Transcript ENGL 1302: Advanced College rhetoric

ENGL 1302: WEEK 9 (ANALYSIS AND
ARGUMENT)
(ON OUR WAY TO THE 2.1 AND 2.2!)
SECTION 001 AND 006
MR. LABRIOLA
ROADMAP
• Looking ahead
• 1.2 Draft Grades
• Group Activity
• BA 5 Description
• A *new infographic* (woo!)
• Questions
LOOKING AHEAD
• Hope you all had a great spring break!
• Time to move into talking about the 2.1 and 2.2 drafts for the rest of the year
• The 2.1 draft is going to be due 4/10
• That’s only 3 Fridays away!
• I asked you when you picked your topic initially to think about a potential argument,
hopefully this has helped you start to think about it already!
1.2 DRAFT GRADING
• The 1.2 drafts are almost all graded, you should be getting those back soon
if you haven’t already
• Come to my office hours this week if you want to discuss anything
• Though, generally from what I saw almost all of my students improved grade-wise from
the 1.1 draft!
• But congrats! You won’t have to worry about those lit reviews anymore!
INFOGRAPHIC ON ARGUMENTS
• Using the acronym “S.P.A.C.E.”
• https://magic.piktochart.com/output/5148197-engl-1302-arguments-ba5
• I put this in the “Supplemental Materials” tab on the course website as well
GROUP ACTIVITY
• Get into 6 different groups
• Somebody take out a piece of paper (or laptop/tablet to write down a
paragraph for your group)
• I will go through and give each group a number, that will correspond with a
character after I tell the story
GROUP ACTIVITY (CONT)
• I’m going to quickly read through the synopsis to the fairy tale, Little Red
Riding Hood
• Your group will be assigned a particular character, and you will need to retell the story based from their perspective
• The story synopsis I will be reading is from Wikipedia
CHARACTER PERSPECTIVES
1. Red Riding Hood
2. Granny
3. Huntsman
4. Mom
5. Unbiased Narrator
6. The Wolf
BEWARE OF BIASES
• Narrators or authors tend to bring their own experiences and beliefs into their
argument (like you just did with these re-tellings)
• You need to understand what those experiences are in order to help you
understand how the authors make their argument on your topic
• Try to understand even your own biases when approaching your argument
• Think about the different perspectives: both your own side of the argument,
and the opposing side, or “counter-argument”
BRIEF ASSIGNMENT 5
• When you read the directions to BA5 on Raider Writer, you’ll notice that they are quite long and complex.
Therefore, I have simplified the directions here to facilitate your understanding of what I am expecting you to do
on this assignment. You will see that there are three articles from which you will choose to analyze for this
assignment. Pick only ONE of these articles. Once you have read this article, compose an essay consisting of these
three parts:
• 1. Begin your essay with a paragraph in which you describe the general argument that the author is making. Then,
in this same paragraph, describe the author’s audience and purpose for this argument. End this paragraph by
identifying at least two underlying assumptions behind the author’s argument. This paragraph should be 200-250
words.
• 2. In your second body paragraph, analyze the ways in which the logical support demonstrates the authors’
assumptions about the audience and subject. On the Raider Writer instructions, you will find several questions that
you can use to guide your analysis in this paragraph. This paragraph should also be 200-250 words.
• 3. In your third and final paragraph, discuss the overall effectiveness of the essay by answering the Raider Writer
question(s) accompanying the article you have chosen. This paragraph should be 200-250 words.
• There is also a handout for this on the course website under “Supplemental Materials”
BRIEF ASSIGNMENT 5 (CONT)
•
•
Article Choices (please choose only one article for the subject of your analysis):
•
"Information Asymmetry" (pp. 367-372) The writers use both historical and hypothetical
examples, developing them in great detail. How does this help or hinder the argument's
development. Consider the lack of specialized language? What assumptions does this
reveal?
•
"The 10,000-Hour Rule" (pp. 557-562) Scientists challenge Gladwell's use of anecdotes
and examples, suggesting their validity is questionable. Is this manner credible? In what
way can it be challenged? How does his use of psychological studies work with the
anecdotes and examples?
•
Format: MLA style for internal citations and works cited.
"A New Theory of the Universe" (pp. 311-317) Lanza's piece draws from several
different disciplines to advance the thesis. What disciplines are used most and how
effectively are these used?
NO CLASS NEXT MONDAY (3/30)
• Look on the course website for the “doodle” page – schedule a meeting time
and please put your first AND last name in there
• We will discuss in 15 min increments your direction for the 2.1 draft
• This will count as class participation
QUESTIONS?