Homework and Class Work for ENG 100/AP Tuesday, Sept. 25, 2012 1st Pd: Autumn Bailey, Jonathan Eisenhour, Blake Barhorst, Joseph Greenhill, Sumner McCarty 2nd Pd: Bennett Patrick 3rd Pd: Ginny Bowman, Joy Buckler, Kyler Ball 5th Pd: Spencer Griggs, Dakota Johnson INDEPENDENT WORK: Use the handout from the bookcase. Label the following Thesis Statements in the following way: • Draw a square around the topic. • Put a check mark above the arguable adverb. • Underline the claim. • Circle the universal theme or idea (what is it that everyone can relate to?) • Number the points with a 1,2, and 3. Then make notes about how to improve the thesis under each. Turn in for credit. CLASSWORK: Learning Targets I can evaluate a text for the use rhetorical appeals (logos, ethos, and pathos). I can analyze the effect of the use of rhetorical appeals on the argument made. Student-Centered Learning Experiences AGENDA: 1. Independent Work: Students will evaluate thesis statements written the previous day by marking them in the following way: Draw a square around the topic. Put a check mark above the arguable adverb. Underline the claim. Circle the universal theme or idea (what is it that everyone can relate to?) Number the points with a 1,2, and 3. 2. IW Discussion Class discussion of the work above. 3. Unfinished Business 4. Lecture - Rhetorical Analysis a.. The analysis you do will form the body of your essay This is where you include a detailed explanation of strategies used by the writer. To start with in your critical thinking, work CHRONOLOGICALLY through the text. This means that you will start at the beginning of the text and work your way through it by discussing what the writer is saying and the effectiveness of the strategies he or she is using at the beginning, the middle, and the end of the text. Sometimes this means that you will discuss EACH PARAGRAPH ONE AT A TIME, and sometimes this means that you will divide the text into SECTIONS and discuss the beginning, middle, and end of the text. Whether you discuss each paragraph or each section depends on the length and organization of the text itself. Going chronologically through the text analyze or evaluate evidence that uses one of the three rhetorical appeals - logos, pathos, and ethos. 5. Practice Analyzing for Appeals Begin working through the piece as a class. Halfway through switch to independent practice. Using the essay "The Language Police" chronologically go through the piece and cite evidence of Logos, Ethos, and Pathos. Leave 2-3 lines after each piece of evidence to write an explanation of the effect of the strategy on the overall purpose of the argument. Work through entire piece. Record your evidence in the following format: Title of the Text You are Analyzing Section 1: Intro I. Logos – A. “Censors on the political right . . . behavior.” (276 -277) AND “Censors from the political left . . . being.” (277) Record the exact quote and the page number that reflects the use of the identified analysis element. i. This reflects differing cultural values or assumptions. Record your thoughts regarding how this evidence relates to the overall effectiveness of the argument or the author’s purpose. Does this evidence work to make the argument more effective and why or vice versa. B. Definition of censorship (276) i. Fact, even though the source is not given (negative ethos) C. Censorship vs. selection (276) i. Logical - Syllogism II. Ethos A. “Censors on the political right . . .” (276) and “Censors from the political left . . .” (277) i. This shows that she is knowledgable and that she is addressing all sides of the issue which makes her argument more credible. III. Pathos A. “The word censorship refers to the deliberate removal of language, ideas, and books from the classroom or library because they are deemed offensive and contraversial.” (276) i. Write your rationale B. “. . . Delete words, ideas, and topics from textbooks and tests for no other reason that their fear of controversy.” (276) i. Write your rationale C. “Arcadia . . .intruded. (276-277) i. Great example of nostalgic appeal – may work with older educators but could go against the argument with younger educators or readers Section 2: The Right Wing Continue in the same format Section 3: Section 4: Until you have analyzed all sections. You will then be able to use your evidence to evaluate which rhetorical elements have more evidence and determine what points you want to make in your thesis. Also, all of your evidence will be in one place and will make it easier to format your 3.8 paragraphs. i.e. Topic Sententce: Diane Ravitch uses pathos effectively to show that censorship directly impacts education. RFD1: This can be seen as she states, “The word censorship refers to the deliberate removal of language, ideas, and books from the classroom or library because they are deemed offensive and controversial” (276). (see pathos evidence above) E-statement 1: The use of this definition emotionally impacts the intended audience of educators because they must adapt to the changes that come with the removal of certain texts. Etc. (explanation of how this evidence helps make the argument effective) RFD2: Pathos evidence above E-statement 2: See above RFD 3: Pathos evidence above E-statement 3: See above Conclusion: It is evident that Ravitch utilizes pathos when looking at her examples and evidence. She clearly evokes the emotion of her readers through calling them to think about the removal of texts, etc.