, skim Chapter 5 in WLTC. Bring in questions. I will allow students to review last week's homework we didn't get to today. I might start the class with the argumentation video if I can get a projector or we might just wait until next week.
I passed out invention worksheets. Some writers find them useful. If you have never used them before see if it helps clarify your topic and argument.
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Sandahl von Sydow
ReplyDeleteProfessor Sabir
English 5
March, 3 2011
Freewrite
The difference between an argument and an explanation is in whether or not a statement is debatable or not. An argument can be debated, as that is its purpose. An explanation cannot because its function is to inform about fact.
After reading the two articles on pages 72 through 74 I believe the first article is an explanation, and the second is an argument. The first article, though may sound argumentative, merely restates Former President Bush’s opinion on intelligent design. The second article is the author herself giving an argument in favor of unintelligent design.
Ricarda Lathrop
ReplyDeleteProfessor Sabir
English 5
3 March 2011
The terminology “explanation” and “argument” imply two different meanings therefore it is useful to know the difference in order to understand assignments. An explanation is used to clarify and explicate a statement. The goal is to make the listener understand the statement rather than persuade him to accept a certain point of view. An argument is a sequence of logic that is presented in order to support the truthfulness of a statement.
Each of the two given articles on pages 72 to 74 in WLTC can be identify with one of the terms above. In both articles, the issue is former President’s Bush statement that the theory of intelligent design should be taught in schools alongside with the evolution theory. However, we can notice that the first article is not a matter of if the statement is true, but why President Bush thinks it is important. In this article the author presents a clarification for the reader of Presidents Bush’s point of view through a neutral presentation of the facts. Whereas the author of the second article is trying to convince the reader of how questionable the theory of intelligent design is. By the use of multiple rhetorical questions in the article the author tries to persuade the reader of his standpoint.