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
Tuesday, May 10, 2011
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?
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