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.