Final argument
Use this final argument form for the essay which takes its theme from Black Like Me. The theme is "legality vs. morality" for all three arguments. One could look at the system of segregation, one which separated people based on racial classification and the consequences to black people re: human rights abuses which perhaps precipitated Griffin's desire to go undercover as a "black man." Yet, even as a "black man," Griffin's reflections were often colored by what Tim Wise might cite as "privilege;" he knew he could always escape.
This essay, also explained in great detail in Writing Logically Thinking Critically is perhaps the hardest kind of position to take as a critical thinker, because it asks one to not only consider the viewpoints outside one's own on an issue, it asks you to contemplate such opposing viewpoints validity and search for places of common ground.
Such a view could potentially court violence with one's constituency--you could be labeled a traitor and lose their trust.
The question becomes then, why is this perspective viable and two, why is it recommended?
Flowchart
This Rogerian Model Flowchart, as were the Classical and Toulmin models, also taken from White and Billings's The Well-Crafted Argument: A Guide and Reader, Third Edition (157).
1. What issue am I going to investigate?
2. What is my thesis?
3. What common ground exists between my views and those whose views differ from mine?
4. What are the challenging views on the matter that I need to discuss?
5. How can I judiciously highlight the limitation of the challenging views and suggest a mutually agreeable way of overcoming those limitations?
6. Based on shared views about my thesis, what can I add in the way of evidence that would be compatible with challenging views?
7. What are my concluding reflections in light of the above?
8. Using the above information, what can I say in my opening paragraph that would best introduce my argument and engage my reader's attention?
Remember:
"A successful argument along Rogerian principles like the Classical and Toulmin models, includes thorough, accurate, and relevant evidence in support of its claim; unlike these models, however, the aim of Rogerian persuasion is not to 'win' the argument but to find common ground and to build consensus on an issue troubling both the writer and the audience. Instead of being considered 'opponents,' those with differing views are encouraged to reach consensus and to enter into a cooperative dialogue with the writer. . . . When considering taking a Rogerian approach to your argument, remember to ask yourself three questions: Can I represent challenging views and evaluate the evidence fairly and objectively? Do any of the challenging views make sense to some degree, and if so, can I find a way to incorporate them into my own views? Am I sincere in my desire to establish common ground with those who take issue with me? (157).
Final checklist:
1. Do I find common ground with those whose views differ from my own?
2. Do I carefully consider the weaknesses or limitations of my point of 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 which I disagree respectively? Do I give more emphasis to the points of agreement than the points of disagreement?
Sunday, May 22, 2011
Tuesday, May 17, 2011
Portfolio Workshop Monday, May 23, 2011 9-12 A-232
I have a couple of chapters from a textbook I used to use on revision for students to read to give them a bit of background on the topic.
The book is: Writing with a Thesis: A Rhetoric and Reader. Tenth Edition, by authors, Sarah E. Skwire and David Skwire. The publisher is Thomson Wadsworth 2008in Boston, MA.
The book is: Writing with a Thesis: A Rhetoric and Reader. Tenth Edition, by authors, Sarah E. Skwire and David Skwire. The publisher is Thomson Wadsworth 2008in Boston, MA.
Power and Love: Are the two incompatible
We complete this semester with a conversation on inductive reasoning. When one looks at fallacious arguments, when the argument is inductive one talks about material fallacies vs. formal fallacies (where the structure of the essay is suspect as is the case in deductive arguments).
I was reading my aol mail and saw a news announcement about our former governor's affair with an employee. The news reporter framed it as a "love match, that the affair was consensual," yet it begs the question when one looks at the power imbalance between employer and employee.
Here are two articles pulled from two popular media outlets. What do you think? When there is an imbalance in a relationship, be it employment or love, is it ever fair?
I couldn't help but remember the couple's employment of someone who was "illegal." Was this the person AS had sex with?
I was also reminded of the Sally Hemmings scandal with President Thomas Jefferson and how historians want to reshape that incidence of child molestation as a "love affair."
Article:
Arnold admits to having love child with staff member
Could there be a thicker Hollywood plot developing? Yesterday, former California Gov. Arnold Schwarzenegger confirmed in a statement to the Los Angeles Times that he had fathered a love child with a longtime household staff member before he was elected governor in 2002. His wife, Maria Shriver, left the pair's Brentwood home earlier this year after he admitted to fathering the child with the staff member, who had worked for the family for 20 years but remained anonymous.
"After leaving the governor's office I told my wife about this event, which occurred over a decade ago," Schwarzenegger's statement to the LA Times said. "I understand and deserve the feelings of anger and disappointment among my friends and family. There are no excuses and I take full responsibility for the hurt I have caused. I have apologized to Maria, my children and my family. I am truly sorry." Shriver refused to comment on the matter.
http://powerwall.msnbc.msn.com/politics/may-17-arnold-maria-lovechild-bombshell-and-strauss-kahn-says-there-was-consent-10052.gallery
Shriver: It's a 'painful and heartbreaking time'
(AP) LOS ANGELES (AP) — Former California Gov. Arnold Schwarzenegger has acknowledged that he fathered a child with a member of his household staff, a revelation that apparently prompted wife Maria Shriver to leave the couple's home before they announced their separation last week.
Schwarzenegger and Shriver jointly announced May 9 that they were splitting up after 25 years of marriage. Yet, Shriver moved out of the family's Brentwood mansion earlier in the year after Schwarzenegger acknowledged the child is his, the Los Angeles Times reported Tuesday.
"After leaving the governor's office I told my wife about this event, which occurred over a decade ago," Schwarzenegger told the Times in a statement that was later sent to The Associated Press. "I understand and deserve the feelings of anger and disappointment among my friends and family. There are no excuses and I take full responsibility for the hurt I have caused. I have apologized to Maria, my children and my family. I am truly sorry.
"I ask that the media respect my wife and children through this extremely difficult time," the statement concluded. "While I deserve your attention and criticism, my family does not."
Hours later, Shriver also released a statement: "This is a painful and heartbreaking time. As a mother, my concern is for the children. I ask for compassion, respect and privacy as my children and I try to rebuild our lives and heal. I will have no further comment."
Schwarzenegger's representatives also did not comment further.
The Times did not publish the former staffer's name nor that of her child but said the woman worked for the family for 20 years and retired in January.
Schwarzenegger issued his statement to the Times late Monday, after the newspaper had interviewed the former staffer. She had told the Times that another man — her husband at the time — was the child's father. When the Times later informed the woman of the governor's statement, she declined to comment further.
Schwarzenegger later released the statement to The Associated Press and other news organizations.
The child was born before Schwarzenegger began his seven-year stint in public office.
Shriver stood by her husband during his 2003 gubernatorial campaign after the Los Angeles Times reported accusations that he had a history of groping women. Schwarzenegger later said he "behaved badly sometimes."
In his first public comments since the couple announced their breakup, Schwarzenegger said last week that he and Shriver "both love each other very much."
"We are very fortunate that we have four extraordinary children and we're taking one day at a time," he said at a Los Angeles event marking Israeli independence. Their children range in age from 13 to 21.
Since his term as California governor ended in early January, Schwarzenegger, 63, has traveled around the world, his wife nowhere in sight. While the "Terminator" star appeared confident about the future since exiting politics, cutting movie deals and fashioning himself as a global spokesman for green energy, Shriver, known for her confidence, seemed unsettled.
Shriver, 55, maintained her own identity when her husband entered politics, though she gave up her job at NBC. Their union was often tested in Sacramento, where the former action star contended with a rough seven years of legislative gridlock, a budget crisis and lingering questions about his fidelity.
The estranged couple's initial separation statement referred to "a time of great personal and professional transition for each of us" but gave no hint of what caused the split.
Shriver had also mentioned "transitions" in a Facebook posting earlier this year but gave no details. At the time it seemed most likely to be a reference to the end of her role as California's first lady. Schwarzenegger had left office in January after seven years as California's governor. Shriver never moved to Sacramento during that time, but she used her position to run a popular yearly women's conference that drew high-profile attendees.
Shriver, daughter of Sargent and Eunice Kennedy Shriver and a niece of President John F. Kennedy, met the former Mr. Universe in 1977 at the Robert F. Kennedy Pro-Celebrity Tennis Tournament in Forest Hills, New York.
They married on April 26, 1986, in a white clapboard church in Hyannis, Massachusetts, with many members of the Kennedy clan and celebrities present and a crowd of fans cheering outside. At the time she was an anchor on the "CBS Morning News" and the Austrian-born star was filming another movie.
They have four children, Katherine, 21, Christina, 19, Patrick, 17, and Christopher, 13.
http://www.cbsnews.com/stories/2011/05/17/ap/celebrities/main20063520.shtml
I was reading my aol mail and saw a news announcement about our former governor's affair with an employee. The news reporter framed it as a "love match, that the affair was consensual," yet it begs the question when one looks at the power imbalance between employer and employee.
Here are two articles pulled from two popular media outlets. What do you think? When there is an imbalance in a relationship, be it employment or love, is it ever fair?
I couldn't help but remember the couple's employment of someone who was "illegal." Was this the person AS had sex with?
I was also reminded of the Sally Hemmings scandal with President Thomas Jefferson and how historians want to reshape that incidence of child molestation as a "love affair."
Article:
Arnold admits to having love child with staff member
Could there be a thicker Hollywood plot developing? Yesterday, former California Gov. Arnold Schwarzenegger confirmed in a statement to the Los Angeles Times that he had fathered a love child with a longtime household staff member before he was elected governor in 2002. His wife, Maria Shriver, left the pair's Brentwood home earlier this year after he admitted to fathering the child with the staff member, who had worked for the family for 20 years but remained anonymous.
"After leaving the governor's office I told my wife about this event, which occurred over a decade ago," Schwarzenegger's statement to the LA Times said. "I understand and deserve the feelings of anger and disappointment among my friends and family. There are no excuses and I take full responsibility for the hurt I have caused. I have apologized to Maria, my children and my family. I am truly sorry." Shriver refused to comment on the matter.
http://powerwall.msnbc.msn.com/politics/may-17-arnold-maria-lovechild-bombshell-and-strauss-kahn-says-there-was-consent-10052.gallery
Shriver: It's a 'painful and heartbreaking time'
(AP) LOS ANGELES (AP) — Former California Gov. Arnold Schwarzenegger has acknowledged that he fathered a child with a member of his household staff, a revelation that apparently prompted wife Maria Shriver to leave the couple's home before they announced their separation last week.
Schwarzenegger and Shriver jointly announced May 9 that they were splitting up after 25 years of marriage. Yet, Shriver moved out of the family's Brentwood mansion earlier in the year after Schwarzenegger acknowledged the child is his, the Los Angeles Times reported Tuesday.
"After leaving the governor's office I told my wife about this event, which occurred over a decade ago," Schwarzenegger told the Times in a statement that was later sent to The Associated Press. "I understand and deserve the feelings of anger and disappointment among my friends and family. There are no excuses and I take full responsibility for the hurt I have caused. I have apologized to Maria, my children and my family. I am truly sorry.
"I ask that the media respect my wife and children through this extremely difficult time," the statement concluded. "While I deserve your attention and criticism, my family does not."
Hours later, Shriver also released a statement: "This is a painful and heartbreaking time. As a mother, my concern is for the children. I ask for compassion, respect and privacy as my children and I try to rebuild our lives and heal. I will have no further comment."
Schwarzenegger's representatives also did not comment further.
The Times did not publish the former staffer's name nor that of her child but said the woman worked for the family for 20 years and retired in January.
Schwarzenegger issued his statement to the Times late Monday, after the newspaper had interviewed the former staffer. She had told the Times that another man — her husband at the time — was the child's father. When the Times later informed the woman of the governor's statement, she declined to comment further.
Schwarzenegger later released the statement to The Associated Press and other news organizations.
The child was born before Schwarzenegger began his seven-year stint in public office.
Shriver stood by her husband during his 2003 gubernatorial campaign after the Los Angeles Times reported accusations that he had a history of groping women. Schwarzenegger later said he "behaved badly sometimes."
In his first public comments since the couple announced their breakup, Schwarzenegger said last week that he and Shriver "both love each other very much."
"We are very fortunate that we have four extraordinary children and we're taking one day at a time," he said at a Los Angeles event marking Israeli independence. Their children range in age from 13 to 21.
Since his term as California governor ended in early January, Schwarzenegger, 63, has traveled around the world, his wife nowhere in sight. While the "Terminator" star appeared confident about the future since exiting politics, cutting movie deals and fashioning himself as a global spokesman for green energy, Shriver, known for her confidence, seemed unsettled.
Shriver, 55, maintained her own identity when her husband entered politics, though she gave up her job at NBC. Their union was often tested in Sacramento, where the former action star contended with a rough seven years of legislative gridlock, a budget crisis and lingering questions about his fidelity.
The estranged couple's initial separation statement referred to "a time of great personal and professional transition for each of us" but gave no hint of what caused the split.
Shriver had also mentioned "transitions" in a Facebook posting earlier this year but gave no details. At the time it seemed most likely to be a reference to the end of her role as California's first lady. Schwarzenegger had left office in January after seven years as California's governor. Shriver never moved to Sacramento during that time, but she used her position to run a popular yearly women's conference that drew high-profile attendees.
Shriver, daughter of Sargent and Eunice Kennedy Shriver and a niece of President John F. Kennedy, met the former Mr. Universe in 1977 at the Robert F. Kennedy Pro-Celebrity Tennis Tournament in Forest Hills, New York.
They married on April 26, 1986, in a white clapboard church in Hyannis, Massachusetts, with many members of the Kennedy clan and celebrities present and a crowd of fans cheering outside. At the time she was an anchor on the "CBS Morning News" and the Austrian-born star was filming another movie.
They have four children, Katherine, 21, Christina, 19, Patrick, 17, and Christopher, 13.
http://www.cbsnews.com/stories/2011/05/17/ap/celebrities/main20063520.shtml
Thursday, May 12, 2011
Wrapping it up
Today in class we complete the presentations of the Toulmin essay. Before this we reviewed WLTC--Read 169-183. We completed exercises 7E (175).
Homework is to read pp. 183-199 and complete: 7H (182-3), Ex. 7I (193), 7J (195). Read Ch. 8--bring in questions.
3. Bring in an outline for the BLM essay, along with the IPS. Use WLTC 87-88. I will post an outline a bit later. Look for it.
4. Don't forget the cyber assignment from Tuesday. Only two students completed it.
5. We will have a short exam on key terms on Tuesday, complete any exercises we haven't reviewed and talk about Propaganda Techniques.
6. I will have copies of a portfolio for students to look at as well.
Homework is to read pp. 183-199 and complete: 7H (182-3), Ex. 7I (193), 7J (195). Read Ch. 8--bring in questions.
3. Bring in an outline for the BLM essay, along with the IPS. Use WLTC 87-88. I will post an outline a bit later. Look for it.
4. Don't forget the cyber assignment from Tuesday. Only two students completed it.
5. We will have a short exam on key terms on Tuesday, complete any exercises we haven't reviewed and talk about Propaganda Techniques.
6. I will have copies of a portfolio for students to look at as well.
Congratulations! You did it-that is, completed the term. Now for final details: Portfolios are due no later than Friday, May 26, 12 noon.
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 uses Rogerian.
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
This essay looks at 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.
Narrative 2
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 uses Rogerian.
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
This essay looks at 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.
Narrative 2
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, May 10, 2011
Homework:
Read Propaganda Techniques. Prepare to respond to one of the Writing Topics on Thursday. Also identify the fallacies associated with the "techniques," be prepared to share.
For extra credit, post a summary here.
Find a scholarly article on BLM and John Howard Griffin. What arguments are raised either for or against the project? Put the more salient -- Griffin's and three others, in standard form. use those arguments posed by authorities, famous people (smile).
Post a summary of one of the articles here: the analysis or the biography. Also, post the arguments. Do you see any fallacious arguments? If so, you can post one of them as one of the three. What is the fallacy? Name it.
Read Propaganda Techniques. Prepare to respond to one of the Writing Topics on Thursday. Also identify the fallacies associated with the "techniques," be prepared to share.
For extra credit, post a summary here.
Find a scholarly article on BLM and John Howard Griffin. What arguments are raised either for or against the project? Put the more salient -- Griffin's and three others, in standard form. use those arguments posed by authorities, famous people (smile).
Post a summary of one of the articles here: the analysis or the biography. Also, post the arguments. Do you see any fallacious arguments? If so, you can post one of them as one of the three. What is the fallacy? Name it.
Black Like Me
Watch the videos. What are you in store for? How is John Howard Griffin's experiment a perfect example of what Carl R. Rogers (1902-1987) speaks of as empathy, "the ability to see the expressed idea and attitude from the other person's point of view [?]'" (Cooper and Patton 87).
What is Griffin's argument? What are some of the counterarguments? What does Dick Gregory say about Griffin?
As you read the book, BLM, note both the benefits and hazards of his project. In your opinion, is it worth it and for whom?
http://www.youtube.com/watch?v=0-qbme14MO4
http://www.youtube.com/watch?v=ZNnS9mOmm5I&feature=related
http://www.youtube.com/watch?v=cOHaZKKuBqc&feature=related
http://www.youtube.com/watch?v=ynDbJG9OLy8&feature=related
What is Griffin's argument? What are some of the counterarguments? What does Dick Gregory say about Griffin?
As you read the book, BLM, note both the benefits and hazards of his project. In your opinion, is it worth it and for whom?
http://www.youtube.com/watch?v=0-qbme14MO4
http://www.youtube.com/watch?v=ZNnS9mOmm5I&feature=related
http://www.youtube.com/watch?v=cOHaZKKuBqc&feature=related
http://www.youtube.com/watch?v=ynDbJG9OLy8&feature=related
Monday, May 9, 2011
We are going to workshop the Toulmin essays and return to WLTC. The essays are due Thursday via email and if the presentations need reworking, then those students can present.
We will practice writing the Rogerian essay on Thursday as a freewrite. It is in our book. We have already discussed it.
Pay attention to details. Do not send me drafts. I will not be giving students line by line comments for anymore essays. Learn from your errors and do better. I will not spend one to two hours with a student going over grammar and mechanical errors: 15 minutes max coupon for one time use.
English 5 and English 211 students are expected to have certain skills and if you don't possess them, I would have hoped such writers had made use of the free support services available on campus here and throughout the campus.
Certain students have a relationship with me going back years, like Javier. He knows my style and he is a competent writer, and since I have known him as a writer over the past two-three maybe four years, we have a sort of shorthand communication. The same is true for Quan and Frena, but this is not the case for the majority of you.
I am a hard taskmaster and I do expect a lot, but I don't think I am unreasonable and I am pleased with the work of those of you who are still here (smile).
We will practice writing the Rogerian essay on Thursday as a freewrite. It is in our book. We have already discussed it.
Pay attention to details. Do not send me drafts. I will not be giving students line by line comments for anymore essays. Learn from your errors and do better. I will not spend one to two hours with a student going over grammar and mechanical errors: 15 minutes max coupon for one time use.
English 5 and English 211 students are expected to have certain skills and if you don't possess them, I would have hoped such writers had made use of the free support services available on campus here and throughout the campus.
Certain students have a relationship with me going back years, like Javier. He knows my style and he is a competent writer, and since I have known him as a writer over the past two-three maybe four years, we have a sort of shorthand communication. The same is true for Quan and Frena, but this is not the case for the majority of you.
I am a hard taskmaster and I do expect a lot, but I don't think I am unreasonable and I am pleased with the work of those of you who are still here (smile).
We're all set for Friday, May 13, 2011 at the First Congregational Church to see Angela Davis and Tim Wise (smile). They were not taking orders on-line and I called and paid over the phone for four tickets.
The tickets will be at will-call. We should plan to get their early so we can sit in the front row (smile).
Andre, Ocean, Jeff and I are going.
The tickets will be at will-call. We should plan to get their early so we can sit in the front row (smile).
Andre, Ocean, Jeff and I are going.
Thursday, May 5, 2011
English 5 Spring 2011: Argument 2
The essay is due for a peer review Tuesday, May 10, 2011. Final draft due May 12.
Write a Toulmin-based argument in which you defend or challenge the view that the American judicial system is just or fair to all citizens tried. Use Robert Hilary King’s life as exemplified in From the Bottom of the Heap: Black Panther Robert Hillary King to prove this claim.
I gave students a copy of a Toulmin essay by Virginia Woolf as an example.
This is the second argument with as its theme: Morality vs. Legality. When is what is legal moral and when is the same system immoral? What about ethical?
Include a preliminary synopsis of your argument. Divided into five sections:
1. Your claim
2. A qualifier
3. Your data subdivided into hard facts and reason-based evidence. Both objective and subjective
4. Your warrant, which renders your data trustworthy
5. Your backing, which enforces and legitimizes the warrant
Outline
1. What issue am I going to investigate?
2. What is my claim?
3. What grounds (data) can I produce that would authenticate my claim [Testimonials from psychologists, convicted juveniles, law enforcement, parents, advocates; statistic, laws]
4. What backing can I give to my warrant?
5. In light of challenging views, how will I need to qualify my claim, if at all
6. What concluding reflections can I give to my argument?, runaways—who is most vulnerable to participating in illegal activities or is no one immune?]
7. Using the above information, what can I say in my opening paragraph that would best introduce my argument and engage my reader’s attentions?
Write a Toulmin-based argument in which you defend or challenge the view that the American judicial system is just or fair to all citizens tried. Use Robert Hilary King’s life as exemplified in From the Bottom of the Heap: Black Panther Robert Hillary King to prove this claim.
I gave students a copy of a Toulmin essay by Virginia Woolf as an example.
This is the second argument with as its theme: Morality vs. Legality. When is what is legal moral and when is the same system immoral? What about ethical?
Include a preliminary synopsis of your argument. Divided into five sections:
1. Your claim
2. A qualifier
3. Your data subdivided into hard facts and reason-based evidence. Both objective and subjective
4. Your warrant, which renders your data trustworthy
5. Your backing, which enforces and legitimizes the warrant
Outline
1. What issue am I going to investigate?
2. What is my claim?
3. What grounds (data) can I produce that would authenticate my claim [Testimonials from psychologists, convicted juveniles, law enforcement, parents, advocates; statistic, laws]
4. What backing can I give to my warrant?
5. In light of challenging views, how will I need to qualify my claim, if at all
6. What concluding reflections can I give to my argument?, runaways—who is most vulnerable to participating in illegal activities or is no one immune?]
7. Using the above information, what can I say in my opening paragraph that would best introduce my argument and engage my reader’s attentions?
Write a short essay using your outline for the Toulmin essay re: juvenile justice, more specifically sentencing juvenile offenders as adults. Add racial or ethnic identity to the equation and what do we have? Look at the two girls profiled: one is had a shorter sentence and was preparing for release, while the other child, also a mother, was trying to stay focused and not allow the long sentence depress her.
I will show you a excerpt of a film called: Race to Execution, which looks at the role of race in the sentencing process.
Visit http://www.racetoexecution.com/
Visit: http://www.pbs.org/independentlens/racetoexecution/film.html
I will show you a excerpt of a film called: Race to Execution, which looks at the role of race in the sentencing process.
Visit http://www.racetoexecution.com/
Visit: http://www.pbs.org/independentlens/racetoexecution/film.html
Tuesday, May 3, 2011
Juvies
Using the outline below: Outline the argument presented in the film, Juvies. Visit http://www.juvies.net/index.php
Post here.
Other homework is to start reading Black Like Me. Bring in your arguments for From the Bottom of the Heap. Complete an Initial Planning Sheet for the Toulmin essay.
Post here.
Other homework is to start reading Black Like Me. Bring in your arguments for From the Bottom of the Heap. Complete an Initial Planning Sheet for the Toulmin essay.
Relationship between the Claim, Data, Warrants, and Backing (notes)
Claim
The assertion I shall try to persuade you to accept as true with or without qualifiers. The types of claims are: statements of value, policy or ethics.
Data/Grounds
The facts and/or logical reasons that demonstrate the truth of my claim: legal data (such as laws, policies, regulations and codes); scientific data, such as findings obtained from mathematical calculations and laboratory experiments (keep in mind that experiments such as DNA testing and ballistics analyses, used to help solve crimes, are an inherent part of legal data and are often referred to as forensic data); testimonial or experiential data, which is based on firsthand experience (for example, eyewitness testimony and oral histories as gathered by anthropologists), scholarly or documentary data (that is, data obtained from secondary sources published in book or electronic form; and 5. Statistical data, which may be obtained firsthand (in which case it would be akin to but not identical with scientific data unless the statistics were derived from laboratory experiment instead of, say, opinion polls.)
Like claims or arguments, the data or grounds must be presented as accurately and as unambiguously as possible (White Billings 115).
Warrant
Assurance that the data are based on solid principles, thus contributing to the validity and trustworthiness of the claim. Toulmin states in The Uses of Argument, “warrants indicate the bearing of [the] conclusion of the data already produced” (98). “By ‘bearing’ Toulmin is referring to the need for readers to recognize and accept an appropriate direction in which takes shape from claim to data to warrant. Warrants remind us of the humanizing dimension of argument: An argument, no matter how ‘Heated,’ must always be principled rather than stem from vague or questionable motives” (White Billings 115).
The warrants parallel the three types of classical appeals: Logical or scientific warrants, ethical or forensic-based warrants, emotional or artistic-based warrants
Backing
Assurance that the warrant is sound
The Qualifier
Claims are rarely absolute, that is the claim may be valid in many circumstance but not necessarily in all. If that is the case, an arguer would want to qualify the claim so that her readers would understand how she is limiting its range.
Outline
1. What issue am I going to investigate? [Juvenile offenders]
2. What is my claim? [For example, should juveniles be sentences as adults?]
3. What grounds (data) can I produce that would authenticate my claim [Testimonials from psychologists, convicted juveniles, law enforcement, parents, advocates; statistic, laws]
4. What backing can I give to my warrant? [Example: The incarceration of youth is society’s admission of failure to protect and help the most vulnerable in society. Locking up youth has not significantly affected crime in California. Locking up kids does not decrease juvenile violence which is often connected to dysfunction in the child’s home, if the child has a home. Juveniles affected by substance abuse and poverty]
5. In light of challenging views, how will I need to qualify my claim, if at all? [Example: Is there ever an instance where a kid is clearly a danger to him or herself or others? If so, what should society do?]
6. What concluding reflections can I give to my argument? [Enhancements to laws in California, court deals that the child might not understand, parents recent immigrants, sexually exploited, runaways—who is most vulnerable to participating in illegal activities or is no one immune?]
7. Using the above information, what can I say in my opening paragraph that would best introduce my argument and engage my reader’s attentions?
The assertion I shall try to persuade you to accept as true with or without qualifiers. The types of claims are: statements of value, policy or ethics.
Data/Grounds
The facts and/or logical reasons that demonstrate the truth of my claim: legal data (such as laws, policies, regulations and codes); scientific data, such as findings obtained from mathematical calculations and laboratory experiments (keep in mind that experiments such as DNA testing and ballistics analyses, used to help solve crimes, are an inherent part of legal data and are often referred to as forensic data); testimonial or experiential data, which is based on firsthand experience (for example, eyewitness testimony and oral histories as gathered by anthropologists), scholarly or documentary data (that is, data obtained from secondary sources published in book or electronic form; and 5. Statistical data, which may be obtained firsthand (in which case it would be akin to but not identical with scientific data unless the statistics were derived from laboratory experiment instead of, say, opinion polls.)
Like claims or arguments, the data or grounds must be presented as accurately and as unambiguously as possible (White Billings 115).
Warrant
Assurance that the data are based on solid principles, thus contributing to the validity and trustworthiness of the claim. Toulmin states in The Uses of Argument, “warrants indicate the bearing of [the] conclusion of the data already produced” (98). “By ‘bearing’ Toulmin is referring to the need for readers to recognize and accept an appropriate direction in which takes shape from claim to data to warrant. Warrants remind us of the humanizing dimension of argument: An argument, no matter how ‘Heated,’ must always be principled rather than stem from vague or questionable motives” (White Billings 115).
The warrants parallel the three types of classical appeals: Logical or scientific warrants, ethical or forensic-based warrants, emotional or artistic-based warrants
Backing
Assurance that the warrant is sound
The Qualifier
Claims are rarely absolute, that is the claim may be valid in many circumstance but not necessarily in all. If that is the case, an arguer would want to qualify the claim so that her readers would understand how she is limiting its range.
Outline
1. What issue am I going to investigate? [Juvenile offenders]
2. What is my claim? [For example, should juveniles be sentences as adults?]
3. What grounds (data) can I produce that would authenticate my claim [Testimonials from psychologists, convicted juveniles, law enforcement, parents, advocates; statistic, laws]
4. What backing can I give to my warrant? [Example: The incarceration of youth is society’s admission of failure to protect and help the most vulnerable in society. Locking up youth has not significantly affected crime in California. Locking up kids does not decrease juvenile violence which is often connected to dysfunction in the child’s home, if the child has a home. Juveniles affected by substance abuse and poverty]
5. In light of challenging views, how will I need to qualify my claim, if at all? [Example: Is there ever an instance where a kid is clearly a danger to him or herself or others? If so, what should society do?]
6. What concluding reflections can I give to my argument? [Enhancements to laws in California, court deals that the child might not understand, parents recent immigrants, sexually exploited, runaways—who is most vulnerable to participating in illegal activities or is no one immune?]
7. Using the above information, what can I say in my opening paragraph that would best introduce my argument and engage my reader’s attentions?
Thursday, April 28, 2011
Cyber-Assignment
Freewrite:
"In a national broadcast exclusive, we speak with Thomas Tamm, the former U.S. Justice Department attorney who helped expose the Bush administration’s domestic warrantless eavesdropping program that intercepted private email messages and phone calls of U.S. residents without a court warrant. On Tuesday, news broke that the Justice Department dropped its long-running criminal investigation of Tamm. The relatively quiet end to the investigation into Tamm’s warrantless wiretapping leak marks a sharp contrast to the controversy his information generated during the second half of the Bush administration about whether the government had overstepped its legal authority in response to the 9/11 terror attacks." See http://www.democracynow.org/2011/4/28/doj_drops_probe_of_whistleblower_who
What is the argument here? What are its implications re: privacy? What type of claim is it: policy, value, fact?
Give your thoughts on the issue. Is it moral or ethical to spy on citizens? When is this plausible, if ever?
2. Classical essay presentations.
3. The Toulmin essay form.
4. Homework.
"In a national broadcast exclusive, we speak with Thomas Tamm, the former U.S. Justice Department attorney who helped expose the Bush administration’s domestic warrantless eavesdropping program that intercepted private email messages and phone calls of U.S. residents without a court warrant. On Tuesday, news broke that the Justice Department dropped its long-running criminal investigation of Tamm. The relatively quiet end to the investigation into Tamm’s warrantless wiretapping leak marks a sharp contrast to the controversy his information generated during the second half of the Bush administration about whether the government had overstepped its legal authority in response to the 9/11 terror attacks." See http://www.democracynow.org/2011/4/28/doj_drops_probe_of_whistleblower_who
What is the argument here? What are its implications re: privacy? What type of claim is it: policy, value, fact?
Give your thoughts on the issue. Is it moral or ethical to spy on citizens? When is this plausible, if ever?
2. Classical essay presentations.
3. The Toulmin essay form.
4. Homework.
Tuesday, April 26, 2011
Freewrite
Develop a character profile on Robert King. What do we know about him and how does his person proof the thesis of the book?
Thursday, April 14, 2011
3 Black Panthers & the Last Slave Plantation
We watched part of the video: 3 Black Panthers & the Last Slave Plantation.
This feature length documentary film Angola 3: Black Panthers and the Last Slave Plantation "tells the story of three former members of the Black Panther Party incarcerated in the Angola Louisiana State Prison known as the Angola 3 . We will focus on the issues that have surrounded and clouded their cases since the 70s. In addition our film explores the political climate of the 60s and 70s that produced “political” prisoners in America. By presenting a meticulously researched portrait of these men, their circumstances as well as the context of the times, we want to encourage viewers to think critically about history, racism, the prison system and to actively engage in making changes"
(from the website: Visit http://3blackpanthers.org/)
The film is narrated by Mumia Abu Jamal, an award winning journalist who is on death row in Philadelphia in 1982 (Visit http://www.prisonradio.org/mumia.htm)
I show you the film to give you a bit of background and set up for the memoir, From the Bottom of the Heap, which I asking you to read during the Spring recess.
We will use this book as the topic of the Toulmin essay. As you read, think about the following terms: prison, poverty, criminal, government surveillance, political prisoner and prisoner of war, human rights, institutional racism, resistance, Black Panther Party, resistance and its consequences, Angola State Prison, Louisiana, southern cultural, slavery, COINTELPRO, legality vs. morality, human rights vs. civil rights and so on.
Is there a relationship between imprisonment and enslavement? Is there a connection between justice and race? Is there a connection between the government and who gets prosecuted and for what?
Think once again about your thesis in the classical essay and how it applies in this case with these examples.
This feature length documentary film Angola 3: Black Panthers and the Last Slave Plantation "tells the story of three former members of the Black Panther Party incarcerated in the Angola Louisiana State Prison known as the Angola 3 . We will focus on the issues that have surrounded and clouded their cases since the 70s. In addition our film explores the political climate of the 60s and 70s that produced “political” prisoners in America. By presenting a meticulously researched portrait of these men, their circumstances as well as the context of the times, we want to encourage viewers to think critically about history, racism, the prison system and to actively engage in making changes"
(from the website: Visit http://3blackpanthers.org/)
The film is narrated by Mumia Abu Jamal, an award winning journalist who is on death row in Philadelphia in 1982 (Visit http://www.prisonradio.org/mumia.htm)
I show you the film to give you a bit of background and set up for the memoir, From the Bottom of the Heap, which I asking you to read during the Spring recess.
We will use this book as the topic of the Toulmin essay. As you read, think about the following terms: prison, poverty, criminal, government surveillance, political prisoner and prisoner of war, human rights, institutional racism, resistance, Black Panther Party, resistance and its consequences, Angola State Prison, Louisiana, southern cultural, slavery, COINTELPRO, legality vs. morality, human rights vs. civil rights and so on.
Is there a relationship between imprisonment and enslavement? Is there a connection between justice and race? Is there a connection between the government and who gets prosecuted and for what?
Think once again about your thesis in the classical essay and how it applies in this case with these examples.
Tuesday, April 12, 2011
Cyber-Assignment
Today we will continue with the Classical essay. The freewrite is to use the article I gave students last week, which you outlined in groups to write a classical argument.
The question is: Is imprisonment ever justified given Francisco Carillo's story (see "LA Man Freed After Wrongful Conviction"). Is as Angela Davis, prison abolisionist and scholar's statement: "Prisons are obsolete" true?
2. TKW
3. WLTC -- drawing or illustrating arguments
4. Homework
5. Robert King's Book: From the Bottom of the Heap
6. Peer Review of Classical Essay
The question is: Is imprisonment ever justified given Francisco Carillo's story (see "LA Man Freed After Wrongful Conviction"). Is as Angela Davis, prison abolisionist and scholar's statement: "Prisons are obsolete" true?
2. TKW
3. WLTC -- drawing or illustrating arguments
4. Homework
5. Robert King's Book: From the Bottom of the Heap
6. Peer Review of Classical Essay
Thursday, April 7, 2011
First Argument of Three Series
Using the classical model or argument, write an essay defending or challenging the value or usefulness of an existing law, policy or program, such as slavery as depicted in The Known World. Bring in your notes, an Initial Planning Sheet and the outline for the Classical Argument.
How is slavery both moral and legal? For whom is it such?
The essay should follow the outline/flowchart precisely. The argument will probably be about 250-500 words (1-2 pages). The three part thesis will work here as well; do not forget to use topics: definitions, analogies, consequences, and testimony.
Due Tuesday, April 12, 2011. Bring in a paper copy.
The Classical model of argument dates back to ancient Greece and Rome, and it is still sued. In effect, the Classical model presents a template, a preestablished structure for framing an argument. It includes three elements:
1.An introduction which presents the claim to be argued and gives necessary background information.
2.A body of collected data or evidence and appeals, which together attempt to persuade the audience that the claim is convincing, and acknowledgement and refutation of challenging views.
3. "A conclusion, which may summarize key points, reflect on implications and consequences, or make recommendations (if appropriate). In addition, the content of an argument was generated by modes of thought or topics, which definition, comparison, temporal/causal connection, circumstance, and testimony
"Argument in the ancient world was conducted mainly through oratory, the art of speechmaking. Training for a profession in which through argument was part of the job included being trained in the rhetorical strategies needed for giving speeches in that profession. Hence, aspiring politicians were trained in deliberative oratory, aspiring lawyers in forensic oratory. Everyone involved in public life was probably trained in celebratory oratory, which was used for honoring individuals and events" (from The Well-Crafted Argument A Guide and a Reader Third Ed. 109-110)
How is slavery both moral and legal? For whom is it such?
The essay should follow the outline/flowchart precisely. The argument will probably be about 250-500 words (1-2 pages). The three part thesis will work here as well; do not forget to use topics: definitions, analogies, consequences, and testimony.
Due Tuesday, April 12, 2011. Bring in a paper copy.
The Classical model of argument dates back to ancient Greece and Rome, and it is still sued. In effect, the Classical model presents a template, a preestablished structure for framing an argument. It includes three elements:
1.An introduction which presents the claim to be argued and gives necessary background information.
2.A body of collected data or evidence and appeals, which together attempt to persuade the audience that the claim is convincing, and acknowledgement and refutation of challenging views.
3. "A conclusion, which may summarize key points, reflect on implications and consequences, or make recommendations (if appropriate). In addition, the content of an argument was generated by modes of thought or topics, which definition, comparison, temporal/causal connection, circumstance, and testimony
"Argument in the ancient world was conducted mainly through oratory, the art of speechmaking. Training for a profession in which through argument was part of the job included being trained in the rhetorical strategies needed for giving speeches in that profession. Hence, aspiring politicians were trained in deliberative oratory, aspiring lawyers in forensic oratory. Everyone involved in public life was probably trained in celebratory oratory, which was used for honoring individuals and events" (from The Well-Crafted Argument A Guide and a Reader Third Ed. 109-110)
Cyber-Freewrite
Read the article. Using the Classical Argument flow chart or outline. Develop an outline for this article.
Tuesday, April 5, 2011
Today in class we reviewed Topical Invention (handout) and The Classical Argument form or Aristotelian (handout).
Some of the arguments developed were: Legality is outside one's control and morality is within one's control or sphere of influence.
Even though Skiffington is against slavery, it's his job to enforce the law which causes him a moral dilemma.
When majority population puts in place a certain set of rules to control and protect its people from harm, this is the proper role of government.
We reviewed 7B together and talked about Venn Diagrams. We'll complete 7C on Thursday.
Homework: Develop an outline for TKW essay for a classical argument. The topic is legality vs. morality. Use, "slavery" as depicted in TKW to prove your thesis.
Use the characters to illustrate teh legality and the moral issues connected to slavery, the institution.
Some of the arguments developed were: Legality is outside one's control and morality is within one's control or sphere of influence.
Even though Skiffington is against slavery, it's his job to enforce the law which causes him a moral dilemma.
When majority population puts in place a certain set of rules to control and protect its people from harm, this is the proper role of government.
We reviewed 7B together and talked about Venn Diagrams. We'll complete 7C on Thursday.
Homework: Develop an outline for TKW essay for a classical argument. The topic is legality vs. morality. Use, "slavery" as depicted in TKW to prove your thesis.
Use the characters to illustrate teh legality and the moral issues connected to slavery, the institution.
Legality vs. Morality
Reflect on the difference between what is legal vs. what is moral. Sometimes the two are in opposition. Look at the current debate between pharmaceutical companies with the USA judicial system which is using their life-saving drugs to kill convicted persons.
Look at the ever present argument about war and how war is necessary to achieve peace (?!)
Yesterday was the end of a period known as A Season of Peace, the dates between Mahatma Gandhi's killing January 30 and Martin Luther King Jr's killing April 4.
Reflect on legality vs. morality within the institution of slavery which is legal at the time events take place in Manchester county.
Look at the ever present argument about war and how war is necessary to achieve peace (?!)
Yesterday was the end of a period known as A Season of Peace, the dates between Mahatma Gandhi's killing January 30 and Martin Luther King Jr's killing April 4.
Reflect on legality vs. morality within the institution of slavery which is legal at the time events take place in Manchester county.
Thursday, March 31, 2011
Cyber-Assignment: The Known World
1. Look at the themes: slavery, power and literacy. How do these three (3) themes play out in individual character's lives? Choose three to examine.
After looking at other themes students were told they could choose three (3) other themes to examine. Themes we looked at were: sacrifice, family, slavery, freedom, wealth, poverty, and personal histories and how these lives and their stories are changed or impacted both negatively and positively by the dominant social discourse.
Respond in three (3), in five (5) sentence paragraphs. Include a citation in each paragraph. Respond to a student post.
2. Fallacies 6A (in class contest). The E Team, E for Excellence won the first round with 17 points to the A Teams 15. We will have a rematch on Tuesday (smile).
3. Exercise 7B pp. 163-164. We didn't get to this. We will complete it on Tuesday in groups.
Homework:
1. Read in WLTC pp. 157-173. Skim the entire chapter. Complete exercises: 7A (163). You can post here and email to me as well (just in case).
2. Be prepared to do exercises: 7C, 7D, and 7E in class and 7B (see above).
3. Finish TKW. Homework, post five arguments in standard form taken from TKW here.
1. Look at the themes: slavery, power and literacy. How do these three (3) themes play out in individual character's lives? Choose three to examine.
After looking at other themes students were told they could choose three (3) other themes to examine. Themes we looked at were: sacrifice, family, slavery, freedom, wealth, poverty, and personal histories and how these lives and their stories are changed or impacted both negatively and positively by the dominant social discourse.
Respond in three (3), in five (5) sentence paragraphs. Include a citation in each paragraph. Respond to a student post.
2. Fallacies 6A (in class contest). The E Team, E for Excellence won the first round with 17 points to the A Teams 15. We will have a rematch on Tuesday (smile).
3. Exercise 7B pp. 163-164. We didn't get to this. We will complete it on Tuesday in groups.
Homework:
1. Read in WLTC pp. 157-173. Skim the entire chapter. Complete exercises: 7A (163). You can post here and email to me as well (just in case).
2. Be prepared to do exercises: 7C, 7D, and 7E in class and 7B (see above).
3. Finish TKW. Homework, post five arguments in standard form taken from TKW here.
Wednesday, March 30, 2011
Moving Forward
We will write arguments using three forms: Toulmin, Rogerian and Aristotelian or Classical. Students will present these arguments orally. The essays will be about 250-500 words long.
The Known World (Classical)
From the Bottom of the Heap (Rogerian)
Black Like Me (Toulmin)
Let's look at due dates to see what is reasonable. Note the length of the essays.
The Known World (Classical)
From the Bottom of the Heap (Rogerian)
Black Like Me (Toulmin)
Let's look at due dates to see what is reasonable. Note the length of the essays.
Tuesday students worked in small groups on Exercise 6A in WLTC. We also talked about the Wise essay. Homework was to complete the second or third 100 pages (smile). Maybe it was second hundred--all I am certain of is, we complete the book next week. The other aspect of the homework was to complete the rest of 6A. We will review the answers in the morning.
We will look at revision strategies in the morning (handout and film--at a later date). We will also share at least one successful essay, more in the coming week. Students will also have an opportunity to develop thesis sentences related to themes from The Known World. We will use the Classical Argumentative form or Aristotelian, for this essay.
I will give students a sample essay using this form Tuesday to practice in groups. Let's look at next Thursday for essay plans for TKW using the classical form. Final drafts the following week. This will give students who are revising essays a chance to complete these revisions.
We'll start From the Bottom of the Heap next. It is an easy read, even if the issues addressed are not. Robert King is in town tomorrow for a screening of a film about the Angola 3. He will be at both screenings: 4 PM at the University of San Francisco's "Presentation Theatre" on Turk (near Masonic) in San Francisco, and at Yerba Buena Center for the Arts on Mission at Third Street for the 7:30 PM screening.
As a part of Human Rights Watch Film Festival, the University of San Francisco is screening and panel discussion also includes a screening of the film, COINTELPRO and Mr. King will be joined by Richard Brown of the San Francisco 8 and Will Crossman. I think the USF event will be pretty remarkable, but YBCA will be great as well. YBCA costs $8 for tickets. A friend of mine said if anyone wants to go to the YBCA event and can't afford it let her know, which means you have to let me know (smile).
Oh, if anyone needs the book: From the Bottom of the Heap, now is the time to tell me, so I can order copies. It is $12.00.
If nothing else, the first essay assignment was a great illustration of the difference between argument, opinion and explanation. Don't you think?
We will look at revision strategies in the morning (handout and film--at a later date). We will also share at least one successful essay, more in the coming week. Students will also have an opportunity to develop thesis sentences related to themes from The Known World. We will use the Classical Argumentative form or Aristotelian, for this essay.
I will give students a sample essay using this form Tuesday to practice in groups. Let's look at next Thursday for essay plans for TKW using the classical form. Final drafts the following week. This will give students who are revising essays a chance to complete these revisions.
We'll start From the Bottom of the Heap next. It is an easy read, even if the issues addressed are not. Robert King is in town tomorrow for a screening of a film about the Angola 3. He will be at both screenings: 4 PM at the University of San Francisco's "Presentation Theatre" on Turk (near Masonic) in San Francisco, and at Yerba Buena Center for the Arts on Mission at Third Street for the 7:30 PM screening.
As a part of Human Rights Watch Film Festival, the University of San Francisco is screening and panel discussion also includes a screening of the film, COINTELPRO and Mr. King will be joined by Richard Brown of the San Francisco 8 and Will Crossman. I think the USF event will be pretty remarkable, but YBCA will be great as well. YBCA costs $8 for tickets. A friend of mine said if anyone wants to go to the YBCA event and can't afford it let her know, which means you have to let me know (smile).
Oh, if anyone needs the book: From the Bottom of the Heap, now is the time to tell me, so I can order copies. It is $12.00.
If nothing else, the first essay assignment was a great illustration of the difference between argument, opinion and explanation. Don't you think?
Thursday, March 24, 2011
Today, the inclimate weather kept the many away. Thanks to those who braved the stormy weather (smile). We reviewed 5 more of the exercises from Hacker and Dennis shared http://www.youtube.com/watch?v=teMlv3ripSM
(This is the complete sketch: http://www.youtube.com/watch?v=kQFKtI6gn9Y)
Dennis tell us about the argument and the fallacy. You can post it here.
Homework is to bring in an example of one of the fallacies depicted in Chapter 6, also to complete WLTC Exercises 6A: 1-5 on page 145. If students want to answer more that's fine. We will complete them all between Tuesday and Thursday.
Next week we will continue in TKW and look more closely at inductive and deductive reasoning using Venn Diagrams (157-199).
I will email students graded responses to their Wise essays. Thanks for your patience.
(This is the complete sketch: http://www.youtube.com/watch?v=kQFKtI6gn9Y)
Dennis tell us about the argument and the fallacy. You can post it here.
Homework is to bring in an example of one of the fallacies depicted in Chapter 6, also to complete WLTC Exercises 6A: 1-5 on page 145. If students want to answer more that's fine. We will complete them all between Tuesday and Thursday.
Next week we will continue in TKW and look more closely at inductive and deductive reasoning using Venn Diagrams (157-199).
I will email students graded responses to their Wise essays. Thanks for your patience.
Sekou Sundiata "Blink Your Eyes" Cyber-Assignment Homework
http://www.youtube.com/watch?v=RR0nTMg3kbs
Watch and listen to the poem. What is the argument? What evidence supports the argument? What in your experience supports this argument? What in Wise supports this argument?
Watch and listen to the poem. What is the argument? What evidence supports the argument? What in your experience supports this argument? What in Wise supports this argument?
Cyber-Assignment 2 today
A good way to keep reading logs for the book is to keep them according to characters. As a first profile describe Henry Townsend.
Post your profile here.
Post your profile here.
Cyber-Assignment 1 today
Today we will, in groups, complete the balance of the Hacker exercises. Post summaries ofThe Known World reviews here now or later.
Students brought in visual arguments. I want students to have an opportunity to share them.
I plan to show students a clip from the film: The Great Debaters. The film is based on the true story of a small black college in Wiley, Texas's debate against, in the film, Harvard, in reality, the University of Southern California in the 1930s.
It is a great cinematic moment (smile). There is no writing assignment attached to it, just a way to observe how powerful argument is in changing the world or at least making it a better place to live in.
If you'd like to respond fell free to do so.
Students brought in visual arguments. I want students to have an opportunity to share them.
I plan to show students a clip from the film: The Great Debaters. The film is based on the true story of a small black college in Wiley, Texas's debate against, in the film, Harvard, in reality, the University of Southern California in the 1930s.
It is a great cinematic moment (smile). There is no writing assignment attached to it, just a way to observe how powerful argument is in changing the world or at least making it a better place to live in.
If you'd like to respond fell free to do so.
Tuesday, March 22, 2011
The Known World, WLTC, etc.
Today in class the plan is to review the Hacker handout on Argumentation and review Chapter 6 in WLTC. Read the chapter. We will complete Exercise 6A in class. Homework is to bring in a visual fallacy to share. Be prepared to explain it.
We will take some time to get into Lit Circles to talk about The Known World. We want to complete it in two weeks, beginning with last Thursday. A student suggested we spend more time on TKW and less on the other two books, which are easier to read.
TKW is not a fast read. Try to complete 2-4 chapters (100 pages a week). Develop character profiles. It will help one keep track of the events and the shifting chronology.
I am still wading through Wise. I plan to respond to all students with grades by Thursday.
We will take some time to get into Lit Circles to talk about The Known World. We want to complete it in two weeks, beginning with last Thursday. A student suggested we spend more time on TKW and less on the other two books, which are easier to read.
TKW is not a fast read. Try to complete 2-4 chapters (100 pages a week). Develop character profiles. It will help one keep track of the events and the shifting chronology.
I am still wading through Wise. I plan to respond to all students with grades by Thursday.
Thursday, March 17, 2011
Other Announcement: Free Medical Check-ups
April 1-4 in Sacramento
April 9-12 at the Oakland Coliseum
Free medical, dental and vision services. Details on-line at RAM website: http://www.ramusa.org/expeditions/schedule.htm
Remote Active Medical, an organization that provides free services to the unemployed, under served, uninsured, under insured, and those who cannot afford to pay for these services.
Arrive at 3:30 AM to get a number.
Patients will be seen from 5 AM to late afternoon, early evening. The organization can also use volunteers.
April 1-4 in Sacramento
April 9-12 at the Oakland Coliseum
Free medical, dental and vision services. Details on-line at RAM website: http://www.ramusa.org/expeditions/schedule.htm
Remote Active Medical, an organization that provides free services to the unemployed, under served, uninsured, under insured, and those who cannot afford to pay for these services.
Arrive at 3:30 AM to get a number.
Patients will be seen from 5 AM to late afternoon, early evening. The organization can also use volunteers.
Wise Essay
Extension
If students need it. The Wise essay can be submitted up to Monday at 12 noon. Students can give me the reading logs Monday, if they are not digital. For TKW type your logs.
I will give students a reading schedule Tuesday, since the syllabus is not accurate anymore (smile). Bring a grammar style book to class on Tuesday and to each class, along with a dictionary, WLTC and the novel. We meet in A-204 on Tuesday.
I know we are moving fast, but this is an accelerated schedule. Don't get behind on the reading. Turn in essays which reflect your best writing. MLA should be perfect. For this essay I am paying attention to how well you define the term and how well you use evidence and incorporate it into the text.
It is a short essay, which means it shouldn't have been that difficult to write. Make sure you include the question after the heading of the paper, followed by the essay starting with the title.
In a word document arrange your essay as follows:
1. Final draft of the essay.
2. Essay Planning--IPS and outline
3. Peer Reviews
4. Related Cyber-assignments
5. Reading Logs
Redo the header and count all the pages. Headers are one half inch from the top of the page. I gave students a handout at the beginning of the class with this information on it. Make sure you put titles on each section and begin each section with a new page. The sections can take the titles from 1-5 (see above). You do not have to put a heading on the Final Draft of the essay. I think I can figure that out (smile).
In the Works Cited page, which is a part of your essay, don't forget to use a hanging indent for any citation longer than 1 line. If there are any articles or books read which were not cited, include them in a bibliography. Bibliographies look just like Works Cited pages.
Keep an error log on your essays. I will probably make students write correction essays for all essay which do not get a passing grade the first time.
If you did not complete the freewrite, make sure you complete it. Post your thesis anonymously and respond to student arguments with your name.
If students need it. The Wise essay can be submitted up to Monday at 12 noon. Students can give me the reading logs Monday, if they are not digital. For TKW type your logs.
I will give students a reading schedule Tuesday, since the syllabus is not accurate anymore (smile). Bring a grammar style book to class on Tuesday and to each class, along with a dictionary, WLTC and the novel. We meet in A-204 on Tuesday.
I know we are moving fast, but this is an accelerated schedule. Don't get behind on the reading. Turn in essays which reflect your best writing. MLA should be perfect. For this essay I am paying attention to how well you define the term and how well you use evidence and incorporate it into the text.
It is a short essay, which means it shouldn't have been that difficult to write. Make sure you include the question after the heading of the paper, followed by the essay starting with the title.
In a word document arrange your essay as follows:
1. Final draft of the essay.
2. Essay Planning--IPS and outline
3. Peer Reviews
4. Related Cyber-assignments
5. Reading Logs
Redo the header and count all the pages. Headers are one half inch from the top of the page. I gave students a handout at the beginning of the class with this information on it. Make sure you put titles on each section and begin each section with a new page. The sections can take the titles from 1-5 (see above). You do not have to put a heading on the Final Draft of the essay. I think I can figure that out (smile).
In the Works Cited page, which is a part of your essay, don't forget to use a hanging indent for any citation longer than 1 line. If there are any articles or books read which were not cited, include them in a bibliography. Bibliographies look just like Works Cited pages.
Keep an error log on your essays. I will probably make students write correction essays for all essay which do not get a passing grade the first time.
If you did not complete the freewrite, make sure you complete it. Post your thesis anonymously and respond to student arguments with your name.
Recap
Today in class:
1. Freewrite on-line
2. Argumentation--video (handout from Diana Hacker's Rules for Writers (pp. 344-368 5th Ed; 371-380 6th Ed.) Read handout for homework. You do not have to do the exercises on the last two pages. We will complete the exercises in groups in class.
3. The Known World - Homework, Find a published review of the book using a library database. Bring the article to class. Post a summary after class. Handout from book (Author interview and a list of characters). Read it.
4. Cyber-Assignment due before class:
Post a response to Argumentation video. What is argumentation? Discuss 4 points about argumentation you learned, that perhaps you were unaware of.
What is another term (one word) for argumentation? What is an objective argument?
Discuss 4 points made that mirror those already discussed in WLTC. Be specific and use page numbers from WLTC.
Why is audience important? Why did Norm need an example? How did Fred's need for a new van help explain how to write an argument?
Summarize the key points of the discussion on argumentation.
1. Freewrite on-line
2. Argumentation--video (handout from Diana Hacker's Rules for Writers (pp. 344-368 5th Ed; 371-380 6th Ed.) Read handout for homework. You do not have to do the exercises on the last two pages. We will complete the exercises in groups in class.
3. The Known World - Homework, Find a published review of the book using a library database. Bring the article to class. Post a summary after class. Handout from book (Author interview and a list of characters). Read it.
4. Cyber-Assignment due before class:
Post a response to Argumentation video. What is argumentation? Discuss 4 points about argumentation you learned, that perhaps you were unaware of.
What is another term (one word) for argumentation? What is an objective argument?
Discuss 4 points made that mirror those already discussed in WLTC. Be specific and use page numbers from WLTC.
Why is audience important? Why did Norm need an example? How did Fred's need for a new van help explain how to write an argument?
Summarize the key points of the discussion on argumentation.
Cyber-Assignment
Post your arguments from the Wise essay here anonymously. Comment on a classmate's argument (3). Put your name in the comment.
Put one of the arguments in Standard Form.
Put one of the arguments in Standard Form.
Tuesday, March 15, 2011
Homework: Bring in a copy of your essay via Internet, if you haven't already done so, include the final draft on top, the Initial Planning Sheet and Outline second, Cyber-Assignments from blog on Wise, followed by the Peer Review with electronic comments.
Using headings and a new page per section, paste the Wise cyber assignments, the class notes if applicable and your reading logs (if typed). If not, you can give me a copy of the paper copy for now.
For future reference, type everything.
Other homework: Review previous chapters. We'll try to get to Chapter 6: Fallacious Arguments (131). Bring Wise to class, along with The Known World.
Using headings and a new page per section, paste the Wise cyber assignments, the class notes if applicable and your reading logs (if typed). If not, you can give me a copy of the paper copy for now.
For future reference, type everything.
Other homework: Review previous chapters. We'll try to get to Chapter 6: Fallacious Arguments (131). Bring Wise to class, along with The Known World.
Cyber-Freewrite
Read a poem from the collection (handout). Find at least one argument and put it in standard form (WLTC 56-57). Also, comment on the poem in a summary analysis.
Include at least one citation or line in your reflection.
Include at least one citation or line in your reflection.
Thursday, March 10, 2011
Wise Essay Assignment and Due Dates
Tim Wise Essay Assignment and Due Dates
In each essay this semester include three citations from Wise: 1 block quote, 1 in-text citation, and 1 free paraphrase. (3 for the entire essay which should be between 3-4 pages long, not including the works cited page.)
The essays this semester are to be typed. Please include an outline with the essay. Read 1 scholarly article on the theme: "privilege." You do not have to cite it, include it in the bibliography section of your essay.
Use the 3-part thesis to develop the thesis for this essay. (See handout). The three part thesis is the complete thesis vs. the open thesis (WLTC 81).
Find a scholarly article to augment your research on "privilege." Ask the librarian for the password for the library database. Email this article to yourself as well for Tuesday.
This is a Definition Essay. Choose one question to write the essay.
Essay Questions
1. The word "privilege" is used multiple times in Tim Wise's book White Like Me: Reflections on Race from a Privileged Son. How does the author define the word and what examples does he use to support his claim that privilege is not earned, it is inherited, that privilege by its very nature, like capitalism, means there is a clear divide between those that have and those who have not?
2. Choose 3-5 salient arguments which illustrate the point that one's "privilege" affects all aspects of one's life. If one is among the "anointed" then life is good, if not, what then according to Wise?
3. Look at Wise's writing: style, tone, language used or diction. Analyze his examples used to illustrate his definition of privilege--describe their variety. One student looked at privilege in education and how privilege effected a child’s self-esteem and academic achievement. Identify other themes. Who is Wise’s audience? What are the strengths of his argument(s), what if any are its weaknesses?
4. Wise uses his life to illustrate "privilege." Describe how he does this and its effectiveness.
Use Writing Assignment 10 (Part 1 & 2) in WLTC to help with this essay assignment, specifically (124-126). Also read the essays on pages 127-128. The definition is the focal point of the essay. Include the title of the book and its author in the introduction.
The essay is due Tuesday, March 15, 2011 via Internet. We will meet in A-232. The final draft is due Thursday, March 17, 2011. I’d like a printed copy and an emailed copy. Make sure you paste the essay in the email and identify the assignment.
In each essay this semester include three citations from Wise: 1 block quote, 1 in-text citation, and 1 free paraphrase. (3 for the entire essay which should be between 3-4 pages long, not including the works cited page.)
The essays this semester are to be typed. Please include an outline with the essay. Read 1 scholarly article on the theme: "privilege." You do not have to cite it, include it in the bibliography section of your essay.
Use the 3-part thesis to develop the thesis for this essay. (See handout). The three part thesis is the complete thesis vs. the open thesis (WLTC 81).
Find a scholarly article to augment your research on "privilege." Ask the librarian for the password for the library database. Email this article to yourself as well for Tuesday.
This is a Definition Essay. Choose one question to write the essay.
Essay Questions
1. The word "privilege" is used multiple times in Tim Wise's book White Like Me: Reflections on Race from a Privileged Son. How does the author define the word and what examples does he use to support his claim that privilege is not earned, it is inherited, that privilege by its very nature, like capitalism, means there is a clear divide between those that have and those who have not?
2. Choose 3-5 salient arguments which illustrate the point that one's "privilege" affects all aspects of one's life. If one is among the "anointed" then life is good, if not, what then according to Wise?
3. Look at Wise's writing: style, tone, language used or diction. Analyze his examples used to illustrate his definition of privilege--describe their variety. One student looked at privilege in education and how privilege effected a child’s self-esteem and academic achievement. Identify other themes. Who is Wise’s audience? What are the strengths of his argument(s), what if any are its weaknesses?
4. Wise uses his life to illustrate "privilege." Describe how he does this and its effectiveness.
Use Writing Assignment 10 (Part 1 & 2) in WLTC to help with this essay assignment, specifically (124-126). Also read the essays on pages 127-128. The definition is the focal point of the essay. Include the title of the book and its author in the introduction.
The essay is due Tuesday, March 15, 2011 via Internet. We will meet in A-232. The final draft is due Thursday, March 17, 2011. I’d like a printed copy and an emailed copy. Make sure you paste the essay in the email and identify the assignment.
Cyber-Assignment and Wise Essay
Freewrite 1
Writing Assignment 10 Step 1: Composing an Argument Based on a Definition (124-125)
Freewrite 2
The Muslim world is in the news a lot lately and with this attention Muslim women.
You see Muslim women walking around campus in hijab. Who are these women? What is their interior? Is there one answer to this question (smile)?
There are varying definitions of what it means to be a woman in A Islam. These films give a multiplicity of women an opportunity to let their voices be heard.
Choose a short film and write a response. Do this freewrite after Writing Assignment 10 Step 1. You need headphones for this assignment. I have watched: "Muslimah Q," "The Journey," "We Live in the 21 Century," "Half Valued Life," "Niger: Djamila's Story," "A Call at Night," and "The Path to Follow."
http://womensvoicesnow.org/watch These short films are all by women directors who live in Muslim countries or Muslim communities.
In Lit Circles: Explore the definition of the terms that head the chapters in Wise's book. Find an example that exemplifies the his meaning. Try to get through all the chapters.
There are 7: Belonging, Privilege, Denial, Resistance, Collaboration, Loss, Redemption. As a group post your example for each term: word and page number with the beginning of the example, an appropriate signal phrase. Use ellipses marks. Look for concrete examples to illustrate the terms.
We didn't get to this.
For homework, summarize the Epilogue. Post your summaries here. also for homework, decide which term you would like to define in an essay; fill out the initial planning sheets, complete an outline and bring to class.
The polished essay is due, Thursday, March 17, 2011. Bring in a rough draft electronically, that is, email it to yourself (don't forget to paste it as well) Tuesday, March 15, 2011, for a peer review.
Writing Assignment 10 Step 1: Composing an Argument Based on a Definition (124-125)
Freewrite 2
The Muslim world is in the news a lot lately and with this attention Muslim women.
You see Muslim women walking around campus in hijab. Who are these women? What is their interior? Is there one answer to this question (smile)?
There are varying definitions of what it means to be a woman in A Islam. These films give a multiplicity of women an opportunity to let their voices be heard.
Choose a short film and write a response. Do this freewrite after Writing Assignment 10 Step 1. You need headphones for this assignment. I have watched: "Muslimah Q," "The Journey," "We Live in the 21 Century," "Half Valued Life," "Niger: Djamila's Story," "A Call at Night," and "The Path to Follow."
http://womensvoicesnow.org/watch These short films are all by women directors who live in Muslim countries or Muslim communities.
In Lit Circles: Explore the definition of the terms that head the chapters in Wise's book. Find an example that exemplifies the his meaning. Try to get through all the chapters.
There are 7: Belonging, Privilege, Denial, Resistance, Collaboration, Loss, Redemption. As a group post your example for each term: word and page number with the beginning of the example, an appropriate signal phrase. Use ellipses marks. Look for concrete examples to illustrate the terms.
We didn't get to this.
For homework, summarize the Epilogue. Post your summaries here. also for homework, decide which term you would like to define in an essay; fill out the initial planning sheets, complete an outline and bring to class.
The polished essay is due, Thursday, March 17, 2011. Bring in a rough draft electronically, that is, email it to yourself (don't forget to paste it as well) Tuesday, March 15, 2011, for a peer review.
Thursday, March 3, 2011
Class Recap and a Few Assignments & a Cyber-Assignment or 2
Today in class the lecture was a review of Chapter 5: The Language of Argument . In Lit Circles students completed exercises: 5A, 5B and 5C. Homework is to complete Exercise 5D (pp. 1170118), 5E (119-120), A, B & C. Read pages 120-130.
We have passed the dates for the Wise essay. We will use a variation on Writing Assignment 10 (pp. 124-125) in WLTC for this assignment.
The term will come from the text: namely, "privilege." How does Wise define privilege in his memoir: White Like Me?
We will look at Essay Planning next week: Tuesday, March 8 and Thursday, March 10. this includes completing an Initial Planning Sheet and an outline. The essay will be due on Tuesday, March 15, the final draft with notes from the text and all cyber and group assignments on March 17 via Internet.
The freewrite
The freewrite, which only one student completed, was to look at pp. 72-74, distinguishing between arguments and explanations. If you did this freewrite, you can post it here.
Other Assignments
We also didn't get to review the signal phrases identified in Wise (homework) or the answers to WLTC Ex. 4A page 81-82. Read chapter 5. Pay attention to defining "abstract terms," of which "privilege" fits.
We might complete Writing Assignment 10 as a freewrite both Tuesday and Thursday. Students can practice with "privilege." The essays on pages 126-128 are also interesting.
Wise Questions for Further Thought: A Cyber-Assignment
Think about the following questions and respond here. I know, I didn't tell you abut this in advance (smile). Take your time, you can complete it over the next week, due Tuesday, March 8. Post here.
Food for thought
1. How is defining a term a way to clarify one's meaning? Is there an element of surprise involved when one does this? Give examples.
2. What surprise has Wise encountered along the journey to unpack the notion of "privilege" and how does that plays out in his life and by extension others like himself, whether they acknowledge it or not?
3. If a person refuses to acknowledge a verifiable fact, does its existence cease? What does Wise say about this?
4. Wise use of volatile words incite strong responses. One wonders how he gets away with it and why.
5. What does he say about this journey and the responses he has received and receives based on his choice to go places his peers often refuse? Why does he go there when he doesn't have to?
We have passed the dates for the Wise essay. We will use a variation on Writing Assignment 10 (pp. 124-125) in WLTC for this assignment.
The term will come from the text: namely, "privilege." How does Wise define privilege in his memoir: White Like Me?
We will look at Essay Planning next week: Tuesday, March 8 and Thursday, March 10. this includes completing an Initial Planning Sheet and an outline. The essay will be due on Tuesday, March 15, the final draft with notes from the text and all cyber and group assignments on March 17 via Internet.
The freewrite
The freewrite, which only one student completed, was to look at pp. 72-74, distinguishing between arguments and explanations. If you did this freewrite, you can post it here.
Other Assignments
We also didn't get to review the signal phrases identified in Wise (homework) or the answers to WLTC Ex. 4A page 81-82. Read chapter 5. Pay attention to defining "abstract terms," of which "privilege" fits.
We might complete Writing Assignment 10 as a freewrite both Tuesday and Thursday. Students can practice with "privilege." The essays on pages 126-128 are also interesting.
Wise Questions for Further Thought: A Cyber-Assignment
Think about the following questions and respond here. I know, I didn't tell you abut this in advance (smile). Take your time, you can complete it over the next week, due Tuesday, March 8. Post here.
Food for thought
1. How is defining a term a way to clarify one's meaning? Is there an element of surprise involved when one does this? Give examples.
2. What surprise has Wise encountered along the journey to unpack the notion of "privilege" and how does that plays out in his life and by extension others like himself, whether they acknowledge it or not?
3. If a person refuses to acknowledge a verifiable fact, does its existence cease? What does Wise say about this?
4. Wise use of volatile words incite strong responses. One wonders how he gets away with it and why.
5. What does he say about this journey and the responses he has received and receives based on his choice to go places his peers often refuse? Why does he go there when he doesn't have to?
Tuesday, March 1, 2011
Writing Arguments
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.
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.
Thursday, February 24, 2011
Homework and Cyber-Post
Writing Assignment 6 (pp. 70-72). Students can also summarize the argument (from an article) cited in the freewrite today. You have a choice. The summary should not be longer than 250 words.
Post here.
Other assignments: Skim Chapter 4 which looks at writing arguments with attention to a particular argumentative strategy known as Rogerian (87-88). Pay attention to the language: counterargument, refutation, and concession. Does Wise use these strategies in his book? Where do you see this in the chapter Resistance (89-126)? Is Wise adept at juggling alternative viewpoints?
Homework: Identify 10 thesis sentences in Wise's chapter entitled, "Resistance," (89-126). Think about the complete vs. open thesis sentence. Find five of each type. You do not have to write it out, identify them in the book as you read or reread the passages.
Other exercises: WLTC 4A on page 81-82. You can write in the book. It is not necessary to post here. We will review the answers in class on Monday.
Post here.
Other assignments: Skim Chapter 4 which looks at writing arguments with attention to a particular argumentative strategy known as Rogerian (87-88). Pay attention to the language: counterargument, refutation, and concession. Does Wise use these strategies in his book? Where do you see this in the chapter Resistance (89-126)? Is Wise adept at juggling alternative viewpoints?
Homework: Identify 10 thesis sentences in Wise's chapter entitled, "Resistance," (89-126). Think about the complete vs. open thesis sentence. Find five of each type. You do not have to write it out, identify them in the book as you read or reread the passages.
Other exercises: WLTC 4A on page 81-82. You can write in the book. It is not necessary to post here. We will review the answers in class on Monday.
Cyber-Freewrite
Today we are looking at arguments vs. explanations. In WLTC the authors state that arguments are persuasive and explanations provide information. When one looks at North Africa, one reporter I heard on KPFA last night said that the revolutions are rolling along (smile). In Libya the president is killing protesters, at least that's what we are hearing in the corporate media. Does this remind any of you of other cases in recent history where citizens esp. dissidents were massacred?
Look at two viewpoints on what the Libyan president is doing. Find an article where the writer uses mostly explanation and an another case where the opposite is true. Discuss in a freewrite the differences between the two. Do the audiences decide the approach to the writing task?
Compare to the writers in Exercise 3-F (pp. 72-75).
Post your responses here. Keep it to 250-300 words. Use paraphrase and direct citations in your commentary.
Here are a couple of sites with articles to consider:
http://www.bbc.co.uk/news/world-africa-12570279
http://news.yahoo.com/s/ap/af_libya;_ylt=AjzVatcX.aXWWI8tSm_6Rmqs0NUE;_ylu=X3oDMTM4bGVwZ2I3BGFzc2V0A2FwLzIwMTEwMjI0L2FmX2xpYnlhBGNjb2RlA21vc3Rwb3B1bGFyBGNwb3MDMQRwb3MDMgRwdANob21lX2Nva2UEc2VjA3luX3RvcF9zdG9yeQRzbGsDZ2FkaGFmaWZvcmNl
The first article is from BBC. It is about Ghaddafi arguing that Bin Laden is to blame for the unrest in Libya. The second is a report from the Associated Press. AP is usually a neutral(neither conservative or liberal) informative source.
Here are some other cites I visited. I found the interview with President Ghaddafi really interesting: http://blogs.aljazeera.net/africa/2011/02/23/live-blog-libya-feb-24
http://news.ph.msn.com/top-stories/article.aspx?cp-documentid=4666840
http://news.yahoo.com/s/afp/20110221/wl_mideast_afp/libyapoliticsunrestfatwa_20110221212046
http://economictimes.indiatimes.com/articleshow/7543550.cms?prtpage=1
http://english.aljazeera.net/category/person/moamer-kadhafi
Look at two viewpoints on what the Libyan president is doing. Find an article where the writer uses mostly explanation and an another case where the opposite is true. Discuss in a freewrite the differences between the two. Do the audiences decide the approach to the writing task?
Compare to the writers in Exercise 3-F (pp. 72-75).
Post your responses here. Keep it to 250-300 words. Use paraphrase and direct citations in your commentary.
Here are a couple of sites with articles to consider:
http://www.bbc.co.uk/news/world-africa-12570279
http://news.yahoo.com/s/ap/af_libya;_ylt=AjzVatcX.aXWWI8tSm_6Rmqs0NUE;_ylu=X3oDMTM4bGVwZ2I3BGFzc2V0A2FwLzIwMTEwMjI0L2FmX2xpYnlhBGNjb2RlA21vc3Rwb3B1bGFyBGNwb3MDMQRwb3MDMgRwdANob21lX2Nva2UEc2VjA3luX3RvcF9zdG9yeQRzbGsDZ2FkaGFmaWZvcmNl
The first article is from BBC. It is about Ghaddafi arguing that Bin Laden is to blame for the unrest in Libya. The second is a report from the Associated Press. AP is usually a neutral(neither conservative or liberal) informative source.
Here are some other cites I visited. I found the interview with President Ghaddafi really interesting: http://blogs.aljazeera.net/africa/2011/02/23/live-blog-libya-feb-24
http://news.ph.msn.com/top-stories/article.aspx?cp-documentid=4666840
http://news.yahoo.com/s/afp/20110221/wl_mideast_afp/libyapoliticsunrestfatwa_20110221212046
http://economictimes.indiatimes.com/articleshow/7543550.cms?prtpage=1
http://english.aljazeera.net/category/person/moamer-kadhafi
Wednesday, February 23, 2011
Cyber-Reflection on Argumentation and the Standard Form
Today in class students sat in groups and reviewed the homework assigned from Chapter 3. It took up most of the class session. Homework was to finish reading the chapter and to reflect on what you know now that you've completed this section on argument. What are you thoughts on putting arguments in standard form? What about Occam's Razor and the idea of simplicity re: rational thought processes?
There are two articles in the latter part of Chapter 3; make certain you read them well, as the freewrite might be a response to the Writing Assignment associated with the reading.
Post your response to the query about how Chapter 3 expands your grasp of critical thinking and argumentation. In the Lit Circles tomorrow, students will look at the arguments Wise makes that you submitted this week for homework.
We're trying to get to the chapter on definition, as this is the type of essay I want students to write for the first essay due in a few weeks. Some of the assignments I returned were not proofread.
Please make sure the writing is your best work, that is, no sentence fragments, SV Agreement errors, pronoun agreement or pronoun case errors, comma splices, run on sentences, parallel structure errors, misspelled words, wrong words, be-verb overuse, esp. passive voice. If student essays are full of errors, the wayward writer will have to write a correction essay and correct the essay too. Use the academic labs for help and your electronic assistant present in MS Word--spell check and grammar check (for suggestions). Do not let the computer have its way with your writing unsupervised. It is not that smart.
We are almost finished with Wise. We will also look at signal phrases and block quotes and how Wise supports his claims with evidence. I will show students a video on Argumentation next week, Monday. It has good information. There will be a cyber- assignment attached to it.
For extra credit students can bring in arguments: multimedia, visual and also written. If you have any of your arguments electronically (from chapter 2 or that you share), I can post them.
There are two articles in the latter part of Chapter 3; make certain you read them well, as the freewrite might be a response to the Writing Assignment associated with the reading.
Post your response to the query about how Chapter 3 expands your grasp of critical thinking and argumentation. In the Lit Circles tomorrow, students will look at the arguments Wise makes that you submitted this week for homework.
We're trying to get to the chapter on definition, as this is the type of essay I want students to write for the first essay due in a few weeks. Some of the assignments I returned were not proofread.
Please make sure the writing is your best work, that is, no sentence fragments, SV Agreement errors, pronoun agreement or pronoun case errors, comma splices, run on sentences, parallel structure errors, misspelled words, wrong words, be-verb overuse, esp. passive voice. If student essays are full of errors, the wayward writer will have to write a correction essay and correct the essay too. Use the academic labs for help and your electronic assistant present in MS Word--spell check and grammar check (for suggestions). Do not let the computer have its way with your writing unsupervised. It is not that smart.
We are almost finished with Wise. We will also look at signal phrases and block quotes and how Wise supports his claims with evidence. I will show students a video on Argumentation next week, Monday. It has good information. There will be a cyber- assignment attached to it.
For extra credit students can bring in arguments: multimedia, visual and also written. If you have any of your arguments electronically (from chapter 2 or that you share), I can post them.
Thursday, February 17, 2011
Cyber-Freewrite on Information Literacy
Today in class we had what I'd describe as a comprehensive overview of the COA library materials related to critical thinking and information literacy. Without answering my own questions, I want to pose a few for you to respond to with details related to what you learned from the lecture and what knowledge was reinforced or clarified. Due today.
Assignment
Complete in 250 words or so
1. Give an overview of the library presentation and its presenter; include what was covered. Was there an outline? How knowledgeable was the professor about the topic?
2. Give specific points covered and what you learned about research strategies and evaluating information.
3. Professor Sparks spent time at the beginning of the lecture helping students brainstorm. This activity corresponded directly to certain handouts. Talk about the supplementary materials (3).
4. What did you think of the website evaluation and notes on plagiarism and what he called "Free Use"? Had you known about this before?
5. Evaluate Tim Wise's website http://www.timwise.org/ using the C.R.A.A.P. test (handout). Compare to http://www.alternet.org/
If you weren't in class then you can't complete this assignment.
Other class notes
Students also turned in their assignments from WLTC Exercise 3B (58-59).
We are behind in the reading. We didn't get to discuss Denial on Tuesday, so we will start there and continue with Resistance on Tuesday/Thursday, February 23-24, introducing Collaboration. We want to complete the book in two weeks (early March).
Next week we will look at how Wise incorporates evidence to support his claims or arguments. We will look at the types of arguments he uses. Are they claims of fact, claims of policy, or claims of value? We will also note his transitions--is it contextual or does he use "transition" words?
We will also evaluate his evidence for credibility and discuss the use of oneself as fact or example and how that gives one's argument credibility or at times undermines the same. Who is Wise's audience? Does the viewpoint ever shift?
We will probably hangout in Chapter 3-5 for a minute and catch up in Wise. Chapter 5 looks at Definition, which we need to cover as it is the type of essay students will write for the Wise Assignment (smile).
Don't stress on the essay. Students will be able to discard one of the four essays assigned this semester (that is the lowest score). The essay will be about 3-4 pages not including a works cited page. Besides Wise's book, students will have to cite from two other scholarly sources.
We'll check in next week on Thursday to see how students are doing. It isn't the blind leading the blind, but it often feels like it I'm sure. Next week I will prepare another lecture (smile) covering Chapters 2-3.
The following week we will have the Chapter 4-5 lecture. If students are lost in a concept, we can slow things down a tad . . . not too much, but a little. This course is not accelerated, but you have to spend a lot of time studying along. I would love to see students stated a study group. I could meet with you on Thursdays after class 12-1 PM.
These critical thinking concepts might be intuitive, but the language of argument is not.
I'll type and post the lectures if students think that will be helpful. Let me know.
Assignment
Complete in 250 words or so
1. Give an overview of the library presentation and its presenter; include what was covered. Was there an outline? How knowledgeable was the professor about the topic?
2. Give specific points covered and what you learned about research strategies and evaluating information.
3. Professor Sparks spent time at the beginning of the lecture helping students brainstorm. This activity corresponded directly to certain handouts. Talk about the supplementary materials (3).
4. What did you think of the website evaluation and notes on plagiarism and what he called "Free Use"? Had you known about this before?
5. Evaluate Tim Wise's website http://www.timwise.org/ using the C.R.A.A.P. test (handout). Compare to http://www.alternet.org/
If you weren't in class then you can't complete this assignment.
Other class notes
Students also turned in their assignments from WLTC Exercise 3B (58-59).
We are behind in the reading. We didn't get to discuss Denial on Tuesday, so we will start there and continue with Resistance on Tuesday/Thursday, February 23-24, introducing Collaboration. We want to complete the book in two weeks (early March).
Next week we will look at how Wise incorporates evidence to support his claims or arguments. We will look at the types of arguments he uses. Are they claims of fact, claims of policy, or claims of value? We will also note his transitions--is it contextual or does he use "transition" words?
We will also evaluate his evidence for credibility and discuss the use of oneself as fact or example and how that gives one's argument credibility or at times undermines the same. Who is Wise's audience? Does the viewpoint ever shift?
We will probably hangout in Chapter 3-5 for a minute and catch up in Wise. Chapter 5 looks at Definition, which we need to cover as it is the type of essay students will write for the Wise Assignment (smile).
Don't stress on the essay. Students will be able to discard one of the four essays assigned this semester (that is the lowest score). The essay will be about 3-4 pages not including a works cited page. Besides Wise's book, students will have to cite from two other scholarly sources.
We'll check in next week on Thursday to see how students are doing. It isn't the blind leading the blind, but it often feels like it I'm sure. Next week I will prepare another lecture (smile) covering Chapters 2-3.
The following week we will have the Chapter 4-5 lecture. If students are lost in a concept, we can slow things down a tad . . . not too much, but a little. This course is not accelerated, but you have to spend a lot of time studying along. I would love to see students stated a study group. I could meet with you on Thursdays after class 12-1 PM.
These critical thinking concepts might be intuitive, but the language of argument is not.
I'll type and post the lectures if students think that will be helpful. Let me know.
Wednesday, February 16, 2011
Extra Credit
Social networking is the new buzz word now that Egypt's successful revolution was attributed to people's ability to communicate despite government censorship. Democracy Now's host, Amy Goodwin, interviewed Twitter founder, Biz Stone, this morning, February 16, 2011. Visit http://www.democracynow.org/
In an analysis, critique this conclusion about Twitter's role in the revolution in Egypt. What about video and other social media like Facebook?
Check out Asmaa Mahfouz in http://forums.islamicawakening.com/f18/the-video-that-started-the-egyptian-revolution-42074/ I read this interesting article about the issue: http://thefastertimes.com/mediaandtech/2011/02/13/facebook-twitter-and-the-egyptian-revolution/
What does the man who is said to have started the revolution say about this? (I can't find his name--the person who sent the first message out?) What does Biz Stone say about the uses of Twitter to topple governments? Had this thought ever crossed the founders' minds? There is another article in the LA Times that says, Twitter is not for sale. Hum, do you know of anything in our comodified society that is not up for grabs if the price is right?
See http://latimesblogs.latimes.com/technology/2011/02/biz-stone-twitter-is-not-for-sale.html
Use at least three sources to evaluate the statement accuracy or validity regarding Eqypt's revolution sparked by social networking tools. Did the toppling of the Egyptian government set new revolution standard records?
In an analysis, critique this conclusion about Twitter's role in the revolution in Egypt. What about video and other social media like Facebook?
Check out Asmaa Mahfouz in http://forums.islamicawakening.com/f18/the-video-that-started-the-egyptian-revolution-42074/ I read this interesting article about the issue: http://thefastertimes.com/mediaandtech/2011/02/13/facebook-twitter-and-the-egyptian-revolution/
What does the man who is said to have started the revolution say about this? (I can't find his name--the person who sent the first message out?) What does Biz Stone say about the uses of Twitter to topple governments? Had this thought ever crossed the founders' minds? There is another article in the LA Times that says, Twitter is not for sale. Hum, do you know of anything in our comodified society that is not up for grabs if the price is right?
See http://latimesblogs.latimes.com/technology/2011/02/biz-stone-twitter-is-not-for-sale.html
Use at least three sources to evaluate the statement accuracy or validity regarding Eqypt's revolution sparked by social networking tools. Did the toppling of the Egyptian government set new revolution standard records?
Cyber-Assignment
We are meeting in the library in the morning. We reviewed a few of the assignments, vocabulary for the first two chapters and talked about argumentative forms (chapter 3). Homework was to skim chapter 3. If you haven't, do so now paying particular attention to the pages up to Occam's Razor, which is a philosophical way of looking at arguments--keep is simple and concise.
Homework for the weekend is to identify 10 arguments (write in your book) in Wise's book. Put two (2) of them in standard form if you can (smile). Post the two arguments in Standard Form here. What is meant by standard form is that the conclusion or argument is isolated from its premises or evidence. In this way, one shows how the premises or evidence prove the thesis (premise, argument, supposition--all synonyms.)
If you don't understand how to do this, just post the two arguments. Don't forget the page numbers.
Also, identify 2-3 assumptions, 2-3 judgements, 2-3 inferences, and 2-3 facts. Post those here as well. You might have to make more than one post.
A summary narrative or brief synopsis of your conclusions are fine re: assumptions, judgements, and facts. Be sure to define all terms first.
Do not choose your examples from one section of the book. Spread them out between Chapters 1-5.
This assignment is due by Tuesday, February 23, 6 AM. I am around tomorrow, Thursday, Feb. 17, 2011, from 11-12 and 12-1 PM in A-232.
Homework for the weekend is to identify 10 arguments (write in your book) in Wise's book. Put two (2) of them in standard form if you can (smile). Post the two arguments in Standard Form here. What is meant by standard form is that the conclusion or argument is isolated from its premises or evidence. In this way, one shows how the premises or evidence prove the thesis (premise, argument, supposition--all synonyms.)
If you don't understand how to do this, just post the two arguments. Don't forget the page numbers.
Also, identify 2-3 assumptions, 2-3 judgements, 2-3 inferences, and 2-3 facts. Post those here as well. You might have to make more than one post.
A summary narrative or brief synopsis of your conclusions are fine re: assumptions, judgements, and facts. Be sure to define all terms first.
Do not choose your examples from one section of the book. Spread them out between Chapters 1-5.
This assignment is due by Tuesday, February 23, 6 AM. I am around tomorrow, Thursday, Feb. 17, 2011, from 11-12 and 12-1 PM in A-232.
Out and About this Weekend
Free Theatre Production at Laney College Feb. 19, 2011
On Saturday at Laney College there is a free theatre performance, I think at 2 PM. the play is currently on stage at the Magic Theatre in San Francisco and is for mature audience only. If you attend and write a short response or review, you can have extra credit. Visit http://magictheatre.org/ to read about the play.
Saturday is also the 26th Annual Empowering Women of Color Conference at UC Berkeley in the MLK Jr. Student Center. Visit http://ewocc.berkeley.edu/ There is a cost for this event which begins at 9:30 AM and goes until about 7 PM, which includes a reception.
Also this weekend, Saturday-Sunday, February 19-20, 2011, is a People's Tribunal on Racism and Police Violence at Edna Brewer Middle School. Visit http://www.eastsideartsalliance.com/ This is free and lunch will be provided.
On Saturday at Laney College there is a free theatre performance, I think at 2 PM. the play is currently on stage at the Magic Theatre in San Francisco and is for mature audience only. If you attend and write a short response or review, you can have extra credit. Visit http://magictheatre.org/ to read about the play.
Saturday is also the 26th Annual Empowering Women of Color Conference at UC Berkeley in the MLK Jr. Student Center. Visit http://ewocc.berkeley.edu/ There is a cost for this event which begins at 9:30 AM and goes until about 7 PM, which includes a reception.
Also this weekend, Saturday-Sunday, February 19-20, 2011, is a People's Tribunal on Racism and Police Violence at Edna Brewer Middle School. Visit http://www.eastsideartsalliance.com/ This is free and lunch will be provided.
Thursday, February 10, 2011
Scrutinizing the Media Homework Note
Some students posted their homework Writing Assignment 1 (15) at the post, which is fine, while other students gave me their homework in class.
Freewrite and Homework (smile)
Frewrite
Why is thinking hard work? Are those who perform this task a minority? Tim Wise is a a scholar and most of his work centers in his introspection or self-analysis. He asks himself questions and hold up a mirror to find the answers even when such is not pretty or attractive. What does he cite as his motivation or inspiration?
Homework if there isn't enough time (smile)
What have you found most remarkable about this journey he is taking us on? Have there been times when you have wanted to jump ship? Why or why not?
Does Wise make assumptions or posit certain claims that we can't refute no matter how painful or embarrassing? What are some of these assumptions or unstated premises or conclusions (WLTC 62)?
Talk about his style. Is it implicit or explicit? Does he tell his audience what he thinks or does he make certain claims with the hope his audience will reach the same conclusions or does he do a little of both? Give examples where this is the case.
Why is thinking hard work? Are those who perform this task a minority? Tim Wise is a a scholar and most of his work centers in his introspection or self-analysis. He asks himself questions and hold up a mirror to find the answers even when such is not pretty or attractive. What does he cite as his motivation or inspiration?
Homework if there isn't enough time (smile)
What have you found most remarkable about this journey he is taking us on? Have there been times when you have wanted to jump ship? Why or why not?
Does Wise make assumptions or posit certain claims that we can't refute no matter how painful or embarrassing? What are some of these assumptions or unstated premises or conclusions (WLTC 62)?
Talk about his style. Is it implicit or explicit? Does he tell his audience what he thinks or does he make certain claims with the hope his audience will reach the same conclusions or does he do a little of both? Give examples where this is the case.
The Plan
Short review lecture on Chapter 1. Exercises from Chapter 2C (27), 2D (27-28). Homework 2F (34). Bring Writing Assignment 2 to class. Exercise 2H (41) and 2I (42). For 2I students can chose to respond to one of the three). The super students can respond to all three.
Bring to class to share. Keep reading chapter 2.
For next week read "Hostess" (46-47) and/or "Hills Like White Elephants" (48-51). We will use these exercises for a freewrite next week.
Literature Circles
Continue reading Wise.
Bring to class to share. Keep reading chapter 2.
For next week read "Hostess" (46-47) and/or "Hills Like White Elephants" (48-51). We will use these exercises for a freewrite next week.
Literature Circles
Continue reading Wise.
Tuesday, February 8, 2011
The Plan Today
Today the plan is to review the exercises in WLTC and save time for a discussion of WLM (the Preface, Born to Belonging and perhaps start Privilege. The book is dense so don't try to speed through the text. Savor the intellectual discourse especially those topics that ruffle one's conscience.
Homework is already specified below. You can always do more in WLTC and read ahead in Wise. Just don't forget to take notes and for Wise, keep the reading log.
Homework for this evening is Writing Assignment 1 (15). The topic: recent political unrest in Egypt. Read an article from a newspaper and then compare that to perhaps a broadcast or print source outside the USA. You could also watch a TV broadcast and/or listen to a radio broadcast. Make sure you document your two sources correctly using MLA guidelines. 250 words or 1 typed page is fine. http://www.democracynow.org/, http://english.aljazeera.net/, http://www.hardknockradio.com/, sfgate.com, KPFA.org, CNN.com, CBS.com, kqed.org, sfbayview.com, etc. are all okay to use as sources.
Keep reading Wise. Thursday students can continue Privilege (17-60). Next week, February 15 we will discuss Denial (61-88). We meet in the Library Thursday, February 17 at 11 for an ortientation with Professor David Sparks (61-126). We'll continue Wise on Tuesday, February 22 (Washington's birthday) with Resistance and start Collaboration Thursday, February 24.
Prepare Loss (147-172), Redemption (173) and the Epilogue (179) for March 1 & 3. I will give you the essay assignment in a separate assignment.
The plan can change depending on how involved the discussions are. Within groups students can agree to read further and certainly there are no gag rules, so if a student has read ahead, he or she can certainly interject new information into the discussion.
Homework is already specified below. You can always do more in WLTC and read ahead in Wise. Just don't forget to take notes and for Wise, keep the reading log.
Homework for this evening is Writing Assignment 1 (15). The topic: recent political unrest in Egypt. Read an article from a newspaper and then compare that to perhaps a broadcast or print source outside the USA. You could also watch a TV broadcast and/or listen to a radio broadcast. Make sure you document your two sources correctly using MLA guidelines. 250 words or 1 typed page is fine. http://www.democracynow.org/, http://english.aljazeera.net/, http://www.hardknockradio.com/, sfgate.com, KPFA.org, CNN.com, CBS.com, kqed.org, sfbayview.com, etc. are all okay to use as sources.
Keep reading Wise. Thursday students can continue Privilege (17-60). Next week, February 15 we will discuss Denial (61-88). We meet in the Library Thursday, February 17 at 11 for an ortientation with Professor David Sparks (61-126). We'll continue Wise on Tuesday, February 22 (Washington's birthday) with Resistance and start Collaboration Thursday, February 24.
Prepare Loss (147-172), Redemption (173) and the Epilogue (179) for March 1 & 3. I will give you the essay assignment in a separate assignment.
The plan can change depending on how involved the discussions are. Within groups students can agree to read further and certainly there are no gag rules, so if a student has read ahead, he or she can certainly interject new information into the discussion.
Thursday, February 3, 2011
Homework and Recap
In class today we reflected on the term "critical thinking." The discussion was lively and varied. Students then took the Aptitude Test (smile). Do you think it measured students' intelligence? Why or why not?
Oh, I corrected aptitude, so there was no incorrectly spelled word on the test-oops! What do I know, right (smile).
After this time was almost up so students got into groups and selected roles for their Literature Circles which will meet formally on Tuesday morning for 20 minutes to talk about the readings. Whatever isn't covered can be tabled until the next meeting. We have too much to cover, but we'll get through it if students stay up on the readings. Do the readings, even if you don't get all the exercises completed.
Except for the reading logs, I will not assign much writing connected to Wise. If students have substantive discussions, it won't be necessary, however, if students come to class unprepared, then the written assignments will take over, so I will know who is prepared (smile).
Writing logs consist of vocabulary, key arguments Wise raises, questions about the text, passages one finds notable, characters one wants to remember, etc. One can also put notes per one's role in the Lit. Circle, such as discussion questions, vocabulary, etc. Occasioanly, I might ask students to check-in in a cyber-assignment regarding the effectiveness of the discussion or dialectic process.
Homework is to read Chapter 1 in Writing Logically Thinking Critically. Pay attention to the Key Terms (21) and Summary (20-21). I will run key exercises as freewrites sometimes. Complete Exercise 1D (20). Post here.
Bring in your response Tuesday, February 8, to Exercise 1B: Scrutinizing the Media: 1, 2, 3. For 3, students can use broadcast journalism as well as print.
On Tuesday/Thursday we'll talk about Inferences, Facts, and Judgements and use Wise to illustrate these concepts.
Week 4 we will look at the Structure of Argument and how to put arguments in Standard Form (56). We will look at the difference between arguments and explanations, assumptions. Chapter 3 also reviews writing summaries.
Week 4-5, will also look at argumentative strategies, namely, the Rogerian Strategy (87), one of three strategies we will study this semester. The other two are Classical or Aristotelian and Toulmin methods. Neither are in our textbook.
Keep me posted on how well you are handling all the out of class reading. Study groups are highly recommended for this course. We do not have enough face time. I am available on Thursdays an hour before class and an hour after class in A-232. Students do not need an appointment. I am in A-232 from 8 AM to 1 PM. I have classes from 8-10 AM and then yours, 11-12:15 PM.
Bring your questions each week so we can review. Students are encouraged to do all the exercises, especially those which are most challenging. We can review these additional exercises during office hours. We will complete all or most of the exercises related to logical fallacies.
Make up
For students who missed the video and want to see it. I could show it to you after class next Thursday if you let me know in advance.
Oh, I corrected aptitude, so there was no incorrectly spelled word on the test-oops! What do I know, right (smile).
After this time was almost up so students got into groups and selected roles for their Literature Circles which will meet formally on Tuesday morning for 20 minutes to talk about the readings. Whatever isn't covered can be tabled until the next meeting. We have too much to cover, but we'll get through it if students stay up on the readings. Do the readings, even if you don't get all the exercises completed.
Except for the reading logs, I will not assign much writing connected to Wise. If students have substantive discussions, it won't be necessary, however, if students come to class unprepared, then the written assignments will take over, so I will know who is prepared (smile).
Writing logs consist of vocabulary, key arguments Wise raises, questions about the text, passages one finds notable, characters one wants to remember, etc. One can also put notes per one's role in the Lit. Circle, such as discussion questions, vocabulary, etc. Occasioanly, I might ask students to check-in in a cyber-assignment regarding the effectiveness of the discussion or dialectic process.
Homework is to read Chapter 1 in Writing Logically Thinking Critically. Pay attention to the Key Terms (21) and Summary (20-21). I will run key exercises as freewrites sometimes. Complete Exercise 1D (20). Post here.
Bring in your response Tuesday, February 8, to Exercise 1B: Scrutinizing the Media: 1, 2, 3. For 3, students can use broadcast journalism as well as print.
On Tuesday/Thursday we'll talk about Inferences, Facts, and Judgements and use Wise to illustrate these concepts.
Week 4 we will look at the Structure of Argument and how to put arguments in Standard Form (56). We will look at the difference between arguments and explanations, assumptions. Chapter 3 also reviews writing summaries.
Week 4-5, will also look at argumentative strategies, namely, the Rogerian Strategy (87), one of three strategies we will study this semester. The other two are Classical or Aristotelian and Toulmin methods. Neither are in our textbook.
Keep me posted on how well you are handling all the out of class reading. Study groups are highly recommended for this course. We do not have enough face time. I am available on Thursdays an hour before class and an hour after class in A-232. Students do not need an appointment. I am in A-232 from 8 AM to 1 PM. I have classes from 8-10 AM and then yours, 11-12:15 PM.
Bring your questions each week so we can review. Students are encouraged to do all the exercises, especially those which are most challenging. We can review these additional exercises during office hours. We will complete all or most of the exercises related to logical fallacies.
Make up
For students who missed the video and want to see it. I could show it to you after class next Thursday if you let me know in advance.
Cyber-Freewrite
What is critical thinking? Read classmates' responses to the question before taking the Aptitude Test.
Wednesday, February 2, 2011
Art Exhibit Openings and Closings
This Friday, February 4, 2011, I am going to be boppimg between two maybe three art galleries/museums and wanted to see if you wanted to join me. I am starting at the June Steingart Gallery, Tower Bldg., Laney College at 4 PM for the Eco Art Matters closing reception and then popping by the Oakland Museum across the street, ending up at Joyce Gordon Gallery, 408 14th Street, 14th and Webster Street in Oakland, for the AeroSoul 2: Urban Hieroglyphics opening, 5-11 PM. The galleries are free. If you are with me, I might be able to get you into the Oakland Museum (smile).
Visit http://www.aerosoulart.com/Artists.html
AeroSoul, which is up Feb. 4-27, 2011, is historic in its breath and vision. If you are hip hop then you can't miss this opportunity to speak to the urban creative masters of this craft and culture, most of them probably your parent's peers.
I am just blown away by the cast of artists from Los Angeles, New York and here listed on the website. I took my English 1B class to see AeroSoul 1, and we were privileged to get a private tour of the show.
Oh, if you want to connect, that is, hang with the professor, call me and we can meet up (smile).
21st Annual African American Celebration through Poetry, February 5, 1-4 PM
I forgot to mention an event I host yearly at the West Oakland Branch Library, 1801 Adeline Street, Oakland, (510) 238-7352. It is free and open to the general public.
This Friday, February 4, 2011, I am going to be boppimg between two maybe three art galleries/museums and wanted to see if you wanted to join me. I am starting at the June Steingart Gallery, Tower Bldg., Laney College at 4 PM for the Eco Art Matters closing reception and then popping by the Oakland Museum across the street, ending up at Joyce Gordon Gallery, 408 14th Street, 14th and Webster Street in Oakland, for the AeroSoul 2: Urban Hieroglyphics opening, 5-11 PM. The galleries are free. If you are with me, I might be able to get you into the Oakland Museum (smile).
Visit http://www.aerosoulart.com/Artists.html
AeroSoul, which is up Feb. 4-27, 2011, is historic in its breath and vision. If you are hip hop then you can't miss this opportunity to speak to the urban creative masters of this craft and culture, most of them probably your parent's peers.
I am just blown away by the cast of artists from Los Angeles, New York and here listed on the website. I took my English 1B class to see AeroSoul 1, and we were privileged to get a private tour of the show.
Oh, if you want to connect, that is, hang with the professor, call me and we can meet up (smile).
21st Annual African American Celebration through Poetry, February 5, 1-4 PM
I forgot to mention an event I host yearly at the West Oakland Branch Library, 1801 Adeline Street, Oakland, (510) 238-7352. It is free and open to the general public.
Cyber Assignment on "Privilege"
Post your response to the Mirrors of Privilege: Making Whiteness Visible assignment here.
Tuesday, February 1, 2011, we met in A-202, and we all fit. A student left her books in the class. I have them. Remember, Thursday we meet in A-232. I passed out the first chapter of Writing Logically Thinking Critically and the first chapter and a half of White Like Me.
Students were to read the preface and Born to Belonging (1-16). I told students that they need the revised and updated book: ISBN 978-1-933368-99-3. We will review the textbook tomorrow, talk about the plan for the class, answer questions and if there is time, break into discussion groups.
Students were to annotate the texts and write a reading log which could include questions and a vocabulary log, key arguments Wise makes and anything else s/he feels is important. Students will share these notes in Literature Discussion groups which we will start tomorrow and continue on Tuesday.
Tuesday, February 1, 2011, we met in A-202, and we all fit. A student left her books in the class. I have them. Remember, Thursday we meet in A-232. I passed out the first chapter of Writing Logically Thinking Critically and the first chapter and a half of White Like Me.
Students were to read the preface and Born to Belonging (1-16). I told students that they need the revised and updated book: ISBN 978-1-933368-99-3. We will review the textbook tomorrow, talk about the plan for the class, answer questions and if there is time, break into discussion groups.
Students were to annotate the texts and write a reading log which could include questions and a vocabulary log, key arguments Wise makes and anything else s/he feels is important. Students will share these notes in Literature Discussion groups which we will start tomorrow and continue on Tuesday.
Thursday, January 27, 2011
Today was a fruitful class session. We ended up not fitting in A-232, so we spilled into the other side of the class. I assigned Permission Numbers to students who were on the Wait List and those who had accidentally dropped the course. I have one number left (smile). A few students left before getting a number. If you have questions call me, even on the weekend. If I am busy, I will not answer. Leave a specific message and your phone number, name and class.
Many students completed most, if not all of the assignments, in class, except the essay assigned January 25 re: the State of the Union Address. That essay is to be 250 words minimal and it is a formal essay. Post it at the link where the assignment is. Comment on two students posts.
If you want to share your introduction about yourself with the class, post it where the link to my letter is. If not, email it to me with your contact information. I think the introductions give one a feel for the breath and richness of the classroom experiences.
Assignments are due by Monday, January 31, 2011. I shared my email address with students. We didn't get to discuss the textbooks. They are all listed in the syllabus. I will make copies until the books are in the bookstore. They are not in yet.
I noticed that students are posting comments in the wrong place. Comments for the syllabus are in the January 27, 2011 comment section. If you posted your comment in the wrong place, repost it in the correct place by February 1, 2011. We will meet in A-232 on Thursdays. If you have a laptop, bring it to class that day.
We will start with Writing Logically, Thinking Critically and the Tim Wise book, White Like Me.
Many students completed most, if not all of the assignments, in class, except the essay assigned January 25 re: the State of the Union Address. That essay is to be 250 words minimal and it is a formal essay. Post it at the link where the assignment is. Comment on two students posts.
If you want to share your introduction about yourself with the class, post it where the link to my letter is. If not, email it to me with your contact information. I think the introductions give one a feel for the breath and richness of the classroom experiences.
Assignments are due by Monday, January 31, 2011. I shared my email address with students. We didn't get to discuss the textbooks. They are all listed in the syllabus. I will make copies until the books are in the bookstore. They are not in yet.
I noticed that students are posting comments in the wrong place. Comments for the syllabus are in the January 27, 2011 comment section. If you posted your comment in the wrong place, repost it in the correct place by February 1, 2011. We will meet in A-232 on Thursdays. If you have a laptop, bring it to class that day.
We will start with Writing Logically, Thinking Critically and the Tim Wise book, White Like Me.
Tuesday, January 25, 2011
State of the Union Homework Assignment
Homework is to listen or watch the State of the Union Address this evening. KPFA.org 94.1 FM, KQED.org 88.5 FM, probably all the television stations and on-line at 9 PM EST, which is 6 PM PT. You can watch it at www.whitehouse.gov and on CNN.com too.
This video speaks to the history of the address and why it takes place: http://www.whitehouse.gov/blog/2011/01/25/inside-white-house-state-union-address
Specifics on homework for tonight:
Watch the video before the address, if possible, tonight as you watch the address and/listen to what is stated, notice the audience and their response to the president. How does this affect the president's delivery, or does it? What key points does the president make this evening? How is our nation or union doing?
What kind of argument is this address: claim of fact, claim of policy, claim of value? Is he making an ethical appeal, an appeal to emotions, an appeal to authority, an appeal to logic?
Focus on three points raised in the address: one a problem, one an achievement and one an issue which is larger than one term, perhaps because it was inherited from previous administrations.
Do you agree with the framing of the issues? Why or why not?
Did the president leave anything out which you feel is important, like higher education, elder care, homeless youth, the increasing prison population, which effects you directly? If so, what issue was that? Do you feel that this State of the Union Address spoke to you? If so, give examples of that recognition? How did our president acknowledge your presence in the audience?
Bring in your notes for discussion Thursday, January 27. We will post an essay response to the questions on the blog for homework. If your response is too long, post it in two-three consecutive segments.
If you do not understand some of the questions, answer or respond to what you understand. This is not a test (smile).
This video speaks to the history of the address and why it takes place: http://www.whitehouse.gov/blog/2011/01/25/inside-white-house-state-union-address
Specifics on homework for tonight:
Watch the video before the address, if possible, tonight as you watch the address and/listen to what is stated, notice the audience and their response to the president. How does this affect the president's delivery, or does it? What key points does the president make this evening? How is our nation or union doing?
What kind of argument is this address: claim of fact, claim of policy, claim of value? Is he making an ethical appeal, an appeal to emotions, an appeal to authority, an appeal to logic?
Focus on three points raised in the address: one a problem, one an achievement and one an issue which is larger than one term, perhaps because it was inherited from previous administrations.
Do you agree with the framing of the issues? Why or why not?
Did the president leave anything out which you feel is important, like higher education, elder care, homeless youth, the increasing prison population, which effects you directly? If so, what issue was that? Do you feel that this State of the Union Address spoke to you? If so, give examples of that recognition? How did our president acknowledge your presence in the audience?
Bring in your notes for discussion Thursday, January 27. We will post an essay response to the questions on the blog for homework. If your response is too long, post it in two-three consecutive segments.
If you do not understand some of the questions, answer or respond to what you understand. This is not a test (smile).
Sunday, January 23, 2011
Critical Thinking Spring 2011 Syllabus
Critical Thinking, College of Alameda
Professor Wanda Sabir
Course codes: 20242/20225, Tuesday/Thursday 11:00 AM to 12:15 PM
Class Meetings: January 25-May 17
Location: Rooms A-202
Drop dates: February 5, Full-Term Credit Classes and Receive a Refund. Note: Short-term and open-entry classes must be dropped within three days of the first class meeting to receive a refund, February 24, Full-Term Credit Classes Without “W” Appearing on Transcript; April 25 (w/W) and no refund.
Holidays: Feb. 18-21; April 21-22, May 19, May 30; Spring Break: April 18-21; Final Exam Week: May 21-27. Last day of semester May 27. Grades due June 3.
Syllabus for English 5/211: Critical Thinking in Reading and Writing
English 5/211, 3 semester units, develops the ability to analyze, criticize, and advocate ideas. Critical thinking looks at the relationship between language and logic, introduces rhetoric or persuasive writing and tools students can use to evaluate information based on facts, perceptions, assumptions, evidence, reasons, inferences, judgments, induction, deduction and conclusions. Vocabulary is introduced so that students have the proper tools to discuss faulty thinking or flaws in the reasoning process and name the more common fallacies.
This level composition assumes competency in prose writing and reading ability so that more attention can be devoted to ideas rather than to grammar and mechanics. Because this is an accelerated course, the student who will most likely succeed in this course passed English 1A with a “B” or better.
We will look at the role of language and semantics in critical thinking, social communications and propaganda. Students will also look at the fundamentals of problem solving, including considering and evaluating alternative solutions and perspectives. We will write a series of four (4) – 3-4 page essays which are 1. analytical, 2. argumentative and 3. comparative evaluative essays on pertinent topics around the theme: privilege. Each of the four essays will use the Classical or Aristotelian, the Rogerian and/or the Toulmin model of argument.
Topics will come from our texts, films, and discussions, current event topics, or historical issues with current relevance. Each essay will utilize one of the text books: White Like Me: Reflections on Race from a Privileged Son by Tim Wise; Black Like Me by John Howard; The Known World by Edward P. Jones; and From the Bottom of the Heap: The Autobiography of Black Panther Robert Hillary King. Required in these essays will be inclusion of at least one scholarly article on the topic and a works cited page which is not counted as part of the 3-4 pages.
While there are no women writers selected for this semester's reading, the female voice is included here and for student essays, certainly students are encouraged to address the women's participation or absence of participation in the discourse on privilege.
Essays
We will start all the essays in class and have peer reviews; however, I expect the first draft to receive a passing grade. If this is not the case, I suggest said student enlist the support and assistance of a competent tutor.
If any paper does not receive a passing grade, said student will have to write an essay wherein he or she discusses in third person how the writer can correct the errors, and revise or rewrite the essay. These essays are due the following day.
Readings
We will read a book every 3-4 weeks, beginning with White Like Me: February 1-15. Essay due with plan for peer review February 17. Final draft due Feb. 22. This will be a definition essay.
The Known World: February 24-March 22. In-class essay writing assignment: March 24.
The Known World debate: Tuesday, March 24. Summary arguments and self-reflective essay on the process due: March 24 (cyber-assignment). Final essay using Classical model due March 28 by 12 noon.
An important question here is: How do we know what we know given the flawed process in coming up with the answer to this question? How do Jones’s characters illustrate this reasoning process? What do you think about the idea of a world view given the events of the novel? How do people think outside their narrow windows; why do several characters prefer the familiar to the challenging and shifting terrain around foregone conclusions? Use the novel to support all answers.
March 29-31 start, continue through April 14: From the Bottom of the Heap. Question: Is predestination or fate a socially prescribed outcome? Compare Wilkerson’s life to Wise’s. Use Toulmin model. Essay due April 26.
April 28-May 13 : Black Like Me. How is this dress rehearsal useful? To whom? How is it not? Take home Rogerian essay, due by Friday, May 20 12 noon.
Finals: Portfolio Due by May 27 12 noon via Internet. We will work on this May 12 and 17 in class. I’d like students to present their essays, at least three of the four. We have to figure out how we are going to work this into the tight schedule.
I like to use films as teaching aides, but given the tight schedule, we will probably only see clips of a few pertinent films. The film assignments will be cyber-assignments started in class. Cyber-assignments are turned in on-line and are about a 250 word fast draft. Each student needs to respond to two other posts. Be respectful in your comments. Even though we are only meeting two hours a week, students will have three hours of homework weekly, maybe more if one is a slow reader. We will not deviate from the schedule, as we have four books plus a textbook to get through, so don’t get behind (smile).
We will probably not complete any in-class essays, as there just isn’t enough time. Most essays will be submitted via Internet. Make sure you include the assignment and your name in the subject line. There will be one group project and presentation on logical fallacies (both inductive and deductive reasoning - one each) inspired by the texts (indicate the passages) or taken from the field of commercial art or politics. We will do this in class. Buy the books and start reading. Wise is first.
The Plan
We will use the textbook: Writing Logically Thinking Critically, Sixth Edition, by Sheila Cooper and Rosemary Patton. It will give students theoretical basis to talk about the argument process. The book has exercises which we will complete in and outside of class meetings. Students are encouraged to develop study groups.
We will run the book chronologically:
Week 1: A Quick Guide to Integrating Research into Your Own Writing 210-214.
Practice pp: 210-214
Week 1-2: Chapters 1-2
Week 2-3: Chapters 2-3
Week 3-4: Chapters 3-4
Week 4-5: Chapters 4-5-6
Week 5-6: Chapter 6-7
Week 6-7: Chapter 7-8
Week 8/9: Review
Grading
The essay based on readings are a fourth of your grade, the daily essays and/or homework are another fourth, your midterm and final are another fourth and your portfolio is the final fourth. (Save all of your work.) You can average the grades to see how to weigh the various components. Participation is included in the daily exercises and homework portion of the grade, so if your attendance is exemplary, yet you say nothing, you lose percentage points.
You will also need to spend at least an hour a week in the Writing Lab (L-234), or as needed, and have a teacher or tutor sign off on your assignments. If you are having trouble with grammar, then work on that. If you trouble is the essay writing process itself, work on that.
Have a tutor of teacher sign off on your essays before you turn them in; if you have a “R,” which means revision necessary for a grade or “NC-” which means “no credit,” you have to go to the lab and revise the essay with a tutor or teacher before you return both the graded original and the revision (with signature) to me. Also due with your revision is an essay about the essay which identifies the errors and how to correct them. Use a grammar/style book such as Diana Hacker’s Rules for Writers. Revise does not mean “rewrite,” it means to “see again.”
This course with limited class time should offer an invigorating discourse or dialogue for those students who love a challenge and approach the writing task eager, prepared and ready for what the course requires: English language fluency in writing and reading; a certain comfort and ease with the language; confidence and skillful application of literary skills associated with academic writing, plus familiarity, if not mastery, of the rhetorical styles used in argumentation, exposition and narration.
We will be evaluating what we know and how we came to know what we know, a field called epistemology or the study of knowledge. Granted, the perspective is western culture which eliminates the values of the majority populations, so-called underdeveloped or undeveloped countries or cultures. Let us not fall into typical superiority traps. Try to maintain a mental elasticity and a willingness to let go of concepts which not only limit your growth as an intelligent being, but put you at a distinct disadvantage as a species.
This is a highly charged and potentially revolutionary process - critical thinking. The process of evaluating all that you swallowed without chewing up to now is possibly even dangerous. This is one of the problems with bigotry; it is easier to go with tradition than toss it, and create a new, more just, alternative protocol.
Audience
This is not the class for the student who is not comfortable with writing essays, whose handle on grammar is shaky or loose, and/or whose reading skills - interpretation, critical analysis, comprehension and vocabulary, are limited. Obviously one cannot become an expert on anything meeting just twice a week for two hours; however, the hope is that when you leave the course, you will be a stronger writer than when you arrived, and understand clearly what you need to do next.
We will be honest with one another. Grades are not necessarily a complete assessment of one’s work; grades do not take into consideration the effort or time spent, only whether or not students can demonstrate mastery of a skill - in this case: essay writing. Grades are an approximation, arbitrary at best, no matter how many safeguards one tries to put in place to avoid such ambiguity. Suffice it to say, your portfolio will illustrate your competence. It will represent your progress, your success or failure this summer session in meeting your goal.
Office Hours
I’d like to wish everyone good luck. I’d like to wish everyone good luck. I am available on Monday and Wednesday morning 10:30-12 noon, Thursday 1-3 PM and by appointment MW after 3 PM. Let me know the day before, if possible, when you’d like to meet with me. Ask me for my cell phone number. I do not mind sharing it with you. My email address again is: coasabirenglish5@gmail.com
I don’t check my e-mail on weekends so I’d advise you to exchange phone numbers with classmates (2), so if you have a concern, it can be addressed more expediently. Again study groups are recommended, especially for those students finding the readings difficult; don’t forget, you can also discuss the readings as a group in the Lab with a teacher or tutor acting as facilitator. Keep a vocabulary log for the semester and an error chart (taken from comments on essay assignments). List the words you need to look up in the dictionary, also list where you first encountered them: page, book and definition, also use the word in a sentence. You will turn this in with your portfolio.
Students are expected to complete their work on time. If you need more time on an assignment, discuss this with me in advance, if possible, to keep full credit. You loose credit each day an assignment is late and certain assignments, such as in-class essays cannot be made up. All assignments prepared outside of class are to be typed, 12-pt. font, double-spaced lines, indentations on paragraphs, 1-inch margins around the written work (see Hacker: The Writing Process; Document Design.)
The class blog is: http://sabirscoaenglish5.blogspot.com
I also don’t check my e-mail on weekends so I’d advise you to exchange phone numbers with classmates (2), so if you have a concern, it can be addressed more expediently. Study groups are also suggested, especially for those students finding the readings difficult; don’t forget, you can also discuss the readings as a group in the Lab with a teacher or tutor acting as facilitator. Keep a vocabulary log for the term per book and for the textbook. Also keep a reading log for each book. List the words you need to look up in the dictionary, also list where you first encountered them: page, book and definition, also use the word in a sentence. You will turn these logs in with your portfolio.
Students are expected to complete their work on time. If any work comes in late after week one, the assignment is marked down one grade each day it’s late. All assignments prepared outside of class are to be typed, 12-pt. font, double-spaced lines, indentations on paragraphs, 1-inch margins around the written work (see Hacker: The Writing Process; Document Design.)
Cheating
Plagiarism is ethically abhorrent, and if any student tries to take credit for work authored by another person the result will be a failed grade on the assignment and possibly a failed grade in the course if this is attempted again. This is a graded course.
Homework
If you do not identify the assignment, I cannot grade it. If you do not return the original assignment you revised, with an analysis essay, I cannot compare what changed. If you accidentally toss out or lose the original assignment, you get a zero on the assignment to be revised. I will not look at revisions without the original attached- no exceptions.
We will have a library orientation: date and time TBA.
First Assignments: Write a response to the syllabus and post it in the comment section. Be specific in your response by January 25.
Second Assignment: Write a letter of introduction to me. Tell me something about yourself: anything you'd like to share. It stays with me: where you were born, who you are responsible for (smile), what languages you speak/write, your strengths, what you bring to the class, what you'd like to leave with and what if anything I need to know to facilitate your success. Include your contact information: email, mailing address, phone number and best time to call. Email it to me: coasabirenglish5@gmail.com. Don't forget to note the assignment in the subject line. This assignment is due January 23 before class.
I don't hold hands. No time for it. I don't pressure people or threaten. If this is the kind of motivation you need, I am not the one. I expect everyone to be an adult, to exercise time management skills and to pace him or herself so that deadline are met and that there is space in the plan for emergencies because nothing as I said is left to last minute rush. None of the material is a fast read--skimming might be possible but this class will not be a cake walk, so plan for it--leave time in your schedule for it. A lot of work will be done outside class. Students will be bringing work to class to share after reading, after writing, so for the class to move, to jump to have energy, students need to stay on top of the work--we will see each other in class just 120 minutes, 130 minutes over 3 months. Let's commit to making it fruitful.
Textbooks
We will travel through our five textbooks concurrently:
Cooper, Sheila and Rosemary Patton. Writing Logically, Thinking Critically. Sixth Edition. New York: Longman, 2010.
Griffin, John Howard. Black Like Me. New York: New American Library, 2003.
Jones, Edward P. The Known World. New York: Amistad, 2004.
King, Robert Hillary. From the Bottom of the Heap: The Autobiography of Black Panther Robert Hillary King. Oakland: PM Press, 2009.
Wise, Tim. White Like Me. New York: Skull Press, 2005.
Hacker, Diana. Rules for Writers. Sixth Edition. Boston: Bedford/St. Martins, 2008.
Students also need a dictionary. I recommend: The American Heritage Dictionary. Fourth Edition.
Along with a dictionary, the prepared student needs pens with blue or black ink, along with a pencil for annotating texts, paper, a stapler or paper clips, a travel drive to save writing, a notebook, three hole punch, a folder for work-in-progress, and a divided binder to keep materials together.
Week 1: Warm-ups and stretches
Writing Logically, Thinking Critically: Introduction, Chapter 1: Thinking and Writing
Day 1: In-class assignment: Aptitude Test; freewrite: Define Critical Thinking; film: Mirrors of Privilege: Making Whiteness Visible, director: Shakti Butler
Homework: Begin reading chapter 1. Complete exercises. You can write in the book. Note questions. Post freewrite on class blog: http://sabirscoaenglish5.blogspot.com
Week 2
Chapter 2: Inference—Critical Thought Assignments: p.17 due Tuesday, January 31.
The writing assignments from the text (some) will be cyber-assignments (turned in or posted on-line at the class blog). Keep a copy for yourself. Exercises: 2J, 3, 4, or 2K. Extra Credit: 2L, all due February 3.
Week 2-3
A Quick Guide to Integrating Research into Your Own Writing 210-214. Practice pp: 210-214
Readings January 31-Feb. 15
White Like Me. February 1-15.
Essay Due Dates: Feb. 17/21
Essay plan and rough draft started Feb. 15 in class. Due for peer review February 1. Final draft due Feb. 21 via Internet. This will be a definition essay.
Review: Rules for Writers (Hacker):
The Writing Process (2)
Document Design (60)
The Basics (530)
Week 4: Establish routine
Chapter 3: The Structure of Argument (53)
In class exercises: 3B (58-59), 3C. Homework Exercise 3E (cyber-assignment). Due Feb. 22 in class. Posted after class.
Chapter 4: Written Argument (77)
Cyber-assignment: Writing Assignment 7 (98-99), Writing Assignment 8 (102). Posted by February 24 after class. Bring assignments to class for review.
Hacker
Argument (358)
Conducting Research (381)
Clarity (79)
Readings
The Known World: February 24-March 22.
Essay Assignment
The Known World debate: Tuesday, March 24. Summary arguments and self-reflective essay on the process due: March 24 (cyber-assignment). Final essay using Classical model due March 29 in class for peer review. Final draft due by March 31 via Internet.
An important question here is: How do we know what we know given the flawed process in coming up with the answer to this question? How do Jones’s characters illustrate this reasoning process? What do you think about the idea of a world view given the events of the novel? How do people think outside their narrow windows; why do several characters prefer the familiar to the challenging and shifting terrain around foregone conclusions? Use the novel to support all answers.
Week 5-6: Fitness testing
Chapter 4 con’t. Review
Chapter 5: The Language of Argument—Definition (104)
Cyber-Assignments: Exercise 5A (110-111), Writing Assignment 10 (124)
Hacker:
Grammar (148)
Punctuation (269)
Mechanics (317)
Readings/Essay Assignment
March 29-31 start, continue through April 14: From the Bottom of the Heap. Question: Is predestination or fate a socially prescribed outcome? Compare Wilkerson’s life to Wise’s. Use Toulmin model. Essay due April 26.
Week 6-7:
Chapter 5 review
Chapter 6: Fallacious Arguments (131)
Cyber-assignments based on in-class assignment (145); Exercise 6B
Test
Readings/Essay Assignment
April 28-May 13 : Black Like Me. How is this dress rehearsal useful? To whom? How is it not? Take home Rogerian essay, due by Friday, May 20 12 noon.
Week 7-8: Learning curves
Chapter 7: Deductive and Inductive Argument (157)
Cyber-assignments Exercises 7G (180) or 7H (181)
Cyber-assignment (Writing Assignment 13 (196)
Week 8-9: Home Stretch
Chapter 8, Review
Review and quiz. We will complete the textbook about midway through the course. This will allow students an opportunity to focus on their writing. I will also hand out other materials to supplement argument models not covered in Writing Logically.
Finals: Portfolio Due Dates
Portfolio Due by May 27, 12 noon via Internet. We will work on this May 12 and 17 in class. I’d like students to present their essays, at least three of the four. We have to figure out how we are going to work this into the tight schedule.
Jot down briefly what your goals are this semester. List them in order of importance.
1.
2.
3.
4.
5.
This syllabus is subject to change based on instructor assessment of class progress.
Professor Wanda Sabir
Course codes: 20242/20225, Tuesday/Thursday 11:00 AM to 12:15 PM
Class Meetings: January 25-May 17
Location: Rooms A-202
Drop dates: February 5, Full-Term Credit Classes and Receive a Refund. Note: Short-term and open-entry classes must be dropped within three days of the first class meeting to receive a refund, February 24, Full-Term Credit Classes Without “W” Appearing on Transcript; April 25 (w/W) and no refund.
Holidays: Feb. 18-21; April 21-22, May 19, May 30; Spring Break: April 18-21; Final Exam Week: May 21-27. Last day of semester May 27. Grades due June 3.
Syllabus for English 5/211: Critical Thinking in Reading and Writing
English 5/211, 3 semester units, develops the ability to analyze, criticize, and advocate ideas. Critical thinking looks at the relationship between language and logic, introduces rhetoric or persuasive writing and tools students can use to evaluate information based on facts, perceptions, assumptions, evidence, reasons, inferences, judgments, induction, deduction and conclusions. Vocabulary is introduced so that students have the proper tools to discuss faulty thinking or flaws in the reasoning process and name the more common fallacies.
This level composition assumes competency in prose writing and reading ability so that more attention can be devoted to ideas rather than to grammar and mechanics. Because this is an accelerated course, the student who will most likely succeed in this course passed English 1A with a “B” or better.
We will look at the role of language and semantics in critical thinking, social communications and propaganda. Students will also look at the fundamentals of problem solving, including considering and evaluating alternative solutions and perspectives. We will write a series of four (4) – 3-4 page essays which are 1. analytical, 2. argumentative and 3. comparative evaluative essays on pertinent topics around the theme: privilege. Each of the four essays will use the Classical or Aristotelian, the Rogerian and/or the Toulmin model of argument.
Topics will come from our texts, films, and discussions, current event topics, or historical issues with current relevance. Each essay will utilize one of the text books: White Like Me: Reflections on Race from a Privileged Son by Tim Wise; Black Like Me by John Howard; The Known World by Edward P. Jones; and From the Bottom of the Heap: The Autobiography of Black Panther Robert Hillary King. Required in these essays will be inclusion of at least one scholarly article on the topic and a works cited page which is not counted as part of the 3-4 pages.
While there are no women writers selected for this semester's reading, the female voice is included here and for student essays, certainly students are encouraged to address the women's participation or absence of participation in the discourse on privilege.
Essays
We will start all the essays in class and have peer reviews; however, I expect the first draft to receive a passing grade. If this is not the case, I suggest said student enlist the support and assistance of a competent tutor.
If any paper does not receive a passing grade, said student will have to write an essay wherein he or she discusses in third person how the writer can correct the errors, and revise or rewrite the essay. These essays are due the following day.
Readings
We will read a book every 3-4 weeks, beginning with White Like Me: February 1-15. Essay due with plan for peer review February 17. Final draft due Feb. 22. This will be a definition essay.
The Known World: February 24-March 22. In-class essay writing assignment: March 24.
The Known World debate: Tuesday, March 24. Summary arguments and self-reflective essay on the process due: March 24 (cyber-assignment). Final essay using Classical model due March 28 by 12 noon.
An important question here is: How do we know what we know given the flawed process in coming up with the answer to this question? How do Jones’s characters illustrate this reasoning process? What do you think about the idea of a world view given the events of the novel? How do people think outside their narrow windows; why do several characters prefer the familiar to the challenging and shifting terrain around foregone conclusions? Use the novel to support all answers.
March 29-31 start, continue through April 14: From the Bottom of the Heap. Question: Is predestination or fate a socially prescribed outcome? Compare Wilkerson’s life to Wise’s. Use Toulmin model. Essay due April 26.
April 28-May 13 : Black Like Me. How is this dress rehearsal useful? To whom? How is it not? Take home Rogerian essay, due by Friday, May 20 12 noon.
Finals: Portfolio Due by May 27 12 noon via Internet. We will work on this May 12 and 17 in class. I’d like students to present their essays, at least three of the four. We have to figure out how we are going to work this into the tight schedule.
I like to use films as teaching aides, but given the tight schedule, we will probably only see clips of a few pertinent films. The film assignments will be cyber-assignments started in class. Cyber-assignments are turned in on-line and are about a 250 word fast draft. Each student needs to respond to two other posts. Be respectful in your comments. Even though we are only meeting two hours a week, students will have three hours of homework weekly, maybe more if one is a slow reader. We will not deviate from the schedule, as we have four books plus a textbook to get through, so don’t get behind (smile).
We will probably not complete any in-class essays, as there just isn’t enough time. Most essays will be submitted via Internet. Make sure you include the assignment and your name in the subject line. There will be one group project and presentation on logical fallacies (both inductive and deductive reasoning - one each) inspired by the texts (indicate the passages) or taken from the field of commercial art or politics. We will do this in class. Buy the books and start reading. Wise is first.
The Plan
We will use the textbook: Writing Logically Thinking Critically, Sixth Edition, by Sheila Cooper and Rosemary Patton. It will give students theoretical basis to talk about the argument process. The book has exercises which we will complete in and outside of class meetings. Students are encouraged to develop study groups.
We will run the book chronologically:
Week 1: A Quick Guide to Integrating Research into Your Own Writing 210-214.
Practice pp: 210-214
Week 1-2: Chapters 1-2
Week 2-3: Chapters 2-3
Week 3-4: Chapters 3-4
Week 4-5: Chapters 4-5-6
Week 5-6: Chapter 6-7
Week 6-7: Chapter 7-8
Week 8/9: Review
Grading
The essay based on readings are a fourth of your grade, the daily essays and/or homework are another fourth, your midterm and final are another fourth and your portfolio is the final fourth. (Save all of your work.) You can average the grades to see how to weigh the various components. Participation is included in the daily exercises and homework portion of the grade, so if your attendance is exemplary, yet you say nothing, you lose percentage points.
You will also need to spend at least an hour a week in the Writing Lab (L-234), or as needed, and have a teacher or tutor sign off on your assignments. If you are having trouble with grammar, then work on that. If you trouble is the essay writing process itself, work on that.
Have a tutor of teacher sign off on your essays before you turn them in; if you have a “R,” which means revision necessary for a grade or “NC-” which means “no credit,” you have to go to the lab and revise the essay with a tutor or teacher before you return both the graded original and the revision (with signature) to me. Also due with your revision is an essay about the essay which identifies the errors and how to correct them. Use a grammar/style book such as Diana Hacker’s Rules for Writers. Revise does not mean “rewrite,” it means to “see again.”
This course with limited class time should offer an invigorating discourse or dialogue for those students who love a challenge and approach the writing task eager, prepared and ready for what the course requires: English language fluency in writing and reading; a certain comfort and ease with the language; confidence and skillful application of literary skills associated with academic writing, plus familiarity, if not mastery, of the rhetorical styles used in argumentation, exposition and narration.
We will be evaluating what we know and how we came to know what we know, a field called epistemology or the study of knowledge. Granted, the perspective is western culture which eliminates the values of the majority populations, so-called underdeveloped or undeveloped countries or cultures. Let us not fall into typical superiority traps. Try to maintain a mental elasticity and a willingness to let go of concepts which not only limit your growth as an intelligent being, but put you at a distinct disadvantage as a species.
This is a highly charged and potentially revolutionary process - critical thinking. The process of evaluating all that you swallowed without chewing up to now is possibly even dangerous. This is one of the problems with bigotry; it is easier to go with tradition than toss it, and create a new, more just, alternative protocol.
Audience
This is not the class for the student who is not comfortable with writing essays, whose handle on grammar is shaky or loose, and/or whose reading skills - interpretation, critical analysis, comprehension and vocabulary, are limited. Obviously one cannot become an expert on anything meeting just twice a week for two hours; however, the hope is that when you leave the course, you will be a stronger writer than when you arrived, and understand clearly what you need to do next.
We will be honest with one another. Grades are not necessarily a complete assessment of one’s work; grades do not take into consideration the effort or time spent, only whether or not students can demonstrate mastery of a skill - in this case: essay writing. Grades are an approximation, arbitrary at best, no matter how many safeguards one tries to put in place to avoid such ambiguity. Suffice it to say, your portfolio will illustrate your competence. It will represent your progress, your success or failure this summer session in meeting your goal.
Office Hours
I’d like to wish everyone good luck. I’d like to wish everyone good luck. I am available on Monday and Wednesday morning 10:30-12 noon, Thursday 1-3 PM and by appointment MW after 3 PM. Let me know the day before, if possible, when you’d like to meet with me. Ask me for my cell phone number. I do not mind sharing it with you. My email address again is: coasabirenglish5@gmail.com
I don’t check my e-mail on weekends so I’d advise you to exchange phone numbers with classmates (2), so if you have a concern, it can be addressed more expediently. Again study groups are recommended, especially for those students finding the readings difficult; don’t forget, you can also discuss the readings as a group in the Lab with a teacher or tutor acting as facilitator. Keep a vocabulary log for the semester and an error chart (taken from comments on essay assignments). List the words you need to look up in the dictionary, also list where you first encountered them: page, book and definition, also use the word in a sentence. You will turn this in with your portfolio.
Students are expected to complete their work on time. If you need more time on an assignment, discuss this with me in advance, if possible, to keep full credit. You loose credit each day an assignment is late and certain assignments, such as in-class essays cannot be made up. All assignments prepared outside of class are to be typed, 12-pt. font, double-spaced lines, indentations on paragraphs, 1-inch margins around the written work (see Hacker: The Writing Process; Document Design.)
The class blog is: http://sabirscoaenglish5.blogspot.com
I also don’t check my e-mail on weekends so I’d advise you to exchange phone numbers with classmates (2), so if you have a concern, it can be addressed more expediently. Study groups are also suggested, especially for those students finding the readings difficult; don’t forget, you can also discuss the readings as a group in the Lab with a teacher or tutor acting as facilitator. Keep a vocabulary log for the term per book and for the textbook. Also keep a reading log for each book. List the words you need to look up in the dictionary, also list where you first encountered them: page, book and definition, also use the word in a sentence. You will turn these logs in with your portfolio.
Students are expected to complete their work on time. If any work comes in late after week one, the assignment is marked down one grade each day it’s late. All assignments prepared outside of class are to be typed, 12-pt. font, double-spaced lines, indentations on paragraphs, 1-inch margins around the written work (see Hacker: The Writing Process; Document Design.)
Cheating
Plagiarism is ethically abhorrent, and if any student tries to take credit for work authored by another person the result will be a failed grade on the assignment and possibly a failed grade in the course if this is attempted again. This is a graded course.
Homework
If you do not identify the assignment, I cannot grade it. If you do not return the original assignment you revised, with an analysis essay, I cannot compare what changed. If you accidentally toss out or lose the original assignment, you get a zero on the assignment to be revised. I will not look at revisions without the original attached- no exceptions.
We will have a library orientation: date and time TBA.
First Assignments: Write a response to the syllabus and post it in the comment section. Be specific in your response by January 25.
Second Assignment: Write a letter of introduction to me. Tell me something about yourself: anything you'd like to share. It stays with me: where you were born, who you are responsible for (smile), what languages you speak/write, your strengths, what you bring to the class, what you'd like to leave with and what if anything I need to know to facilitate your success. Include your contact information: email, mailing address, phone number and best time to call. Email it to me: coasabirenglish5@gmail.com. Don't forget to note the assignment in the subject line. This assignment is due January 23 before class.
I don't hold hands. No time for it. I don't pressure people or threaten. If this is the kind of motivation you need, I am not the one. I expect everyone to be an adult, to exercise time management skills and to pace him or herself so that deadline are met and that there is space in the plan for emergencies because nothing as I said is left to last minute rush. None of the material is a fast read--skimming might be possible but this class will not be a cake walk, so plan for it--leave time in your schedule for it. A lot of work will be done outside class. Students will be bringing work to class to share after reading, after writing, so for the class to move, to jump to have energy, students need to stay on top of the work--we will see each other in class just 120 minutes, 130 minutes over 3 months. Let's commit to making it fruitful.
Textbooks
We will travel through our five textbooks concurrently:
Cooper, Sheila and Rosemary Patton. Writing Logically, Thinking Critically. Sixth Edition. New York: Longman, 2010.
Griffin, John Howard. Black Like Me. New York: New American Library, 2003.
Jones, Edward P. The Known World. New York: Amistad, 2004.
King, Robert Hillary. From the Bottom of the Heap: The Autobiography of Black Panther Robert Hillary King. Oakland: PM Press, 2009.
Wise, Tim. White Like Me. New York: Skull Press, 2005.
Hacker, Diana. Rules for Writers. Sixth Edition. Boston: Bedford/St. Martins, 2008.
Students also need a dictionary. I recommend: The American Heritage Dictionary. Fourth Edition.
Along with a dictionary, the prepared student needs pens with blue or black ink, along with a pencil for annotating texts, paper, a stapler or paper clips, a travel drive to save writing, a notebook, three hole punch, a folder for work-in-progress, and a divided binder to keep materials together.
Week 1: Warm-ups and stretches
Writing Logically, Thinking Critically: Introduction, Chapter 1: Thinking and Writing
Day 1: In-class assignment: Aptitude Test; freewrite: Define Critical Thinking; film: Mirrors of Privilege: Making Whiteness Visible, director: Shakti Butler
Homework: Begin reading chapter 1. Complete exercises. You can write in the book. Note questions. Post freewrite on class blog: http://sabirscoaenglish5.blogspot.com
Week 2
Chapter 2: Inference—Critical Thought Assignments: p.17 due Tuesday, January 31.
The writing assignments from the text (some) will be cyber-assignments (turned in or posted on-line at the class blog). Keep a copy for yourself. Exercises: 2J, 3, 4, or 2K. Extra Credit: 2L, all due February 3.
Week 2-3
A Quick Guide to Integrating Research into Your Own Writing 210-214. Practice pp: 210-214
Readings January 31-Feb. 15
White Like Me. February 1-15.
Essay Due Dates: Feb. 17/21
Essay plan and rough draft started Feb. 15 in class. Due for peer review February 1. Final draft due Feb. 21 via Internet. This will be a definition essay.
Review: Rules for Writers (Hacker):
The Writing Process (2)
Document Design (60)
The Basics (530)
Week 4: Establish routine
Chapter 3: The Structure of Argument (53)
In class exercises: 3B (58-59), 3C. Homework Exercise 3E (cyber-assignment). Due Feb. 22 in class. Posted after class.
Chapter 4: Written Argument (77)
Cyber-assignment: Writing Assignment 7 (98-99), Writing Assignment 8 (102). Posted by February 24 after class. Bring assignments to class for review.
Hacker
Argument (358)
Conducting Research (381)
Clarity (79)
Readings
The Known World: February 24-March 22.
Essay Assignment
The Known World debate: Tuesday, March 24. Summary arguments and self-reflective essay on the process due: March 24 (cyber-assignment). Final essay using Classical model due March 29 in class for peer review. Final draft due by March 31 via Internet.
An important question here is: How do we know what we know given the flawed process in coming up with the answer to this question? How do Jones’s characters illustrate this reasoning process? What do you think about the idea of a world view given the events of the novel? How do people think outside their narrow windows; why do several characters prefer the familiar to the challenging and shifting terrain around foregone conclusions? Use the novel to support all answers.
Week 5-6: Fitness testing
Chapter 4 con’t. Review
Chapter 5: The Language of Argument—Definition (104)
Cyber-Assignments: Exercise 5A (110-111), Writing Assignment 10 (124)
Hacker:
Grammar (148)
Punctuation (269)
Mechanics (317)
Readings/Essay Assignment
March 29-31 start, continue through April 14: From the Bottom of the Heap. Question: Is predestination or fate a socially prescribed outcome? Compare Wilkerson’s life to Wise’s. Use Toulmin model. Essay due April 26.
Week 6-7:
Chapter 5 review
Chapter 6: Fallacious Arguments (131)
Cyber-assignments based on in-class assignment (145); Exercise 6B
Test
Readings/Essay Assignment
April 28-May 13 : Black Like Me. How is this dress rehearsal useful? To whom? How is it not? Take home Rogerian essay, due by Friday, May 20 12 noon.
Week 7-8: Learning curves
Chapter 7: Deductive and Inductive Argument (157)
Cyber-assignments Exercises 7G (180) or 7H (181)
Cyber-assignment (Writing Assignment 13 (196)
Week 8-9: Home Stretch
Chapter 8, Review
Review and quiz. We will complete the textbook about midway through the course. This will allow students an opportunity to focus on their writing. I will also hand out other materials to supplement argument models not covered in Writing Logically.
Finals: Portfolio Due Dates
Portfolio Due by May 27, 12 noon via Internet. We will work on this May 12 and 17 in class. I’d like students to present their essays, at least three of the four. We have to figure out how we are going to work this into the tight schedule.
Jot down briefly what your goals are this semester. List them in order of importance.
1.
2.
3.
4.
5.
This syllabus is subject to change based on instructor assessment of class progress.
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