11 -- They Say I Say and Don't Blame the Reader

Turn in persuasive essay outline and ARO for Guest Workers

Activity #1
Journal: Write about a time when you performed in front of an audience.

Activity #2
Chapter 1 in They Say, I Say

Starting with what others are saying
A writer needs to indicate clearly not only what his or her thesis is, but also what larger conversation the thesis is responding to. And the writer needs to do that early in the conversation (20).


Let's use this for example (conversation) as we talk about "they say, I say".  They say -- Vaping should be illegal. That's the larger conversation.  How would you enter the conversation? What would be your thesis statement?  

Order -- Summarize what "they say" as soon as you can in your text, and remind readers of it at strategic points as your text unfolds (21).

As soon as possible state your own position and the one it's responding to together, and that you think of the two as a unit.  It is generally best to summarize the ideas you're responding to briefly, at the start of your text, and to delay detailed elaboration until later. The point is to give your readers a quick preview of what is motivating your argument, not to drown them in details right away (21).

Templates (pages 23-27)

Last paragraph on page 27. 

Activity #3

Loaded Language video
https://www.youtube.com/watch?v=IUuyUZCAvbQ

Read Guest Workers and the U.S. Heritage" by Jay Bookman

Guest Workers and the U.S. Heritage Active Reading Outline



Homework for Friday: 
          Bring two copies of the rough draft of your persuasive essay.
          Also, turn in the ARO for "We Don't Need 'Guest Workers'

           No late work will be accepted after spring break.  If you have anything outstanding, turn it in by Friday.




"Don't Blame the Eater" pages 647-650

Summarize Zinczenko's arguments (his "I say") against the practices of fast food companies. How persuasive are those arguments.

One important move in all good argumentative writing is to introduce voices raising possible objections to the position being argued -- what the book calls naysayers.  What objections does Zinczenko introduce, and how does he respond?

How does the story that Z tells about his own experience in paragraphs 3 and 4 support or fail to support his argument? How could the same story be used to support an argument opposed to Z's?

So what? Who cares? How does Z make clear to readers why his topic matters? Or, if he does not, how might he do so?

10 -- Response to "Beauty" due and They Say I Say

NEED TO INTRODUCE OPPOSING VIEWPOINTS DURING THIS CLASS

Activity #1
Journal: What do you consider your greatest accomplishment to date and why?

Activity #2 They Say I Say Introduction
Entering the Conversation

Master writers -- have the ability to express interesting thoughts and have an inventory of basic moves that they picked up by reading a wide range of other accomplished authors.

vs

Less experienced writers -- unsure of basic moves

Basic moves = templates to help you put basic moves into practice


What is critical thinking?  requires you to question assumptions, develop strong claims, offer supporting reasons and evidence, consider opposing arguments, ... But you must be able to express them in clear, organized ways.


State Your Ideas As A Response To Others (p 3)

Single most important template in this book is "they say __________; I say _________" formula.  

It's important not only to say what you think but also to be able to convey what others think. 

Academic writing is basically argumentative writing, and to argue well you do more than assert your own position.

You need to enter a conversation, using what others say (or might say) as a launching pad for your views.

WRITE the voices of others into your text.

Academic writing has one underlying feature: it is deeply engaged in some way with other people's views.

We make arguments because someone has said or done something and we need to respond.

WHY Are You Telling Me This (p 4)?

As a writer, you need to do more than make a statement that is logical, well supported and consistent. You must find a way into conversation with the view of others.

Start by summarizing ... You need to identify the "they say" you're responding to or your own argument won't have a point.

How It's Done


MLK in "Letter from Birmingham Jail" (pages 6-7) Court Controversy, But ...

Controversy is good in academic writing. You don't want someone to read your tired argument and say "so what?" or "who cares?" But your goal is not to be an attack dog and disparage whatever "they say."

Putting in Your Oar (p 15)

Activity #3
Read and Respond to "We Don't Need 'Guest Workers'"
Guest Workers Active Reading Outline 

Homework for Tuesday: Complete outline for persuasive essay. You will be graded on your outline, rough draft (due next Friday), and final draft.

Complete Guest Workers ARO

9 -- Narrative due and introduce Persuasive/Argumentative Essay

Activity #1
Journal -- Write about an issue that you feel very strongly about. It can be anything. You just have to be passionate about it.

Collect final drafts of narrative essay 

Activity #2
Before we move onto the Persuasive essay, here is one final look at narrative writing.
Read in class: "The Bridge" by Jason Holland

What to look for -- If you are having a difficult time giving your reader a vivid picture of a scene in a personal narrative, you might try writing down as many adjectives and adverbs about various objects and people as you can associate with the place.  After you have done this, then you can choose the most appropriate ones.  That is what Jason Holland did when he was coming up with his descriptive essay about his adventures with his friends on a condemned bridge.  As you read the essay look specifically at the detail he uses to enhance the essay.

Return to your journal:

1.  Imagine that you are the narrator of "The Bridge."  What "problems and fears" would you be leaving behind?

2.  Holland describes the bridge as looking like "something from a surreal movie with a midnight atmosphere." Think about places you know that match that description and describe one of them.

Activity #3
Introduce Persuasive Essay -- from "Short Prose Reader"?

"Thinking," said educator John Dewey, "is a problem-solving activity." It's a good thing, too, because we don't have to look very far to find problems to think about. People are suing one another, homelessness is increasing, health care is too expensive, children are taking guns to school, politicians are self-serving, sports have been tarnished by drugs and money, and violence against women continues. As you decide to write about controversy or problems, you will have plenty of subjects to choose from.

The Point of Argument and Persuasion

Your purpose in this type of writing is to encourage the readers to accept your point of view, solution, plan, or complaint as their own. Traditionally, the word persuasion refers to attempts to sway the readers' emotions, while the word argument refers to tactics that address the readers' logic.

Most convincing writing today mixes the two types of appeal. A personal testimony from a paraplegic accident victim pleading with readers to use their seat belts persuades through emotional identification. A list of statistics concerning injury rates before and after seat belt laws went into effect argues the point through rationality.  A combination of the two tactics would probably be quite effective.  In everyday language, persuasion means influence over the audience, whether emotional or rational.

The Principles of Argument and Persuasion

1.  State the issue your essay will address, and put it in a context.

2.  State your main point or thesis.

3.  Provide well-developed evidence on your own side of the issue.

4.  Respond to the opposing viewpoints.

5. Close by reminding your reader of your main point and the strength of your evidence.

The Pitfalls of Argument and Persuasion

Taking on too much -- it's important not to take on too much.  Always consider moving the issue closer to home. For example, if someone in your family has been unemployed, you are probably equipped to write about the psychological effects of unemployment on the individual.  If you have found yourself in terrifying and unnecessary credit card debt, you can probably write persuasively about uncontrolled consumerism. In these cases, you have credibility to discuss an issue.

In what other areas might you have credibility?

Mistaking the audience -- you want to reach the readers in the middle -- those who are undecided and might be swayed by your ideas. People with extreme opinions on either side are likely to be unmovable.  The voice of sweet reason and a "we're in this together" attitude invite your readers to agree with you.

Logical fallacies (flaws in reasoning)

     Overgeneralization -- 
     
     Either or thinking -- Be sure that you don't present only two alternatives when more exist. National standards for mathematical achievement or our children will continue to fall behind other countries' children in math skills. There are many other options.
     
     False Analogy -- (page 280 from "Short Prose Reader")
     
     Faulty claims about causation -- (page 280)

What to Look for in Argument and Persuasion

1.  Look for the specific issue being addressed

2.  Examine the description of the issue

3.  Observe the strategies -- Look for the use of examples, testimony, facts, statistics, and logical reasoning. How are objections dealt with?

4.  Assess the proposed solution or point of view.  Does the author offer a concrete plan? Were you persuaded by the argument?

Read Why Prisons Don't Work

Video on how to write a persuasive essay  https://www.youtube.com/watch?v=Eiu32G73CQI

Persuasive Essay Assignment

Template handout
Persuasive Essay Outline

Homework: Read the first chapter of They Say I Say
Response to "Beauty" is due Friday.

8 --Beauty and Revision (what is it?)

Activity #1
Journal:  If you were the ruler of the world, what things would you banish absolutely for all time (rain on the weekends, eggplant, and so forth.) Make a list. Use your imagination.

Activity #2
Go over Active Reading Outline for "Beauty" by Alice Walker


Activity #3
Revision for your narrative

Video -- https://www.youtube.com/watch?v=jg1XEz_1pVU

Handout --https://writingcenter.unc.edu/tips-and-tools/revising-drafts/

With the remaining time, work on revising your narrative.

Homework: 
Final draft of narrative is due on Tuesday.

Start writing a three-paragraph response to "Beauty" due a week from now on for Friday, February 21. See page six of Back to the Lake if you have forgotten the format. 
     1st paragraph -- summarize
     2nd paragraph -- react (like/don't like, agree/disagree)
     3rd paragraph -- what did you like/not like about the         author's style of writing.
     Each paragraph should have a quote.

7 -- Peer Review of Narrative Essay

Activity #1Journal -- What would you do if someone just gave you $1 million?

Activity #2
Video of Peer Review Process
https://www.youtube.com/watch?v=tY8CX0J3ILc

Activity #3
Mock Peer-Review Session

Distribute sample essay

Students take 10 minutes to read the essay and 10 minutes to write some comments.  

Students present reviewing comments to the class/I write comments on the board/check verbiage

Students --put yourselves in the position of the writer and come up with a plan for revision based on the comments that you and your classmates have formulated.  



Activity #4
Peer Reviews/Grading 

Brought 2 copies of essay to class: 25 points
Provided peers with specific, constructive written feedback: 25 points
Participated actively in discussion of each paper: 20 points
Wrote specific response to peers' feedback: 30 points
Total score for peer-review session: 100 points

Peer Review rough draft of narrative essays.

Groups of three

AJ
Grace K
Christa

Benett
Brenden 
Liz

Jacob
Charlie
Grace Thier

Talia
Laila
Henry

Max
Antonio
Nola

Writers may not talk when peer-reviewers are offering feedback.
Before or after you have verbally done a peer review, make sure you fill out the peer-review sheet.

Need a time-keeper for each group
     15-20 minutes to read paper twice
     10 minutes to write thoughtful comments
     5-10 minutes for discussion -- if you feel uncomfortable with providing spoken feedback, you may start by reading your written comments out loud to the writer.  

Writer may only speak to clarify a comment that a reader makes.


Students:  Submit the completed peer-review worksheets when you turn in the final draft of your paper. 

Homework/Due next class: Academic Reading Outline for "Beauty" by Alice Walker

Future Homework/Due February 18: Final draft of narrative and three-paragraph response to "Beauty"

6 -- Discuss Chapter 7 in Back to the Lake

Activity #1 Journal -- Describe a favorite dish your mother/father or any other relative regularly made for you when you were a child.

What did the dish smell like? Taste like? Look like? When was it made? How did it make you feel then? What was the atmosphere when everyone ate it? Was sunlight streaming into the room? What were the people, sounds and smells and objects around you? Was it a relaxed or a tense meal? Why?


Activity #2 Video on Descriptive Writing
https://www.youtube.com/watch?v=1PoKA8Dv5dE

Activity #3
Discuss Chapter 7 on Description (page 165)

Descriptive Writing -- The primary purpose of descriptive writing is to describe a person, place or thing in such a way that a picture is formed in the reader's mind. Capturing an event through descriptive writing involves paying close attention to the details by using all of your five senses.



Collect Active Reading Outline for Chapter 7

Activity #4
In-class Writing Prompt -- Using all of your senses, or as many as possible, spend the remaining time writing about the house you grew up in (one- to two-pages). 

Describe it in intimate detail — the floorboards that creaked, the drying clothes dancing on the clothes-line that looked like ghosts at night, the broken window the wind whistled through, the cupboard you were convinced secreted a jungle of monsters, the paint you dropped that could not be washed away, the water tank where Dad twisted his ankle, the bees buzzing around the mango tree, the cool cement under your feet, how the carpet felt where you lay and read, the sounds you woke up to. What sounds did you hate? What did you love? How did you feel every morning? Why?

Describe it all, however dull it sounds. We all have stories sleeping in our memories, all you have to do is creep down into the darkness and find them.

"As the house was built into a hilltop slope, the ceiling over these steps was quite low; so if, standing in the tall, narrow hall at the foot of the back stairs, you flung open the door to the basement and started boldly down, you hit your head on the beam.  King Somebody of Scotland was killed hitting his head on a beam. My father told us this as a solemn warning, and put marks in white paint on the lintel, which he repainted every decade or so.  We all crouched when we started down to the basement. I myself grew tall enough only to scrape the top of my head occasionally on the murderous beam, but whenever I opened the door I thought about the King of Scotland." Ursula Le Guin

For Homework

Read and annotate "Beauty" by Alice Walker 
Complete Active Reading Outline for "Beauty" 

Beauty

Bring two copies of your narrative to class for peer review!