CRITICAL THINKING
Punctuation: You will have 3 minutes to provide
the correct punctuation to the following series of
words so that the series of words makes sense.
No cheating or talking.
THE PROBLEM
Punctuate the following so it makes sense:
"That that is is that that is not is not is not that it it is."
THE SOLUTION
"That that is, is; that that is not, is not. Is not that
it? It is."
GOALS FOR THE DAY
 I can identify multiple types of evidence used
to support a claim and logical fallacies within
the evidence presented and use it to develop
my own argument.
 I can identify the various parts of a sentence.
HOMEWORK
• Continue to work on the Essay in Progress – Using Evidence on page 111 –DUE DATE: Monday,
October 26.
• Make sure you understand Direct Objects, Indirect Objects, and Objective Complements.
• Complete the metaphor worksheet – exercise 4 and 5 AND add any additional information to your
Rhetorical Device Log.
PARTS OF A SENTENCE
Part of Sentence
Verb Must Be:
Look for:
Ask:
Direct Object
Action
Subject, Action Verb
What? Who?
Indirect Object
Action
Subject,Action Verb,
Direct Object
To what?
For what?
To whom?
For whom?
Objective Complement Action
Subject, Action Verb,
Direct Object
What?
Predicate Nominative
Linking
Subject, Linking Verb
Noun?
Predicate Adjective
Linking
Subject, Linking
Adjective?
LITERATURE CIRCLE
 Discuss any remaining questions or issues concerning plot.
 Next, identify and discuss at least 3 major themes of the book and how the author developed them.
 Discuss interesting choices the author made – why do you think he made those choices? What point
was he trying to make? (example – Lady Capulet’s conversation with Juliet about Paris in Romeo and
Juliet)
 Examine and discuss the author’s style. What made the author’s style unique? Was their a purpose
behind the style? (example: Angela’s Ashes – McCourt uses very short sentences with no quotation
marks to signal dialogue – he was writing from the point of view of a child; therefore, sentences and
thoughts were simple. The dialogue was not an actual indication of what was being said because he’s
trying to remember and recreate something that happened 60 years ago. He doesn’t know/remember
the actual quote, so this is all created by the author based on his memory of the situation).
DEBATES
DEBATE
DEBATES – WHEN PRESENTING
DEBATES – WHEN OBSERVING (NOTE-TAKING)
TODAY
 Determine your best arguments then decide which of these you will develop and present
in the debate.
 Identify Fallacies/Flaws in your best arguments then decide how you will respond if your
opponent exposes those fallacies.
 Determine you opponents best arguments then look for flaws or fallacies within their
best argument.
 How will you attack your opponents best arguments? Will you make a counterargument
in your initial presentation? Will you wait until your rebuttal time?
 What is the one/two things you must get your audience to accept in order for you to
win your argument? How will you present this in your closing?
 Are there questions you want/need to raise with your opponent to help you win?
Know what their answer will be.
 Might also want to look for evidence for as many arguments as possible – if your
opponents present good evidence and you have no evidence to counter, it is difficult for
you to win.