We were going to complete the balance of the exercises in Chapter 4 in class together, but since I am canceling class, these assignments are now independent study (smile).

Complete the following: 4C (92-93). Review the chapter and skim Chapter 5. Bring in any questions you might have about the chapter.

Complete Exercise 5B (113-114) and Exercise 5C (116). You can write in the book for all three assignments. We'll talk about Writing Assignment 7 and 8 and Appositives on Tuesday, with time to talk about Alexander of course.

Keep reading Alexander.

Cyber-Assignment

Library Orientation today 11 a.m. to 12:15 with Professor Jane McKenna. See you in the L-building, first floor. I sent students an email last night. If you didn't get it, make sure you have registered with Admissions and Records.

Respond to the library orientation in a short essay (250 words is fine). Be specific in your references. Use examples.

Homework from WLTC due today is due Thursday, March 1. Some students are printing out their assignments, WLTC and blog assignments for feedback. This is fine. I read a book review summary response today.

We meet in A-232 on Thursday.

Freewrite

Find a review of The New Jim Crow. Read it. For homework summarize the article in about 250 words or 1 page. Don't forget to include a works cited section of the summary. It's okay to be analytical in your remarks.

Homework: Read up to page 58 in Alexander. Pull 5-10 arguments from Chapter 1. Be prepared to share with Literature Circle. We will read about two chapter a week (80 pages).

In WLTC complete Writing Assignment 7: "Arguing Both Sides of an Issue" (98). We will do Exercise 4C (92) in class next week.

Bring in a typed response to share and hand in.

Do not use the topics from the book. Use a topic that takes its theme from Yummy: juvenile crime, atonement, punishment, American judicial system, poverty, child neglect, abuse, low income neighborhood, grandparents as parents, drug use, gangs, role models, handguns. . . .

Use the book Yummy, the films we've watched and the Time article as evidence. Yummy is the primary source for this essay.

Students have the option of turning in all assigned WLTC exercises for credit and feedback. It is your choice.

We reviewed WLTC 4E (49-98). There is a library orientation next week. I will post when later today or before the next meeting.

3-Part Thesis Cyber-Assignment, upcoming assignments

Post the paragraph on the theme of "juvenile." The question is: Is self-reflection necessary for redemption? We are using Yummy, the Time article, and the two films: The Interrupters and Juvies. We practiced Topical Invention again, the topic was "redemption." Students who were absent picked up the handout from last week.

Students chose an argument: thesis (pro-argument), antithesis (con-argument), synthesis (middle ground). If students completed the activity in class, put all the names in the heading. If students didn't complete the group activity, post individually. If anyone wants to change the perspective of the argument, as an individual, this is fine.

Respond to 1 student post. Ask a question that extends or expands the reasoning, then pose a counterargument.

Homework is to complete Exercise 4B (88). Label the parts of the essay and be prepared to discuss the author's rhetorical strategies. Use WLTC for an example (86).

We will use Writing Assignment 7 as our first step in the essay which takes its theme from Yummy. Bring the essay to class Tuesday, Feb. 28. We will look at "The Approach" (98) on Thursday, Feb. 23.

Bring Alexander's The New Jim Crow, to class on Thursday. We will use our Literature Circle format to discuss the book. For each chapter, I would like students to pull out significant arguments discussed and put them in standard form.

Writing Assignment 8 (102) is due March 6. The essay plan is due March 1.

We will complete exercises: 4C (92), 4D (93), 4E (94). Next week, March 1, we will start Chapter 5 (104).

We will plan to complete Alexander during the month of March.

Post the response to Exercise: 3F (72) Here

Distinguishing Arguments from Explanations

The Plan

1. Freewrite: Reflect on the following question: What is a criminal? Use what we've read in Yummy and the Time's article, seen in the films: Juvies and The Interrupters, to define this term.

B. Topical Invention (handout)

2. WLTC--Chapter 3: Exercises 3B, 3C, 3D

3. Homework--From WLTC: Read and annotate, bring in questions on Chapter 4.

Complete exercise: 3F (72)

We reviewed Exercise 3D (65-66). If you need more practice with this complete exercise 3E for extra credit.

4. Old homework: Post the 10 arguments: 5 for Juvies and 5 for The Interrupters. Post where assigned.

5. Bring Michelle Alexander, The New Jim Crow, to class Tuesday. We will start reading it next week.

The exercises in WLTC are to help students become conversant with the material. The weighted assignments are of course the arguments you write and present. Look at the syllabus to see how the assignments are weighted for the final grade. No one from English 5 has come to my office hours. If there are questions, I suggest students come and see me.

Homework

List 10 arguments in Standard Form from Juvies and The Interrupters. You can list more if you like (WLTC 56-57).

Premise 1
Premise 2
etc.

Conclusion

List premises and the conclusion drawn from the premises. Are any of these premises assumptions or inferences?

Reprinted:

Today we are watching the film: Juvies. It is 66 minutes long. Watch "The Interrupters" tonight on Frontline World at 10 p.m. (channel 9). It will be available for viewing on the website later on (I believe).

On Thursday we will look at developing an argument taking its topic from Yummy and looking at the criminalization of youth. We will also continue in WLTC, I will return papers this Thursday (smile).

I am still waiting on my grade book. I know, no excuses.

A suggestion is to start reading The New Jim Crow next. What do you think? Bring it in Thursday.

Juvies

LESLIE NEALE
Director’s Statement
http://www.juvies.net/videoclips/index.html

"When I started volunteer teaching at Juvenile Hall in Los Angeles, I was naïve to juvenile justice, thinking children were handled fairly and with care, not only for their safety, but also for the safety of the public at large. What I found is that scores of children are getting thrown away in adult prisons instead of staying in the rehabilitative environment of the juvenile system, a structure originally designed to protect them from ending up in the adult system. The making of “Juvies” has made my life make an irrevocable turn towards correcting the juvenile justice system, making it one that is run with intelligence, responsibility and mercy."

n September of 1999, Chance Films was invited to observe a writing program at Los Angeles Central Juvenile Hall. What the filmmakers saw in that writing program inspired them to do a similar program using video cameras. They saw the need to give the kids in the Hall a voice that could reach beyond the walls that separated them from free society. What they didn’t know was that teaching basic video production skills and interviewing techniques was going to link them irrevocably to these 12 kids and a cause that most people would turn their backs on: correcting the juvenile justice system and making it one that is run with intelligence, responsibility and mercy.

The filmmakers were naïve to juvenile justice, thinking children were handled fairly and with care, not only for their safety, but also for the safety of the public at large. What they found was that scores of children were getting thrown away in adult prisons instead of staying in the rehabilitative environment of the juvenile system, a structure originally designed to protect them from ending up in the adult system.With the help of cameramen, producers, friends and a passionate nun, the video production class began in earnest in September 1999. At first, the administrators of the Hall were receptive, but cautious. After showing up two times a week for a few months, they realized this crew was really there to help the kids reach into themselves and out to others who were on the cusp of being pulled into the system. That didn’t make working within the system any easier, however. As the histories of these individual kids came to light in the class, the filmmakers realized there was more than a class happening here, there was a story to be told, a story that had the potential to impact thousands of people. They began working to garner all the approvals necessary to put these kids on camera and be able to use their stories to educate others about the system and how to avoid falling into it. The kids involved in the class were all chosen at random, based on very specific criteria:1. They had to be getting tried as adults;

2. They had to be facing long-term sentences;

3. They had to be under 18 so that they would continue to be housed at Juvi for as long as possible to get the most out of the class; and

4. The filmmakers had to get signed consents from the kids, their parents and their attorneys.The first group of kids was taught in the library of the boys’ school, with natural lighting and two cameras. This was the only program to allow a mix of boys and girls in the same class. Many times, the filmmakers would arrive prepared to teach and the kids were not available. Other times, they would work with only one or two of the kids. The participation of the kids was iffy at best, given individual court appearance requirements, availability of staff to be on premises with the kids and lack of communication amongst the Juvenile Hall staff.As time progressed, the kids were being tried, convicted and sent on to County Jail or State Prison. As the kids were sentenced to long terms and even life behind bars, the filmmakers were getting their own education. The naivete began to fall away and the truth of the failing juvenile justice system was making itself known. In May of 1999, high school student Duc was arrested for driving a car from which a gun was shot. Although no one was injured, Duc was not a member of a gang, had no priors and was 16 years old, he received a sentence of 35 years to life.Fourteen-year-old Anait, an Armenian immigrant, had been given a car by her parents. She drove two boys to a high school and dropped them off. The boys got into a fight with another boy and subsequently killed a third boy who attempted to break up the fight. Because she was the driver of the “getaway” car, Anait was charged as an accessory to first-degree murder and originally faced 200 years. She has since taken a deal and is serving 7 years.Then there’s Mayra, a girl raised in the gangs, who at 16 was asked by her gang to kill a girl who had broken one of their rules. She was sleeping with a boy from a rival gang. Mayra shot this girl, did not kill her, but paralyzed her for life. This girl was her best friend. Mayra received Life plus 25 years for her crime and had a baby while in juvenile hall. She has gotten to see her son two times since his birth. He is now 3 years old.At first the filmmakers thought these cases were the exception, but as time went by and all the kids were convicted and sentenced to adult prison facilities with long sentences, they began to realize this was the rule.

Being tough on crime is one thing. But trying children as adults, and dispensing brutal sentences that are shockingly out of proportion to the offense, is quite another. Most Americans would say this can’t happen here, yet for thousands of young people, this is the reality of the present day juvenile justice system, which has turned its back on its initial mission to protect young people and now sends over 200,000 kids through the adult system each year.

Today we are watching the film: Juvies. It is 66 minutes long. Watch The Interrupters tonight on Frontline World at 10 p.m. (channel 9).

On Thursday we will look at developing an argument taking its topic from Yummy and looking at the criminalization of youth. We will also continue in WLTC, I will return papers this Thursday (smile).

I am still waiting on my grade book. I know, no excuses.

A suggestion is to start reading The New Jim Crow next. What do you think? Bring it in Thursday.

Recap and Freewrite

Today we are going on a field trip to see the film: The Interrupters. Meet me at the Oakland Museum no later than 4:30 p.m. We'll be at the door. Call me if you can't find me (smile). I have extra tickets, let me know if you want to bring someone.

Freewrite

We finished reading the Time magazine article about Robert "Yummy" Sandifer. List 5-10 inferences and judgments one can make. For the judgments put the judgment in someone's mouth.

Be as detailed and complete as possible in the list of arguments, that is, inferences and judgements. The article is on Greg Neri's website.

2. Complete the book

3. WLTC Lecture-Structure of Arguments: standard form, review of terms: opinion, rational, premises, conclusion, complete vs. open thesis or argument.

4. Writing Arguments about literature, the Aristotelian model (didn't get to this).

Homework
5. Read Chapter 3 and jot down any questions. Homework: WLTC (write in the book. Do not post the answers-- 3B (58-59).

Announcements

The Oakland Museum is having a panel discussion or community forum on Saturday, Feb. 11, 2012, 1-3 p.m. in the James Moore Theatre on the Black Male Image. This is in conjunction with an exhibition featuring a film and photographs of black men. More later.

Assignment Recap: WLTC February Cyber-Assignment Posts

Today in class we reviewed Chapter 2 and defined the terms: judgement, infer, imply, fact and belief.

We then reviewed the assigned exercises.

Homework recap: 1. WLTC 2J (respond in 1 typed page. Bring it to class.) Post WLTC 2J here as well.

2. WLTC 2K read the story and be prepared to answer the questions.

3. Also post your response to WLTC 2I here by Feb. 9. Bring to class electronically as well and I will post the images for you.

4. WLTC 2L complete sometime this month and turn in as a paper copy. Post your essays here as well.

We read up to page 64 in Yummy.

Here is the link to the Times Magazine article on the author's website: http://gregneri.com/yummy.html

Next week we will look at types of arguments: claims of fact, claims of policy and claims of value, and the form these arguments can take.

Field Trip

I have more tickets left for the OM film screening Thursday, doors open at 4 p.m. Let me know if you want to attend. Call me (smile).

Last class students reviewed the exercises completed in Chapter 1 WLTC. I loved seeing students spending so much time on Exercise 1D (20).

Read the summaries and familiarize yourself with "Key Terms." Both are at the end of each chapter. Homework was to complete Writing Assignment 1 and bring into class to share. I should have had you bring it in electronically (smile). Next time. Some students turned in the essays, others are going to email me by Friday sometime. Don't forget to paste and attach the assignments and make sure the MLA is perfect (smile). You can paste one essay after the other.

Today in class we will read Yummy. Yes, I know, I changed my mind and now it has changed back (smile). I have a reason connected to a couple of current events. There is a film about gangs in Chicago screening at the Oakland Museum Feb. 9, 2012 and on Frontline World Feb. 14, 2012.
I reserved 20 tickets and have posted the information below.

Homework is to read the Newsweek article given here by Tuesday next week. We will talk about it as the inspiration for Greg Neri's book.

From WLTC

Read Chapter 2, do exercises: 2B, 2C, 2D, 2E (in class), 2F (in class, think about before hand), 2G, 2H (in class), Exercises 2I --choose 2 to respond to (due Feb. 9. Bring electronically to class).

Exercises 2J, 2K (homework Feb. 7). 2L due within the month. What we are doing now is developing our ability to talk about arguments, which starts with acquiring the language and skills, also reading compelling and well-structured writing.

Fieldtrip

I'd like for us to go on a field trip this month, February 9, to see a film released theatrically last year called, The Interrupters. This film, which takes place in Chicago, looks at violence in the community and a program that addresses this.

At the screening there will be people on a panel afterwards entertaining questions, one who is in the film. The film screens on television February 14, 2012 on Frontline: http://www.pbs.org/wgbh/pages/frontline/interrupters/?utm_campaign=interrupters&utm_medium=GoogleAds&utm_source=keyword

Free Community Screening
The Interrupters

(I reserved 20 tickets. If you want to reserve tickets yourself here is the link: http://oaklandinterrupters-eorg.eventbrite.com/

A Film By Steve James and Alex Kotlowitz

The Interrupters tells the stories of three "violence interrupters" who, with bravado, humility, and even humor try to protect their Chicago communities from the violence they themselves once employed.

4:00-5:00 PM Light Reception

5:00-7:00 PM Film Screening

7:00-8:00 PM Panel Discussion


Location:
Oakland Museum of California
James Moore Theater
1000 Oak Street
Entrance on 10th Street

After the film, join us for a panel discussion moderated by The Ella Baker Center For Human Rights' Abel Habtegeorgis and featuring two of the film's inspiring subjects, along with youth and adult leaders engaged in violence prevention work in Oakland to talk about what needs to be done here at home.


Panelists:
Ameena Matthews, Ceasefire Chicago (featured in the film)

Eddie Bocanegra, Ceasefire Chicago (featured in the film)

Kyndra Simmons, Intervention Specialist, Youth ALIVE!

Anthony Del Toro, Street Outreach Leader, California Youth Outreach

Moderator: Abel Habtegeorgis, Media Relations Manager, The Ella Baker Center For Human Rights

Presented by ITVS, KQED, The Ella Baker Center For Human Rights, Top Ten Social, Youth ALIVE!, and Urban Peace Movement

This event is a part of Women And Girls Lead, an innovative public media initiative designed to focus, educate, and connect women, girls, and their allies across the globe to address the challenges of the 21st century.

*PLEASE NOTE RSVP's do not guarantee seating. Seating is on a first come, first served basis.