Toulmin model

Try to fill in a Toulmin model for the "I SAY" at the end of the debate:

Because __(evidence)______, therefore _______________(claim)_______________, 

since______________________(assumption --with backing & qualifier if necessary)________,

 unless ____________(reservation).

How it looks:

Because of evidence (from a study, etc) that grades add stress to the learning experience, therefore grades should be abolished, since stress inhibits learning.

Because you bought me a diamond, therefore I know that you love me, since love requires material proof.

Because they make us more understanding of the foibles and frailities of man, everyone should read novels, since most of us are unaware of our fallibility. 

Now, on the bottom of the Conversational Roundtable, try to compose your argument using this frame:

Because_____________________________, therefore____________________, since________________________,  unless ________________________________.

Pre-reading Discussion for the Crucible (Thursday's class)

Today we checked out The Crucible and then did an prereading activity where we discussed the best course of action in a difficult scenario.

I also briefly explained the political context for Miller's writing of the play, but this video link seems to be an excellent introduction to the play.

I shared the homework for the break (see my post below).  Happy Reading!

The last few minutes were spent introducing the Toulmin Model of Argumentation.  This will help you analyze arguments and build your own.  We will practice using it when we return from break!

Induction vs Deduction: Follow Up

Tuesday and Wednesday we spent trying to understand and recognize how induction and deduction work together in an argument.  We saw how it worked in "The Declaration of Independence" by Thomas Jefferson and "The Declaration of Sentiments" by Elizabeth Cady Stanton.

Here is a link to a website that offers you some more explanation of the two and how they work in rhetoric: Induction and Deduction.

In the end, what I would like to you remember about these two forms of reasoning:

 Being aware of HOW a writer builds an argument using reasoning is one powerful tool you now have to analyze another's rhetoric (the "THEY SAY") and determine its strength or effectiveness.  And ultimately, they are essential strategies that I hope to see you utilize in your own writing (the "I SAY").  



Also, keep in mind the three ways to respond to what "They Say":

1. Disagree with Reasons
2. Agree, but with a Difference
3. Agree and Disagree simultaneously (concede and refute)

Here is a link to the sentence frames from Professor Graff's book They Say I Say: Responding to THEY SAY(page one) and Responding to THEY SAY (page two)

HOMEWORK OVER BREAK

Over break, read The Crucible by Arthur Miller and take note of two things:

1. Admiration Scale  It is EXTREMELY important that you do this AS you read.  It will be really difficult to do this after you are done with the book.

2.  Record any fallacies you see in the reasoning of the characters in the play.

Link to this week's debate topic and readings

NY Times Room for Debate: chivalry

Remember to fill out your roundtable with a summary of the argument AND a key detail/quotation.

Room for Debate: Vote on our next debate!

Check out these topics for debate from the NY TIMES:  http://www.nytimes.com/roomfordebate/topics/culture

Then take the poll to see which one you think we could use to foster a thought-provoking discussion in class on Friday!

Graff template for "Too Much Pressure" and Weekend homework

Here is LINK to the template that you should fill out in class Thursday.  I will be at Napa High in the morning, but I hope you will still make good use of time and finish this.

In addition, I would like you to READ the essay "Destroyed" by Peter F. Martin by MONDAY. HERE is a link to a photocopy of the essay out of the Bedford Reader.

Your homework for Monday is to fill out the Argument Analysis Handout for that essay.  I do not have a shared copy of that available yet.  I will give it to you in class FRIDAY.

Also, make sure you get the words for Lesson 6 Vocabulary, if are absent Thursday.  I have also added the link to the quizlet cards on my quizlet page on the blog.

Claim statements and a "They Say I Say" thesis

Today we reviewed the editorial "Felons and the Right to Vote" and discussed the claims of fact, value and policy at play in that piece.  Where it gets complicated is where they overlap or work together in the same claim.

Then, I introduced the importance of composing thesis statements that include a counterargument.

Consider this example from The Language of Composition:

Although the Harry Potter series may have some literary merit, its popularity has less to do with storytelling than with merchandising (96).

As the text tells us, "doing so may make an argument seem both stronger and more reasonable. It may also create a seamless transition to a more thorough concession and refutation of the counterargument later in the argument" (96).

We practiced creating these kind of thesis statements with sample claims, as well.

We closed class by reading an essay in the Bedford Reader titled "Too Much Pressure." We will fill in the Graff template that I gave you to accompany this essay tomorrow.

Friday's First Four Square!

Today, both periods impressed me with excellent debating skills.  You presented valid claims, supported them (for the most part) with SPECIFIC facts taken directly from your research this week, and you listened to the other side and responded effectively, attempting to refute the other's side's reasoning.

Next Friday we will debate the answer to the question "Should advertising in schools be allowed?"
The Blast should be present in your studysync account starting today if you want to get started.  Remember, you can "blast away" anytime!

Tuesday I will check your annotations on the editorial "Felons and the Right to Vote."  Look for claims of fact, value, and policy.

In addition to advertising in schools, we will be examining closely arguments about steriods in sports, as well as academic pressure in school.

Have a good weekend!

Civil Arguments and Their Claims

The following political cartoon can be found at the beginning of the chapter on Analyzing Arguments from The Language of Composition:

"Toles argues that the country is in danger of being devoured by 'crazed rhetoric'."

This political cartoon helps demonstrate the danger of engaging in arguments that divide and alienate instead of enlighten or accomodate.

1. We discussed the article by Amy Domini at the front of your new photo-copied packet, looking specifically at where she might have given way to accusation or blame or dismissal.

2. We discussed the first building block of a solid argument: A claim.

              We studied page 2 of your packets and completed the activity together, being sure that we                knew the difference between a claim statement and a topic statement.

               There are three types of claims: claims of fact, claims of value, and claims of policy

Students were assigned the rest of the packet as reading for the weekend.  Notes should be taken on the New York Times Editorial "Felons and the Right to Vote," following the directions given at the beginning of the piece (page 92).  Bring your annotations to class TUESDAY.

Tomorrow is our first 4 square debate.  Be sure to bring your Conversational Roundtable to class to use.

Political Cartoons

Cartoon Analysis LINK

Above I have linked a version of the worksheet that students worked on in class today.  IF YOU WERE ABSENT, use the three levels of questioning to help you analyze a political cartoon of your choice.  (You are welcome to look at the page to the right with political cartoons--I think there might be only two there right now though.)

I also introduced the Study Sync assignment.  Please send me a gmail or an edmodo message if you cannot log on tonight; I can access your account and send you your password or username if you are having trouble.  Remember to take notes on the Conversational Roundtable handout from today.

Argument for the week: Hello Study Sync!

Your homework for the next few nights is to study a topic from multiple perspectives in order to be prepared to argue one particular viewpoint.

To see the question, you will need to be able to log in to Study Sync.  Do that here: Study Sync log in
Your username is NVUSD + 6 digit student ID and password is your "locker" number.  See me if you need those.

When you log on, click on the button that says "BLASTS" on the banner at the top of the page.
It should say that you have one assigned blast to work on.  The blast I have assigned you for the week is a "Listen Edition" blast, which means that you need to be able to listen to the NPR story linked on that page.  Also, scroll down and you will see the links for your research.  Click on each one and take notes on the Conversational Roundtable Handout that I will give you in class.  Be sure to clearly mark the sources in each square.

If you would like to participate in the "blast," you may do so at anytime, provided that you are prepared to contribute in a meaningful and serious way.  (the blast is only 140 characters, so the challenge is to condense your most salient points in that small space--it is really an exercise in being concise!)

On Friday, we will try to do our first "FOUR SQUARE" debate.  I expect you to come to class ready to argue any point of view, for I may assign you a stance to take, for the sake of a good argument.

Analyzing Visual Arguments

This video gives a good tutorial on all the elements that need to be considered when creating a rhetorically effective visual argument.

By the end of this unit on argument, my goals are to have you be able to

A)IDENTIFY fallacies correctly,
B) ANALYZE a visual and written argument and respond to it by applying it to an argument of your own, and
C) CREATE a visual and/or written argument that holds up and is designed to convince or even persuade.

Today in class we will begin by doing an SAT warm up and then discussing the Commercial Digs you conducted over the weekend and your analysis work from Friday.