10.30/11.2
• Due: topic approval form. Grad
paper tracker please. NOT HW
tracker!
• Due: argumentative essay. Do
not turn in yet. See activity 2!
• warm-up: citations and working
bib.
• activity 1: adding to Toulmin and
Toulmin practice
• activity 2: MLA information and
peer edits
• Close and HW: visual
argumentation.
Fri/Mon
11.5/6: Argumentation quiz 1
11.9/10: Vocab. 4 quiz
11.12/11.13: grad paper work day!
11.20/23: Vocab. 5 quiz
11.24/11.30: FRQ (graded)
12.1/2: Argumentation quiz 2
12.3/4: Vocab. 6
12.11/14: Vocab. 7 quiz
12.17/18: Argumentation test
10.30/11.2 Warm-up: Citations
• Can you correct the following citations? Write your corrections down
on a piece of paper.
• Huckleberry Finn, as the narrator of “The Adventures of Huckleberry
Finn”, begins the novel by claiming that “Mr. Mark Twain [ . . . ] told
the truth, mainly.” (Mark Twain, page 1, chapter 1).
• Edna Pontellier’s full understanding of her self-determinism is shown
when she acknowledges that she doesn’t “want anything but my own
way (Chopin 112).”
10.30/11.2 Warm-up: Citations
• Huckleberry Finn, as the narrator of “The Adventures of Huckleberry Finn”,
begins the novel by claiming that “Mr. Mark Twain [ . . . ] told the truth,
mainly.” (Mark Twain, page 1, chapter 1).
• Huckleberry Finn, as the narrator of The Adventures of Huckleberry Finn,
begins the novel by claiming that “Mr. Mark Twain [ . . . ] told the truth,
mainly” (Twain 1).
• Edna Pontellier’s full understanding of her self-determinism is shown when
she acknowledges that she doesn’t, “want anything but my own way
(Chopin 112).”
• Edna Pontellier’s full understanding of her self-determinism is shown when
she acknowledges that she doesn’t “ ‘want anything but [her] own way’ ”
(Chopin 112).
10.30/11.2 warm-up: citation?
• Help me out here.
• I’m writing an analytical essay on The Awakening.
• I’ve got a good sentence:
• Edna doesn’t so much as choose her fate as she abdicates to society.
Her suicide, thus, is . . .
• And I’ve got good evidence to add into that sentence:
• “Exhaustion was pressing upon and over-powering her” from page
116.
• I just don’t know how to put the two together. You do it and cite it
correctly.
10.30/11.2 warm-up: citation?
• Edna doesn’t so much as choose her fate as she abdicates to society.
Her suicide, thus, is an “[e]xhaustion [ . . . ] pressing upon and overpowering her” (Chopin 116).
• Ach. My teacher wants a works cited entry now?
• Here’s the format Purdue OWL tells me to follow:
• Last name, First name. Title of Book. City of Publication: Publisher,
Year of Publication. Medium of Publication.
• Here’s what I got from the book . . .
10.30/11.2 warm-up: citation?
• Last name, First name. Title of Book. City of Publication: Publisher,
Year of Publication. Medium of Publication.
10.30/11.2 warm-up: citation
• Chopin, Kate. The Awakening. New York, NY: Dover Publishing, Inc.
1993. Print.
• MLA no longer requires the use of URLs in MLA citations. Because Web
addresses are not static (i.e., they change often) and because documents
sometimes appear in multiple places on the Web (e.g., on multiple
databases), MLA explains that most readers can find electronic sources via
title or author searches in Internet Search Engines.
• "Athelete's Foot - Topic Overview." WebMD. WebMD, 25 September 2014.
Web. 6 July 2015.
• Lundman, Susan. "How to Make Vegetarian Chili." eHow. Demand Media,
n.d. Web. 6 July 2015.
10.30/11.2 notes: working bib?
•
•
•
•
•
The next part of your grad paper that is due is your working bibliography.
So what is a working bib?
It should have all the sources at which you’ve looked so far.
Some of these sources might not show up in your final paper.
It should be MLA formatted. Don’t remember how to do that? Purdue
OWL.
• It must have at least ten sources on them.
• Let’s look at how to do it correctly and how not to do it correctly thus
incurring all the anger that I can possibly muster on a Friday afternoon (or
Monday morning—either way) directing toward a teenager who can’t, for
some inexplicable reason, grasp the totally intuitive nature of MLA
formatting and also that’s all sarcasm; it’s actually difficult to get right.
10.30/11.2 notes: adding to Toulmin
• Secondary Elements: backing, qualifier, counterargument, refutation
• Backing: Additional data used to support the warrant.
• Qualifier: restricts the claim and limits its range (uses words like
usually, probably, in most cases, most likely, frequently, under these
conditions). This can make your argument less didactic and allow
room for a counterargument and refutation. So . . .
• Counterargument: gives voice to objections that could refute your
claim.
• Refutation: refutes counterargument.
10.30/11.2 notes : adding to Toulmin
• Claim (with qualifier): Carol should probably be president
• Grounds: She was an honor student.
• Warrant: All former honor students have made good presidents.
• Backing: Consider, for example, LeRoy, our last president. Honor
student and a good president.
• Counterargument: ElRoy, the president two times ago, was an honor
students and a really bad president.
• Refutation: But ElRoy was only an honor student because he cheated
and was kicked out of the NHS half-way through the year. So he
wasn’t really an honor student, was he?
10.30/11.2 notes : adding to Toulmin
• Toulmin goes on to note how this can be constructed as a paragraph.
• Grounds/support, so (qualifier) claim, since warrant, on account of backing
although counterargument but refutation.
• Carol is an honor student, so she should probably be president on account
of LeRoy being an honor student and a good president; although ElRoy,
another former president, was not good and was an honor student, but his
honor student status is disqualified.
• Eh?
• It’s a little wonky, but it’s certainly possible to arrange paragraphs such that
this information is included.
• CLAIM  Grounds, warrant.
10.30/11.2 notes : adding to Toulmin
• Carol would make an excellent president and should, therefore, be
elected. It is well-known that Carol is an excellent student and has
been a leading member of NHS since her enrollment during her junior
year. Previous leading members of NHS, like LeRoy, have also made
great presidents.
• Do you see the statement, evidence, explanation—er, I mean do you
see the claim, grounds, warrant (and backing) in this paragraph?
• Yep. SEE is just a dumbed down version of Toulmin.
• And of course Toulmin is just the inductive version of a syllogism, but
more on that later . . .
10.30/11.2 notes : adding to Toulmin
• Let’s do some practice.
• I’ve jumbled up this argument.
Identify each part of Toulmin in it.
• Socrates is a man.
• Aristotle, also a man, is mortal.
• Socrates is probably mortal.
• Although there’s no way to prove
that all men who ever will live will
die, all men who have ever lived
have died. Death is undefeated.
• All men are mortal.
• CLAIM (with qualifier): Socrates is
probably mortal.
• GROUND: Socrates is a man.
• WARRANT: All men are mortal.
• BACKING: Aristotle, also a man, is
mortal.
• COUNTER and REFUTE: Although
there’s no way to prove that all
men who ever will live will die, all
men who have ever lived have
died. Death is undefeated.
• Now you should be able to put this
argument into a paragraph.
10.30/11.2 notes : adding to Toulmin
• This can be highly useful once you get your hands around it, though it
isn’t easy at first.
• Let’s try it with a simple example.
• Because the weatherman said it would rain, I should take my
umbrella.
• What is the claim here? What are the grounds to support the claim?
• Provide a warrant. Provide backing for the warrant. Provide a
qualifier. Provide a counterargument. Provide a refutation.
10.30/11.2 notes : adding to Toulmin
• I should probably take my umbrella with me today because the
weatherman said it was going to rain. I own that fancy brand of
umbrella, the same kind that you have, and you know it works well.
Now, it should be noted that the weatherman has been wrong before.
Last week he said it would be sunny and it was partly cloudy. But that
was the first time he’s been wrong all year, so I trust him.
10.30/11.2 notes : adding to Toulmin
• With all this in mind, let’s peer edit the arguments you have created.
• Be sure you can identify the various parts of Toulmin in your peer’s
paper.
• Additionally, check for MLA format.
• Let’s have a quick MLA lesson . . .
10.30/11.2 notes: formatting quotes.
• However, in one case where the school board did implement optional
homework, the results which followed were appalling. The event involved “a
school in Irving, Texas, [which] stopped counting homework assignments
toward their 2010-2011 student curriculum” (Graham).
• Here, you’ll see that the citation is part of the sentence but not part of the
quote.
• Gosh. That was in bold.
• Let me try that again:
• Here, you’ll see that the citation is part of the sentence but not part
of the quote.
• Ah! It got bigger! What the heck? One more time?
• Here, you’ll see that the citation is part of the sentence but
not part of the quote.
• Rats. I wonder why that happened . . .
10.30/11.2 notes: formatting quotes.
• Correct: However, in one case where the school board did implement optional
homework, the results which followed were appalling. The event involved “a school
in Irving, Texas, [which] stopped counting homework assignments toward their 20102011 student curriculum” (Graham).
• Incorrect: However, in one case where the school board did implement optional
homework, the results which followed were appalling. The event involved “a school
in Irving, Texas, [which] stopped counting homework assignments toward their 20102011 student curriculum (Graham).”
• Also not correct: However, in one case where the school board did implement
optional homework, the results which followed were appalling. The event involved “a
school in Irving, Texas, [which] stopped counting homework assignments toward their
2010-2011 student curriculum.” (Graham).
• Also also not correct: However, in one case where the school board did implement
optional homework, the results which followed were appalling. The event involved “a
school in Irving, Texas, [which] stopped counting homework assignments toward their
2010-2011 student curriculum”::”ldjk;dla’’’’dlja’dflsjlGRRRRR THIS REALLY MAKES ME
MAD””””” (WHY ARE YOU MISQUOTING ME IM Graham).””
10.30/11.2 notes: formatting quotes.
• Very rarely does a punctuation occur outside of a quotation mark in American
English (Brit English is different; stupid Brits).
• My favorite song is Pink Floyd’s “Time”; LeRoy’s favorite song is “I Can’t Feel My
Face” because LeRoy is an idiot.
• This can get interesting . . .
• My favorite song is Jimi Hendrix’s “Are You Experienced?”; LeRoy’s favorite song is
“I Can’t Feel My Face” because LeRoy is an idiot.
• What if the quote ends with a question but the sentence itself doesn’t?
• The president once claimed that “[his] favorite song is ‘Are You Experienced?’ ”
(Mitchell 22).
• Or the other way around? The quote is not a question but the sentence is?
• Did the president really say that “[his] favorite song is Pink Floyd’s ‘Time’ ”
(Mitchell 22)?
• Oh boy.
10.30/11.2 notes: formatting quotes.
• So semicolons, colons, exclamation points and question marks can and do
all appear outside of quotation marks.
• Full stops (periods) and commas never do.
• It never happens.
• Stop making it happen.
• My teacher told me his favorite song is “Time”.
• Nope.
• My teacher told me his favorite song is “Time”, and he thinks I would like it,
too.
• Also nope.
• Don’t do that.
• Please.
10.30/11.2 activity: peer edits
• With all this in mind, let’s peer edit the arguments you have created.
• Be sure you can identify the various parts of Toulmin in your peer’s
paper.
• As you edit, while it’s not required, consider how your peer can add in
a counterargument.
11.2 close: Argue
• As far as exercise equipment goes, nothing is more
state of the art than a dog. Not only is walking a
dog great exercise, this is one piece of equipment
that won’t take “no” for an answer. Plus no
treadmill or stair-climber comes with these
particular features: friendship, loyalty and
unconditional love.
• Your local animal shelter has hundreds of puppies
and dogs read to start you on a terrific
cardiovascular workout for around $50 (including
vaccinations). So if you’re ready to provide the
care and love a dog needs, why not adopt one
today? Because while walking a dog is good for
your heart, so is adopting one from the pound.
• What claim does this ad make (what, in other
words, is it persuading its audience to do)?
• What evidence does it use to support its claim?
• What assumption does it make about what
everyone in its audience wants? (Phrase it like
this: “All people want . . . ”)
HW
10.30/11.2
• Argumentation essay with revisions due on 11.5/11.6
• Pay attention to the information on p. 531-536 of Patterns.
• Read Stanton’s “Declaration of Sentiments and Resolutions” on p. 563
11.3/11.4
• Due: nothing, but you’ve read
Stanton and Jefferson’s
declarations and you have an oral
quiz on them today.
• Notes: Why don’t you take
them?
• Warm-up: Identifying Toulmin
• Activity: Stanton vs. Jefferson
• Close: rhetorical appeals review
and maybe surprise?
TUE/WED
11.5/6: Argumentation quiz 1
11.9/10: Vocab. 4 quiz
11.12/11.13: grad paper work
day!
11.20/23: Vocab. 5 quiz
11.24/11.30: FRQ (graded)
12.1/2: Argumentation quiz 2
12.3/4: Vocab. 6
12.11/14: Vocab. 7 quiz
12.17/18: Argumentation test
11.3/11.4 notes: 40% rejected topic approvals?
• Well, not in 4A, but still more than I’d like to see.
• And I’m concerned as to why this is.
• It shouldn’t have been, and it’s mostly because you wrote poor essential
questions—not because you chose topics poorly.
• Did you consult your notes before you took wrote your essential question?
• Do you take notes?
• Do you even know what an argument is?
• You can and will fail this paper if you put as little effort into it as you did
your topic approval form and as you, quite frankly, do for most things in
this class.
11.3/11.4 notes: Writing a thesis
• Different types of papers:
• An expository (explanatory) paper explains something to the audience.
• An analytical paper breaks down an issue or an idea into its component parts, evaluates the
issue or idea, and presents this breakdown and evaluation to the audience.
• An argumentative paper makes a claim about a topic and justifies this claim with specific
evidence. The claim will be a policy proposal for a known problem. The goal of the
argumentative paper is to convince the audience that the claim is true based on the
evidence provided.
• Example of an argumentative thesis statement:
• High school graduates should be required to take a year off to pursue community service
projects before entering college in order to increase their maturity and global awareness.
• The paper that follows should:
• Claim that there is a benefit to students taking a year off (the “gap year”) and give evidence
to prove that claim.
• You are convincing your audience that there is a problem (“students go into college
unprepared” sounds like the problem here) and that your claim will fix that problem.
11.3/11.4 warm-up: Toulmin practice
• Read through this paragraph. Identify the claim, grounds and warrant.
What kind of claim is it? What kind of warrant?
• Huh?
• I don’t remember that! I totally don’t take notes because English.
11.3/11.4 warm-up: Toulmin practice
• CLAIMS
1.
fact: claims which focus on empirically
verifiable phenomena
2.
judgment/value: claims involving
opinions, attitudes, and subjective
evaluations of things
3.
policy: claims advocating courses of
action that should be undertaken
4.
definition/classification: indicates what
criteria are being used to define a term
or what category something falls into
WARRANTS
1. Argument based on Generalization
with the sample can be inferred of the
group/population.
2. Argument based on Analogy
3. Argument via sign/clue
4. Causal argument
5. Principle argument
6. Argument via authority
11.3/11.4 warm-up: Toulmin practice
• It is obvious that students are only as good as the amount of time they
spend preparing for their exams, which are a vital part of their final grade.
Homework is perhaps the most important way for students to prepare. If
AK takes away the system of required homework, then most students will
likely not be as motivated to prepare, and their GPA will plummet as a
result. A comprehensive study recorded by the news site, The Guardian,
states that “spending more than two hours a night doing homework is
linked to higher GPAs in English, math and science, according to a major
study which has tracked the progress of 3,000 children over the past 15
years” (Vasagar). The current system is not flawed, rather it is the students
who would be flawed without it. If students do not have the time they
need to practice important skills at home, then they will not succeed. All
students need homework.
11.3/11.4 warm-up: Toulmin practice
• CLAIM (judgement): It is obvious that students are only as good as the amount of time
they spend preparing for their exams, which are a vital part of their final grade.
Homework is perhaps the most important way for students to prepare.
• GROUNDS (empirically provable): If AK takes away the system of required homework,
then most students will likely not be as motivated to prepare, and their GPA will plummet
as a result. A comprehensive study recorded by the news site, The Guardian, states that
“spending more than two hours a night doing homework is linked to higher GPAs in
English, math and science, according to a major study which has tracked the progress of
3,000 children over the past 15 years” (Vasagar). Th
• WARRANT (causal): The current system is not flawed, rather it is the students who
would be flawed without it. If students do not have the time they need to practice
important skills at home, then they will not succeed. All students need homework.
• NOTE: Look how this paragraph begins with something that needs to be proven. The
evidence in this paragraph—the grounds and warrant, the evidence and explanation—
prove that topic sentence.
• It doesn’t begin with a stat or data or a quote. It begins with something that is debatable
and needs to be proven.
• This is in direct contrast to those awful Awakening essays you wrote in which you began
paragraphs with topic sentences that served no rhetorical purpose.
• It’s time to learn to write and stop doing that.
11.3/11.4 warm-up: Toulmin practice
• Personal interaction between parents and children leads to better
communication skills for children in the future. Young children’s view of
literacy and books contributes to the way they approach reading. Parents
and children interact during storybook reading. This interaction can create a
bond between parent and child, in addition to also providing a better
apprehension of the “context for language learning” (Porterfield-Stewart 1).
Gradually, this helps children expand their vocabulary by improving their
understanding as they listen to stories. Children should have the ability “to
gain knowledge from written and spoken words, communicate information,
and express ideas orally” ("Early Literacy” 10). The skills taught, relate to
children increasing their “knowledge of letters and their associated sounds,
their ability to “sound out” words, and their capacity to read words quickly
enough to retain the meaning of what is read from the start of a passage to
its end” ("Early Literacy” 7). Young children learn to read in much the same
way that they learn to ride a bike: they don’t feel safe without someone
near them, pushing them and providing support. Young children need to
feel safe to learn most effectively. Being close to someone who can give
encouragement and reassurance is the key to early childhood growth.
11.3/11.4 activity: Declaration of Independence
review
1.
2.
3.
4.
5.
What does Jefferson mean when by “the separate and equal station” (3)?
What is the purpose of the first paragraph?
What truths, according to Jefferson, are self-evident?
Why are governments “instituted among men” (10)?
How does Jefferson prove that the colonists are not dissolving a government for “light
and transient causes” (16)?
6. What does “usurpations” mean (19)?
7. Why does Jefferson accuse England of ruling under “despotism” (21)?
8. How have the colonists attempted to counter “every stage of oppressions” they’ve
encountered from the British (91)?
9. What rhetorical device does Jefferson make prominent use of in lines 95-101?
10. Finally: What is Jefferson’s overall claim and what evidence does he use to support that
claim? What assumption does Jefferson make that can broadly be applied to all people
under British rule in the Americas? How does he back that assumption? (p. 540 Toulmin
logic—discuss more later in class and practice with next class.)
11.3/11.4 activity: Declaration of Sentiments
1.
From what text is Stanton quoting and alluding? Why? What significant lines does she change to reveal her
subject? Was it, finally, a good move to present her argument after the style of Jefferson’s?
2. What does the nature of the argument presented tell us about the speaker? What other biographical
information should we be aware of?
3. Why does Stanton acknowledge that “governments [ . . . ] should not be changed for light and transient causes”
(2)? What is she implying?
4. Is Stanton convincing in exemplifying a “long train of abuses and usurpations” against women (2)?
5. Does Stanton believe the American government is responsible for the “absolute tyranny” held over women?
What other institutions are in place to prevent equality for women?
6. Why is there a “different code of moral for men and women” (16)?
7. For what purpose does Stanton claim that “the prerogative of [God] himself” has been usurped (17)?
8. Paragraph 25 reveals the purpose of Stanton’s declaration. How so?
9. Much of Stanton’s argument relies on the statement that God has granted mankind certain inalienable rights.
How could this premise be invalid?
10. What is Stanton’s thesis? Who is Stanton’s audience? Would she have been effective in
11. Does Stanton present her argument deductively or inductively?
12. What is a possible counterargument that could be presented against Stanton’s claim? Have enough laws been
passed to ensure gender equality to, in essence, negate Stanton’s claim?
11.3/11.4 close: Identify rhetorical appeals
• Rhetorical appeals: the persuasive techniques a speaker uses to
argue a claim
• Logos: logic and facts and data
• Pathos: emotional language
• Ethos: convince the audience of the speaker’s credibility
• Examine the examples on the following slide and identify them as
ethos, pathos or logos.
11.3/11.4 close: Identify rhetorical appeals
• Don’t you realize the pain you’ll cause your mother if you get caught
cheating on an exam??? You don’t want your mother to be
disappointed in you, do you?
• I’m a senior and have taken hundreds of exams. Just listen to me and
I’ll tell you exactly what you need to do to pass them.
• If you cheat on the exam, you will get caught because everyone else
who has ever cheated has gotten caught. Therefore, don’t cheat!
11.3/11.4 close: Identify rhetorical appeals
• Don’t you realize the pain you’ll cause your mother if you get caught
cheating on an exam??? You don’t want your mother to be disappointed in
you, do you?
• Pathos: The prompt asks the audience to feel guilt, shame or
embarrassment at the thought of their mother’s agony.
• I’m a senior and have taken hundreds of exams. Just listen to me and I’ll
tell you exactly what you need to do to pass them.
• Ethos: The speaker claims to be an expert based on authority.
• If you cheat on the exam, you will get caught because everyone else who
has ever cheated has gotten caught. Therefore, don’t cheat!
• Logos: The argument is logically constructed. If you do A, B will happen.
Therefore, don’t do A if you don’t want B to happen.
11.3/11.4 close: Surprise!
• AP MC.
• 13 minutes.
• Oh. This one is awful.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
A
C
B
C
D
A
E
D
E
C
E
•
•
•
•
•
•
•
•
•
•
•
•
Converted score:
11/11 = 11/11
10/11 = 10.5/11
9/11 = 9.95/11
8/11 = 9.38/11
7/11 = 8.77/11
6/11 = 8.12/11
5/11 = 7.42/11
4/11 = 6.63/11
3/11 = 5.74/11
2/11 = 4.69/11
1/11 = pictures of food
HW
11.3/11.4
• Here are your last FRQs back.
• Look at that. They don’t have a score on them.
• Drats.
• Guess what? That’s right. You score them. Re-read the released
essays from AP (it’s on post #26) to get an idea of the score range.
• Additionally, your edited argumentation essay is due.
• Turn in a new copy with a rubric. I don’t need the peer-edited copy.
11.5/11.6
• Due: argumentation essay. Rubric
on top and in folder.
• Due: working bib. Next to folder
with grad paper tracker (not
stapled) on top.
• warm-up: COMMA!
• Quiz: Let’s, take an,
argumentation, quiz, or something,
a lot like that.
• COMMA!
• Post-quiz: Argumentation
• NOTES: Rogerian argumentation
• CLOSE: Rogerian in action.
THU/FRI
11.5/6: Argumentation quiz 1
11.9/10: Vocab. 4 quiz
11.12/11.13: grad paper work day!
11.20/23: Vocab. 5 quiz
11.24/11.30: FRQ (graded)
12.1/2: Argumentation quiz 2
12.3/4: Vocab. 6
12.11/14: Vocab. 7 quiz
12.17/18: Argumentation test
11.5/11.6 warm-up: S&W
• I enjoy studying for quizzes, taking quizzes and failing quizzes.
• I enjoy studying for quizzes, taking quizzes, and failing quizzes.
• The Oxford or serial comma.
• S&W and Purdue both say use it.
• I don’t and only recommend that your consistent in your usage or
non-usage of it.
11.5/11.6 warm-up: S&W
• Rule 4: place a comma before a
[coordinating] conjunction introducing an
independent clause.
• Huh? What’s an independent clause.
• It’s a sentence.
• LeRoy is smart.
• We will punch smart LeRoy.
• LeRoy is smart, so we will punch him.
• Coordinating conjunction? FANBOYS
• for, and, nor, but, or, yet, so
•
•
•
•
•
•
•
•
•
•
LeRoy is smart and does well in school.
LeRoy is smart, and does well in school.
Which one?
Is “does well in school an independent
clause”?
No?
Oh. No comma then.
I will study for this quiz, then I will eat pie.
I will study for this quiz; then I will eat pie.
Is “then” a FANBOYS? No? Then the first
example is a comma slice of pie—er, comma
splice.
If you’re not sure what these things mean,
you can see me for tutoring or school
yourself using—you guessed it—Purdue
OWL.
11.5/11.6 warm-up: S&W
• Commas can be difficult, but an easy rule to remember is this:
• The only job a comma should be doing is separating information.
• Presumably, the information that is separated can be removed from
the sentence and it will still make syntactical, grammatical and
rhetorical sense.
• I like puddin’, donuts and waffles.
• I like puddin’, but I don’t eat it everyday.
• Even given that restriction, my argument is still valid.
• My best friend’s dad, LeRoy, is a jerk.
11.5/11.6 warm-up: S&W
• As opposed to . . .
• Physical activity helps increase cognitive development because,
exercise will increase blood flow to the brain.
• The aftermath of the families and friends of the victim, are
devastating to society.
• Most families would agree that health is important, however some
government officials do not see the point.
• Wait. What’s wrong there?
11.5/11.6 quiz: Argumentation quiz 1
• Usual quiz procedure.
• Post-quiz: grab the essay next to the folder and begin reading it for
argumentation techniques.
• You should notice something different about this one . . .
11.5/11.6 notes: Rogerian “Argument”
• Calls for us to redefine our understanding of the purpose of
argumentation:
• Still makes a claim and tries to persuade the audience to accept that
claim.
• BUT aims to do so by connecting to the beliefs and identity of the
audience (who in this case should not be thought of as an opponent).
• The audience should be thought of as a colleague rather than an
opponent. It’s a cooperative relationship to work through a point.
• Let’s look at the guidelines for writing a Rogerian argument.
11.5/11.6 notes: Traditional Argument vs.
Rogerian Approach
• Traditional argument is aimed at a third party judge: a consumer, a
voter, a panel, etc. in an effort to win them over to the speaker’s side.
• We have all seen the potentially polarizing effects of this kind of
rhetoric in politics.
• Rogerian argument is aimed at the other rhetor with the aim of
convincing him to change his mind or to reach an agreement.
11.5/11.6 notes: The Rogerian Approach to
Conflict Resolution
• Introduction
• Statement of the problem. Present your argument as a problem in need of
a solution, and raise the possibility of positive change.
• (This strategy can interest an audience who would not be drawn into an
argument that seems devoted to tearing something down).
• Summary of Opposing Views
• Statement of the views of the opposition. Be as accurate and neutral as
possible.
• Show that you are capable of listening without judging and that you have
given a fair hearing to people who differ with you—the people you most
need to teach.
11.5/11.6 notes: The Rogerian Approach to
Conflict Resolution
• Statement of Understanding
• Concession. Show that you understand that there are situations in
which the opponents’ views are valid.
• Do not concede that their views are always right, but recognize those
conditions under which you share their views.
• Statement of Your Position
• Explanation of your views.
• Having won the attention of both the opponents and those who have
no position on the issue, your audience is prepared to listen fairly
because you have shown that you yourself are fair.
11.5/11.6 notes: The Rogerian Approach to
Conflict Resolution
• Statement of Contexts
• Description of situations in which you hope your own views would be
honored.
• By showing that your position has merit in specific situations or contexts,
establish that you do not expect everyone to agree with you all the time.
• Statement of Benefits
• An appeal to the self-interest of those who do not share your views but are
beginning to respect them. Conclude by showing your audience how they
would benefit from accepting your position. End on a positive and hopeful
note.
11.5/11.6 notes: Criticism of the Rogerian
Approach
• It can be manipulative:
• “First you get the reader on your side, then you hit ‘em with your own ideas
at the end!”
• Unethical to try to win someone over under false pretenses.
• It’s too idealistic:
• People are too driven by their own desires to enter into it with an earnest
spirit.
• People are too hostile, having been burned by smooth-talkers.
• People are too entrenched in their views.
11.5/11.6 notes: Outline
• Intro: Cigarette smoking causes serious health problems for smokers and nonsmokers creating a burden on the health care system.
• Statement of opposing views: Smokers understand the risk they are taking, and
smokers are restricted as to where they can smoke.
• Statement of understanding: It is true that smoking is restricted in public. And
smokers are aware of the risks they take.
• Statement of position: But, regardless of their awareness and limitations,
smokers should be aided by our health care system in their efforts to quit
smoking, and quitting should be incentivized.
• Statement of contexts: Smokers who are too poor to pay for their own
healthcare are put into the healthcare system at the taxpayers’ expense.
• Statement of benefits: By limiting the amount of smokers in the country, taxes
will be less burdensome. The health care system will be more efficient.
11.5/11.6 activity: sample Rogerian?
• Yes! Probably! Snowboards!
Works Cited
“Heads you win?…the low down on helmets on the slopes.” 6 June 2001. 27
November 2001 < http://www.ski-injury.com/helmet.htm. >
Johnston, Greg. “Skiers and snowboarders race into the debate on
helmets.” Seattle Post Online 29 October 1998
< http://seatle.p-i.nwsource.com/getaways/102998/helm29.html> .
Reichenfeld, Rob, and Anna Breuchert. Snowboarding. Champaign, IL:
Human Kinetics Publishing, 1995.
CLOSE and HW
11.5/11.6
• Hey! You found this and haven’t had a chance to look at it, but you don’t
want to lose it so you put it here:
• http://owl.excelsior.edu/posts/view/478
• Score your FRQ. The released AP essays are on post #26.
• Read MLK’s Letter from Birmingham Jail in Patterns p. 570 (sorry, it’s super
long).
• Comprehension 1-3, 6
• Purpose and Audience 2
• Style and Structure 1-2, 5-7
• Whew!
11.9/11.10
• Due: MLK questions. In HW
tracker as “MLK.”
• warm-up: introduction to
syllogistic logic.
• notes: FRQ
• quiz: vocab. 4
• post-quiz: MLK discussion
• notes: I write outline now!
MON/TUE
11.9/10: Vocab. 4 quiz
11.12/11.13: grad paper work
day!
11.20/23: Vocab. 5 quiz
11.24/11.30: FRQ (graded)
12.1/2: Argumentation quiz 2
12.3/4: Vocab. 6
12.11/14: Vocab. 7 quiz
12.17/18: Argumentation test
11.9/11.10 warm-up: What’s wrong here?
• Next Monday/Tuesday, we’ll look at syllogistic logic,
induction/deduction and look at how to avoid logical fallacies.
• The following is brief introduction to syllogistic logic.
• What’s wrong here?
11.9/11.10 notes: FRQs
•
•
•
•
•
•
•
You scored your Adams FRQ. How’d it go?
Did you read the scored essays from College Board?
Did you justify your own score?
Do you want to see the score I gave you?
Our next FRQ will be on 11.24/11.30.
It will be scored formally. 20 points.
It’s probably a good idea to read Ch. 5 in Five Steps to a Five before that
FRQ. I will assign a few things in the book (in addition to reading that
chapter) which we will cover in class before you essay (probably on
11.20/11.23).
• But now it’s vocab. quizzing! I will give you your scores while you quiz. If
you did write out your justification for your score, I’d like to see it.
11.9/11.10 quiz: Vocab. 4
• Usual quiz procedures.
• POST-QUIZ: MLK stuff.
11.9/11.10 post-quiz: MLK questions and
discussion
11.9/11.10 notes: I writez outline!
• The introduction is the broad beginning of the paper that answers three
important questions:
• What is this?
• Why am I reading it?
• What do you want me to do?
• You should answer these questions by doing the following:
11.9/11.10 notes: I writez outline!
• What is this? Set the context –provide general information about the
main idea, explaining the situation so the reader can make sense of
the topic and the claims you make and support.
• Why am I reading this? State why the main idea is important –tell
the reader why he or she should care and keep reading. Your goal is
to create a compelling, clear, and convincing essay people will want to
read and act upon
• What do you want me to do? State your thesis/claim –compose a
sentence or two stating the position you will support with grounds
and warrants.
11.9/11.10 notes: avoid these
• Clichés.
• Everyone has learned not to judge a book by a cover. That lesson,
though, seems to have been forgotten by some. Animal abuse is a
common problem
• It is a hard lesson for one to learn that all that glitters is not gold.
That’s exactly the lesson being learned in school cafeterias every day.
11.9/11.10 notes : Avoid these
• Formal definitions.
• The dictionary defines animal abuse as the “deliberate harming of an
animal” (Webster’s). Therefore, people are hurting animals on purpose,
and this should be stopped.
• The grand and pointless claim.
• Scientists and archaeologists have confirmed that civilization has been
around for thousands of years. Throughout those thousands of years, there
have been millions of societal problems that has plagued humankind.
Civilizations have survived war, famine, drought, and disease. In 2014, one
of the greatest dangers affecting humankind is the problem of censorship
in public schools. Schools should not be allowed to censor books in order
to ensure the survival of all humankind!
11.9/11.10 notes : Avoid these
• Beginning with a question. (NOTE: This can be done effectively but
often just appears to be lazy and ham-fisted.)
• Have you ever wondered what it’s like to be an ear of corn? Of course
everyone has at one point wondered this, and the same conclusion is
invariably reached: If one has to be an ear of corn, one would want
to be one that is not genetically modified. The use of GMOs in
today’s society should be banned because no one would want to be
an ear of corn.
11.9/11.10 notes : Avoid these
• Asking your audience to do anything.
• Imagine for a second that you’re about to open a book. You’ve been
told that the book is good and will expose you to new ideas, change
your way of thinking. Now imagine that you have to read the book in
private, under a sheet, away from prying eyes. This is exactly the type
of situation millions of American children are placed in every day.
Schools should not ban books because all books are helpful for
society today.
11.9/11.10 notes : Avoid these
• Beginning with a quote.
• Ernest Hemingway once said that “[t]here is no friend as loyal as a book.”
And while he said this seventy years ago, that statement is just as true
today. Schools should not ban books because everyone needs friends.
• Moralizing. (Actually, this needs to be avoided throughout the entire
paper, but it usually happens in the intro and conclusion.)
• Americans today are too fat. No one can dispute this fact. Americans are
lazy, slothful, gluttonous and should be ashamed. Fatty snacks and
unhealthy food choices are ruining America. That is why all people should
feel bad for eating unhealthy foods and corporations should be forced only
to serve food made out of Soylent Green.
11.9/11.10 notes : So what should you do?
• Don’t overthink. Can’t think of one? Heck, at least get your claim down and
work from there.
• Purdue OWL’s outline for an intro is excellent. Here it is again:
• What is this?
• Why am I reading it?
• What do you want me to do?
• You should answer these questions by doing the following:
• Set the content.
• State why the main idea is important
• State your thesis/claim
• Read through the intro and see if this intro accomplishes all the above points.
11.9/11.10 activity: A better intro
• In 1990, a grading system was introduced in American public schools. This
grading system allowed for a 5.0 grading scale replacing the traditional 4.0
grading scale. The 5.0 grading scale was a result of a push by the newly
founded educational corporation College Board. College Board’s new
educational standards were labeled “Advanced Placement” and have come to
dominate the American educational landscape. The ultra-competitive system
of grading College Board began twenty-five years ago has forced students
make difficult choices regarding their education and has limited the college
readiness of students who opt out. A careful examination of College Board’s
practices reveals that an unfair emphasis has been placed on this profit-driven
enterprise. It is perhaps time that College Board and AP in general be brought
to scrutiny. Parents and students should opt out of AP classes in order to
create a more well-rounded educational system. Examining the history of
College Board’s rise to power is prudent in beginning to understand how they
have damaged America’s educational system.
11.9/11.10 notes : outline?
1. Introduction: Introduce me to the problem. It will include your claim—
how you plan to fix the problem.
2. Background/history: Convince me that this is a problem. Give me
data/facts that will persuade me to care about this issue.
3. Main points (at least three): The benefits that will come from following
your solution to the problem.
4. Counterargument/refutation: Address the fact that other people want to
solve the problem in a different way; then refute their solution and
explain why yours is better.
5. Conclusion: Explain how you would actually effect your solution. What
would you do to put it into actuality?
11.9/11.10 notes : outline?
• Topic: Organic foods should be served in schools.
1. Intro: Explain the issue. Set the context. Kids eat nasty, processed food
in schools and they’re totally sick and not that smart.
2. Background/history: Cite data and facts that show me that school food
as it is served now is detrimental to student health.
3. Main points: Organic foods in school will have health benefits (allergies,
less disease!); organic foods will have financial benefits; organic foods
will have educational benefits.
4. Counterarguments/refutation: Some guy says that serving kids fast foods
in school will have better benefits. That guy is wrong because these facts
say so. CHUMP!
5. Conclusion: And here’s how we can actually make this thing happen. I’m
awesome.
11.9/11.10 notes : Outline
• At the end of the day, I want your outline
to be useful for you.
• What I need to see in it.
1. A full intro including claim.
2. Points you are going to make that will
support your claim.
You can bullet the information, use roman
numerals, write out whole paragraphs, add
quotes you think might use, add URLs of
websites you’re going to use for each claim.
Make it useful for you.
•
•
•
•
Your claim:
Remember, this paper is not an opinion.
It’s an argumentative essay.
So make sure you have followed these
steps:
1. You’ve identified a problem that affects
regular people.
2. You’ve identified a way that that
problem can be solved.
3. You have research that explains why
your solution is the best solution to
that problem.
CLOSE and HW
11.9/11.10
• Next class is a library day. Bring whatever technology and research you need to work
diligently.
• Do you just want to meet in the library?
• Sure.
• Let’s do that.
• HW that will be due on TH/FRI this week is online. We will not have a chance to check or
discuss in class if we meet in the library, but let’s have it due all the same.
• It’s Rebecca Shuman’s essay “The End of the Essay: An Essay.”
• Hey, here’s a cool website that I don’t want to lose:
• http://www.msubillings.edu/asc/resources/writing/PDFWritingLab/Induction%20vs%20Deduction.pdf
11.12/11.13
• Due:
THU/FRI
11.12/11.13: grad paper work
day!
11.20/23: Vocab. 5 quiz
11.24/11.30: FRQ (graded)
12.1/2: Argumentation quiz 2
12.3/4: Vocab. 6
12.11/14: Vocab. 7 quiz
12.17/18: Argumentation test
CLOSE and HW
11.12/11.13
• You totally have to read that essay “The End of an Essay: An Essay”
that’s on my website.
• Annotate the heck out of that tasty sucker for Toulmin and Rogerian
and logic and rhetorical appeals and all the other stuff we’ve done so
far this unit.
11.16/11.17
• Due:
• Objectives:
MON/TUE
11.20/23: Vocab. 5 quiz
11.24/11.30: FRQ (graded)
12.1/2: Argumentation quiz 2
12.3/4: Vocab. 6
12.11/14: Vocab. 7 quiz
12.17/18: Argumentation test
11.16/11.17 warm-up: Analyze this ad.
• Identify claim, grounds,
warrant.
• Think of it this way:
• Warrant: The most general
of the three statements.
Usually helpful to phrase as
an “All something
something” statement.
(BACKING for warrant is
almost always a singular
example that directly proves
the warrant.)
• Grounds: Moving to
specific. Evidence to
support the claim.
• Claim: Most specific.
Usually phrased as a
“should” statement.
11.16/11.17 activity: Schuman oral quiz
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
What part of a syllogism is Schulman’s opening sentence? What, if anything, is wrong with it?
What evidence does Schulman use to support the fact that students hate writing papers?
What counter-argument does Schulman acknowledge in the opening paragraph? Does she
refute it?
What is the major premise of the second paragraph? Build a syllogism from that premise.
Explain the use of an allusion in line 22.
Why is the “required course college essay” a failure (27)?
Why does Schulman include Mark Zuckerberg in this essay? What mode is this is an example
of? Does this strengthen or hurt her claim?
What has Schulman done (if anything) to alleviate the problem she addresses?
Summarize who the speaker of this essay is?
What is her tone? Is her tone appropriate?
What is her claim? Does she effectively convey her claim?
What is her purpose in writing this essay?
IN approaching a response to this essay using Rogerian, what would be your summary of
opposing views?
11.9/11.10 notes: Logic
• Read p. 537.
• Summarize with a partner.
• Syllogism: Major premise, minor premise, conclusion
• Look at the example on 540. Create a syllogism that leads to the
conclusion that Carol should be elected president.
11.9/11.10 notes: Induction/deduction p. 537
• In using argumentation, you move from evidence to conclusion in two
basic ways.
• The two kinds of logos are:
• Induction (inductive reasoning)
• Deduction (deductive reasoning)
• Deduction: moves from the general to a specific.
• Induction: move from the specific to the general.
11.9/11.10 notes: Logic
• All honor students make good presidents.
• Carol be an honor student. Y’argh.
• Carol should be being that class president, matey.
• Wait?
• Is a syllogism just a reverse Toulmin plus funny pirate voice?
• Actually, kinda. (Minus the funny pirate voice.)
• So syllogism = deductive.
• Toulmin = inductive.
• Let’s look more at deductive logic and syllogisms.
11.9/11.10 activity: Inductive or Deductive?
1.
2.
3.
All AP kids are smart, and Josh Martin is an
AP kid, so I guess he’s smart.
I never liked sushi before, but I ate sushi at
this restaurant today and it was delicious! I
wonder if all sushi from all restaurants is
similarly delicious?
In Chicago last month, a nine-year-old boy
died of an asthma attack while waiting for
emergency aid. After their ambulance was
pelted by rocks in an earlier incident, city
paramedics wouldn’t risk entering the
Dearborn Homes Project (where the boy
lived) without a police escort. Thus, based
on this example, one could inductively
reason that the nine- year-old boy died as
a result of having to wait for emergency
treatment.
1.
2.
3.
Deductive. It’s even in the form of a
syllogism. It starts generally and then
narrows down the specific.
Induction. A specific is cited. From that
specificity, a general conclusion is drawn.
Induction. Again, a very specific example
and a general conclusion is drawn.
Create an inductive and deductive circumstance
that is germane to this particular class. Don’t
identify if you’re using induction or deduction.
Swap with a partner when you are done and
compare.
CLOSE and HW
11.16/11.17
• Go to the English 3 online textbook (information for accessing the
online textbook is under the “contact” tab.
• Print, read, annotate Jonathan Edwards’ bio and his sermon “Sinners
in the Hands of an Angry God.”
• It’s in the “Early American” section on p. 122.
• Click the “accessible pages” link on the left side of the screen to
create a printable and annotatable PDF.
• Do I need to show you this?
11.16/11.17
• Due:
• Objectives:
MON/TUE
11.20/23: Vocab. 5 quiz
11.24/11.30: FRQ (graded)
12.1/2: Argumentation quiz 2
12.3/4: Vocab. 6
12.11/14: Vocab. 7 quiz
12.17/18: Argumentation test
11.16/11.17 warm-up: Quote integration
• Properly integrating quotes can be the difference between good
synthesis and poor synthesis.
• Let’s practice with Edwards’ bio on p. 122.
• Edwards was a key figure in what became known as “The Great
Awakening.” Edwards, along with other prominent Puritan ministers,
were concerned that “their congregations had grown too selfsatisfied” (122). They preached to their jaded congregations that only
by becoming “born again”—by accepting Jesus Christ into their
lives—could a person by saved.
11.16/11.17 warm-up: Quote integration
• Edwards was a key figure in what became known as “The Great
Awakening.” Edwards, along with other prominent Puritan ministers, were
concerned that “their congregations had grown too self-satisfied” (122).
They preached to their jaded congregations that only by becoming “born
again”—by accepting Jesus Christ into their lives—could a person by saved.
• This is better than:
• Edwards was a key figure in what became known as “The Great
Awakening.” “The movement grew out of a sense among some Puritan
ministers that their congregations had grown too self-satisfied” (122). They
preached to their jaded congregations that only by becoming “born
again”—by accepting Jesus Christ into their lives—could a person by saved.
• And it’s much better than . . .
11.16/11.17 warm-up: Quote integration
• Edwards was a key figure in what became known as “The Great
Awakening.” “The movement grew out of a sense among some Puritan
ministers that their congregations had grown too self-satisfied” (122).
This shows that these Puritan ministers believed their congregations had
become jaded.
• Avoid like it’s exercise and vegetables the phrase “This shows that . . .”
• It’s hackneyed and trivial. It sounds wonky at best.
9.8 warm-up: Quote integration
• Practice with these stems (complete with a quote and proper
citation):
• According to Edwards, God views sinners as _______________.
• Note that, while not great, this is better than:
• Edwards says, “God is a great deal more angry with great numbers
that are now on earth” (124).
• Let’s try one more.
• In order to save oneself, a person must __________________.
CLOSE and HW
11.16/11.17