Thursday, March 21, 2013
Today in class we looked at the dialectical approach to argument (7th ed. 82; 6th ed.85). We completed exercises 4B in groups.
Students then completed exercise 4C in pairs (88; 93).
Lastly, students started Exercise 7 (92; 98).
Homework: revise any outstanding assignments by April 1. Come to class April 2 prepared to write an essay: Writing Assignment 8 (95; 102).
Students then completed exercise 4C in pairs (88; 93).
Lastly, students started Exercise 7 (92; 98).
Homework: revise any outstanding assignments by April 1. Come to class April 2 prepared to write an essay: Writing Assignment 8 (95; 102).
Thursday, March 14, 2013
Homework
Complete the in-class essay. Bring to class printed out. So far the two essays I read look good.
1. Read chapter 4 in WLTC. Pay attention to Writing Assignment 7 (7th ed. 93-94; 6th ed. 98-100). We will do this assignment in class as a freewrite on Tuesday.
2. We will continue the discussion begun with the templates from They Say in groups. The form of the essay is Rogerian, which is one developed by a psychotherapist, Carl R. Rogers (1902-1987). What is unique about Rogers theory is that he looks to not just develop empathy with those we do not agree with, he also has as a major aspect of his style of argument a need to come to a synthesis or place of agreement which he calls a "concession." In fact, the authors of this textbook believe so much in this type of reasoning, they do not include any others (7th ed. 84-85; 6th ed. 87).
This is the reason why I wanted students to practice agreeing and disagreeing. Oh, today students forgot that for each essay there is an Initial Planning Sheet and in most cases an outline.
The Thursday, March 28, in-class essay, will use a topic from Wise. You can continue along the same theme as with this in-class essay today. Writing Assignment 8 essay will be between 2-3 pages. This does not include the works cited page and bibliography.
Students will be asked to include in the bibliography two other sources related to your topic. We will talk more about this first argument on Thursday.
3. Students will complete or at least start Writing Assignment 8 (7th ed. 95; 6th ed. 102) in class on Thursday. There is no homework over the Spring Break except to think about what book you would like to read for your final argument on happiness. The next book we will read is The Happiness Project, by Gretchen Rubin. We will zip through the book. Students need to kept electronic reading logs which will be turned in with the essay.
With Rubin, we will explore the Aristotelian argument and Toulmin. The final essay is based on your book about happiness and you can choose which form you would like to use of the three.
After Spring Break we will have a group presentation on Logical Fallacies. The presentation can be theatrical in form or a film. Make it fun for yourselves. The grade is shared by all participants. We will take a day and run through Hacker's section on Argumentation. It is compact and useful.
1. Read chapter 4 in WLTC. Pay attention to Writing Assignment 7 (7th ed. 93-94; 6th ed. 98-100). We will do this assignment in class as a freewrite on Tuesday.
2. We will continue the discussion begun with the templates from They Say in groups. The form of the essay is Rogerian, which is one developed by a psychotherapist, Carl R. Rogers (1902-1987). What is unique about Rogers theory is that he looks to not just develop empathy with those we do not agree with, he also has as a major aspect of his style of argument a need to come to a synthesis or place of agreement which he calls a "concession." In fact, the authors of this textbook believe so much in this type of reasoning, they do not include any others (7th ed. 84-85; 6th ed. 87).
This is the reason why I wanted students to practice agreeing and disagreeing. Oh, today students forgot that for each essay there is an Initial Planning Sheet and in most cases an outline.
The Thursday, March 28, in-class essay, will use a topic from Wise. You can continue along the same theme as with this in-class essay today. Writing Assignment 8 essay will be between 2-3 pages. This does not include the works cited page and bibliography.
Students will be asked to include in the bibliography two other sources related to your topic. We will talk more about this first argument on Thursday.
3. Students will complete or at least start Writing Assignment 8 (7th ed. 95; 6th ed. 102) in class on Thursday. There is no homework over the Spring Break except to think about what book you would like to read for your final argument on happiness. The next book we will read is The Happiness Project, by Gretchen Rubin. We will zip through the book. Students need to kept electronic reading logs which will be turned in with the essay.
With Rubin, we will explore the Aristotelian argument and Toulmin. The final essay is based on your book about happiness and you can choose which form you would like to use of the three.
After Spring Break we will have a group presentation on Logical Fallacies. The presentation can be theatrical in form or a film. Make it fun for yourselves. The grade is shared by all participants. We will take a day and run through Hacker's section on Argumentation. It is compact and useful.
Today in class we will write a short essay. Students were to bring in an essay question to address today. We will focus on integrating sources and proper MLA documentation.
See Hacker pages 464-479, 480-490. For Works Cited page or Bibliography see 59b (490-532).
Prompt
In a three paragraph essay, address your question. Include a citation in each paragraph: 1 free paraphrase; 1 short direct citation and 1 block quote.
Each paragraph should be minimally 4 sentences of original writing not including the citation. Make sure the citation is properly introduced, connected to the discourse that proceeds it and leads into the next idea.
Students should in the introduction acknowledge the conversation they are entering, seek to foster empathy in their audience for their topic, and employ a few of these strategies: agree or disagree; agree and disagree; plant a naysayer within the text.
Perhaps students can look at how Wise does this so well and then try one of these strategies in each paragraph.
Templates for Disagreeing, with reasons:
X is mistaken because she overlooks recent fossil discoveries in the South.
X's claim that _____________ rests upon the questionable assumption that ____________.
I disagree with x's view that ____________ becasue, as a recent research has shown, __________.
X contradicts herself/can't have it both ways. On the one hand, she argues __________. On the other hand, she also says_____________.
By focusing on ___________, X overlooks the deeper problem of ____________.
Agree--but with a Difference
I agree that diversity in the student body is educationally valuable because my experience at Central University confirms it.
X is surely right about ___________ because, as she may not be aware, recent studies have shown that _________.
X's theory of ___________ is extremely useful because it sheds light on the difficult problem of _________.
Those unfamiliar with this school of thought may be interested to know that it basically boils down to _______.
I agree that __________, a point that needs emphasizing since so many people still believe ___________.
If group X is right that ___________, as I think they are, then we need to reassess that popular assumption that _______________.
Templates for Agreeing and Disagreeing Simultaneously Although I agree with X up to a point, I cannot accept his overriding assumption that religion is no longer a major force today.
Although I disagree with much that X says, I fully endorse his final conclusion that __________.
Though I concede that ___________, I still insist that ___________.
X is right that _____________, I still insist that _____________.
X is right that ________, but she seems on dubious ground when she claims that __________.
Whereas X provides ample evidence that ___________, Y and Z's research on ________ and ________ convinces me that _____________instead.
I am of two minds about X's claim that _________. On the one hand, I agree that ________. Onthe other hand, I am not sure if ___________.
My feelings on the issue are mixed. I do support X's position that _________., but I find Y's argument about _____________ and Z's research on __________ to be equally persuasive.
(From They Say Second Edition.)
See Hacker pages 464-479, 480-490. For Works Cited page or Bibliography see 59b (490-532).
Prompt
In a three paragraph essay, address your question. Include a citation in each paragraph: 1 free paraphrase; 1 short direct citation and 1 block quote.
Each paragraph should be minimally 4 sentences of original writing not including the citation. Make sure the citation is properly introduced, connected to the discourse that proceeds it and leads into the next idea.
Students should in the introduction acknowledge the conversation they are entering, seek to foster empathy in their audience for their topic, and employ a few of these strategies: agree or disagree; agree and disagree; plant a naysayer within the text.
Perhaps students can look at how Wise does this so well and then try one of these strategies in each paragraph.
Templates for Disagreeing, with reasons:
X is mistaken because she overlooks recent fossil discoveries in the South.
X's claim that _____________ rests upon the questionable assumption that ____________.
I disagree with x's view that ____________ becasue, as a recent research has shown, __________.
X contradicts herself/can't have it both ways. On the one hand, she argues __________. On the other hand, she also says_____________.
By focusing on ___________, X overlooks the deeper problem of ____________.
Agree--but with a Difference
I agree that diversity in the student body is educationally valuable because my experience at Central University confirms it.
X is surely right about ___________ because, as she may not be aware, recent studies have shown that _________.
X's theory of ___________ is extremely useful because it sheds light on the difficult problem of _________.
Those unfamiliar with this school of thought may be interested to know that it basically boils down to _______.
I agree that __________, a point that needs emphasizing since so many people still believe ___________.
If group X is right that ___________, as I think they are, then we need to reassess that popular assumption that _______________.
Templates for Agreeing and Disagreeing Simultaneously Although I agree with X up to a point, I cannot accept his overriding assumption that religion is no longer a major force today.
Although I disagree with much that X says, I fully endorse his final conclusion that __________.
Though I concede that ___________, I still insist that ___________.
X is right that _____________, I still insist that _____________.
X is right that ________, but she seems on dubious ground when she claims that __________.
Whereas X provides ample evidence that ___________, Y and Z's research on ________ and ________ convinces me that _____________instead.
I am of two minds about X's claim that _________. On the one hand, I agree that ________. Onthe other hand, I am not sure if ___________.
My feelings on the issue are mixed. I do support X's position that _________., but I find Y's argument about _____________ and Z's research on __________ to be equally persuasive.
(From They Say Second Edition.)
Tuesday, March 12, 2013
Tim Wise
Today in class we will spend the entire morning talking about Tim Wise's Dear White America. As you discuss his book, think about the form and how it serves Wise's purpose stated in his Note to the Reader.
What are some of the potential responses "White America" might reply in both agreement and disagreement?
Talk about Wise's credibility as an insider. Who else might have written this book the way he has?
Focus on a few of his more controversial arguments. Look at the evidence. How does he make the unpalatable palatable? Be specific.
Share the arguments you brought in today to share. Look at others. Lastly, put these arguments in standard form. Are they inductive or deductive? How would you describe Wise's writing stylistically?
Do these arguments fall into a specific category? How are Wise's and Baldwin's letters similar? How do they differ? Would you say the motivating factor for both men is the same? What is that?
At the end of the letter, if asked who is White America, what would you answer?
Homework for Thursday, March 14, 2013
Read chapter 4. Look at Writing Assignment 7 (7th Ed. 92-93; 6th Ed. 98-101) and Writing Assignment 8 (7th Ed. 95; 6th Ed.102). We will use themes from Dear White America in these two assignments.
Develop a question you'd like to address in an essay about Dear White America (see page 78-79 in 7th Ed. or 81-82 in 6th Ed. WLTC). Bring to class. We will swap for a freewrite (smile).
Next week March 19-21:
The Language of Argument--Definition
Skim this chapter for Tuesday, March 19, 2013. We will look at definition this week, again using Wise and Baldwin as the texts. When we return from Spring Break we will begin reading Gretchen Rubin's The Happiness Project. Bring the book to class.
What are some of the potential responses "White America" might reply in both agreement and disagreement?
Talk about Wise's credibility as an insider. Who else might have written this book the way he has?
Focus on a few of his more controversial arguments. Look at the evidence. How does he make the unpalatable palatable? Be specific.
Share the arguments you brought in today to share. Look at others. Lastly, put these arguments in standard form. Are they inductive or deductive? How would you describe Wise's writing stylistically?
Do these arguments fall into a specific category? How are Wise's and Baldwin's letters similar? How do they differ? Would you say the motivating factor for both men is the same? What is that?
At the end of the letter, if asked who is White America, what would you answer?
Homework for Thursday, March 14, 2013
Read chapter 4. Look at Writing Assignment 7 (7th Ed. 92-93; 6th Ed. 98-101) and Writing Assignment 8 (7th Ed. 95; 6th Ed.102). We will use themes from Dear White America in these two assignments.
Develop a question you'd like to address in an essay about Dear White America (see page 78-79 in 7th Ed. or 81-82 in 6th Ed. WLTC). Bring to class. We will swap for a freewrite (smile).
Next week March 19-21:
The Language of Argument--Definition
Skim this chapter for Tuesday, March 19, 2013. We will look at definition this week, again using Wise and Baldwin as the texts. When we return from Spring Break we will begin reading Gretchen Rubin's The Happiness Project. Bring the book to class.
Thursday, March 7, 2013
Ain't I a Woman Cyber-Assignment
Today in class we listened to a selection from Avery Sharpe's Sojourner Truth "ain't I a woman?" CD. Visit http://www.averysharpe.com/
We then watched a recording of a Congressional Tribute to Sojourner Truth, the first woman to be honored with a bust in the US Capitol in 2009. The bust was sculpted by noted artist Artis Lane. (The previous link to Kerry Washington is no longer available).
Uploaded on Apr 29, 2009 http://www.youtube.com/watch?v=-0YR1eiG0us
Cicely Tyson performs Sojourner Truth's "Ain't that a woman?"
First Lady Michelle Obama joined House Speaker Nancy Pelosi, Secretary of State Hillary Rodham Clinton and other lawmakers and dignitaries on Capitol Hill on Tuesday to unveil a bust of Sojourner Truth, the 19th-century slave turned abolitionist who was also a fiery advocate for women's rights.
Freewrite
What is Truth's Argument? What form does it take, inductive or deductive? Put it in Standard Form.
We also read Elizabeth Cady Stanton's Declaration of Sentiments and Resolutions. What is her stated argument? Put in standard form.
Have the two women converse about the Rights of Women from their unique perspectives.
http://www.fordham.edu/halsall/mod/sojtruth-woman.asp
http://www.fordham.edu/halsall/mod/senecafalls.asp
Ask Stanton state why she takes her the form of her document from Thomas Jefferson's Declaration of Independence. Why doesn't she use the term "independence"? is something Truth would be interested in querying her why.
Post the conversations here.
We conclude the class with discussions on Wise. Students meet in Lit Circles and talk about the text. Pull 5-10 arguments and put in standard form. Post at a separate link.
Tuesday, March 5, 2013
This Week at a Glance
Today in class we will review the previous assignments, summaries based on a review of Tim Wise's book Dear White America, or an article about him.
And from WLTC we will share ads 2l (45-47).
In groups discuss Exercise 2J Behavior-Changing Images (Seventh Ed. 48-49). For homework read Dear White America pages 9-84. In WLTC read/skim Chapter 4, (7th Ed. 75-86; 6th Ed. 77-88).
Think about Baldwin's and Wise's multiple arguments (or is there just one argument) as you read.
Thursday, March 7, 2013, we will continue with Wise and Chapter 4 in WLTC. Our freewrite will have something to do with International Women's Day. I am leaning towards a video from Voices of a People's History by Howard Zinn.
And from WLTC we will share ads 2l (45-47).
In groups discuss Exercise 2J Behavior-Changing Images (Seventh Ed. 48-49). For homework read Dear White America pages 9-84. In WLTC read/skim Chapter 4, (7th Ed. 75-86; 6th Ed. 77-88).
Think about Baldwin's and Wise's multiple arguments (or is there just one argument) as you read.
Thursday, March 7, 2013, we will continue with Wise and Chapter 4 in WLTC. Our freewrite will have something to do with International Women's Day. I am leaning towards a video from Voices of a People's History by Howard Zinn.
Subscribe to:
Posts (Atom)