In first and third hour, we completed our review and informal practice regarding claim, evidence, and warrant to recap the importance of these steps in the organization of an argumentative essay. All of those aforementioned steps came in handy as you started your argument for a staff member to be Educator or Employee of the Year. Remember, you are required to complete a first draft and receive feedback from me. It is up to you whether you turn in this for the official nomination by December 14. I hope you all do :) You have had extraordinary teachers here at FZN in the past and present (and future too), and you should let those teachers know their impact on you and your classmates. You will have time in class to work on this first draft on Thursday. However, you will not have the entire 50 minutes. If you need more time, make sure to work on the draft over the next couple of days.
In fifth hour, you had until the end of class to complete your first draft for feedback and participation points. I've read some moving examples of why my colleagues are personable, intelligent, and giving members of FZN. (Plus, some really awesome hooks.) We will be working with counterclaims and rebuttals next time!
Tuesday, December 11, 2018
Monday, December 10, 2018
The Argument
Our last regular week of the semester will feature the phases of argumentation (not persuasion, as so clearly different in intention), and all hours are firmly rooted around claim, evidence, and warrant to start. Don't worry - the other parts of the argument will make appearances on Thursday and Friday for your second argument. With the calendar winding down, we have 4 items on the docket: the Educator/Employee of the Year Essay, the Lucy argument essay (more to come at the end of the week), the final review, and the final itself, which will consist of a rhetorical analysis prompt and a rhetorical toolbox quiz - without the use of your toolbox. Since our schedule precluded us from reaching multiple choice, this will be the shortest final AP Lang has ever had. Hence, you need to have an understanding of strategies and how to write a rhetorical analysis prompt, two items that have been covered from the start of the semester.
1: We wrapped up our brief unit of fallacies by sharing your findings regarding the Republican debate, which had its fair share of dogmatism, faulty analogy, appeal to pity, straw man, and red herring. After this reminder of what not to do, we entered the land of argument by reviewing the characteristics of a strong claim, evidence, and warrants. We will practice these stages during tomorrow's class, and then move into our first argument for Educator or Employee of the Year.
3: We spent the hour focusing on the initial phases of argument: claim, evidence, warrant. With that knowledge reviewed, we started our first practice argument with brainstorming possible school schedules. During next class, we will work in groups to create claims, evidence, and warrants for the varying schedules and then move into the Educator/Employee of the Year argument.
5: After sharing some of our spectacular claims, evidence, and super warrants, we spent the rest of the class receiving background for the Educator/Employee of the Year argument, looking at ways to construct this real world essay to its best advantage (3-4 paragraphs with 1 paragraph clarifying a personal connection and 1 paragraph looking at the full school community), and starting the essay. You will have time to write your first draft during the majority (not all) of class tomorrow. So, you are more than welcome to work on this over night in order to fine tune tomorrow. Absentees, if you are not comfortable writing the first draft yet, you should definitely have selected your nominee and brainstormed evidence in order to write during class.
Friday, December 7, 2018
Discussion in the Dark
Today was the annual discussion in the dark - our chat regarding all things Lucy, Ann, and their texts. Hopefully, this gave you a chance to bring in some subjective opinion before you will need to turn back to the objective realm of argumentation next week. Our first argument will be for educator/employer of the year, which means you should have an idea of your nominee before our next class.
Thursday, December 6, 2018
Debates & Arguments
1: You had the entire hour to work on the Republican debate fallacies, which involved identifying each fallacy in your section and using the comment feature to explain why it is that type of fallacy in that specific example. If your group did not finish - or you were absent from the group - add your fallacies to the document for Friday's class.
3: We spent the class dealing with odd internet connections and the common fallacies permeating the debate.
5: We spent our class reviewing argumentation - as in claim, evidence, and warrant. We will share our practice, claims, evidence, and super-warrants tomorrow.
3: We spent the class dealing with odd internet connections and the common fallacies permeating the debate.
5: We spent our class reviewing argumentation - as in claim, evidence, and warrant. We will share our practice, claims, evidence, and super-warrants tomorrow.
Democratic Debate Fallacies
For those of you taking part in the democratic debate activity, I just wanted to clarify that you may do a maximum number of 10 fallacies, and these may occur anywhere in the debate - so you can go to any point in the document. You are NOT doing 10 pages. As noted in the e-mail explanation, use the comment feature to identify a fallacy and explain - in specific detail - why it is a fallacy in that instance. All fallacy comments must be completed by the time and date noted in the e-mail. If you want more opportunities to have fallacies, you may want to complete this activity sooner rather than later.
Wednesday, December 5, 2018
The Fact and the Fallacy
Oops...this blog post was sitting in my draft folder from earlier today. Everything still applies!
Just the last reminder that the Lucy Logs are due on Thursday! You've had 6 weeks to complete this task, and you will be using your work to construct an argumentative essay in the very near future.
1: We finished our q & o regarding our presentations and then performed - with quite gusto - our slippery slope fallacies. As indicated by the numerous and adventurous steps within each slippery slope, an argument's simple statement can go haywire very quickly! Afterwards, we finished our review of fallacies using that packet, which will come in handy during Thursday's class when you and your group will identify the fallacies in a debate and explain why the fallacy exists in that specific instance.
3: Due to some technological difficulty, we had a late start to our debate fallacies, but it did allow you the whole hour to identify the flawed logic and explain the "why" in each specific instance. We will do an overview discussion of your fallacy findings during Thursday's class and then spend some quality time reviewing the first 3 parts of argumentation.
5: Prior to lunch, you worked on identifying the debate fallacies and writing some sound and specific explanations. Following lunch, you summarized your findings of major fallacies and what result these fallacies had on the audience. Argumentation next time!
Just the last reminder that the Lucy Logs are due on Thursday! You've had 6 weeks to complete this task, and you will be using your work to construct an argumentative essay in the very near future.
1: We finished our q & o regarding our presentations and then performed - with quite gusto - our slippery slope fallacies. As indicated by the numerous and adventurous steps within each slippery slope, an argument's simple statement can go haywire very quickly! Afterwards, we finished our review of fallacies using that packet, which will come in handy during Thursday's class when you and your group will identify the fallacies in a debate and explain why the fallacy exists in that specific instance.
3: Due to some technological difficulty, we had a late start to our debate fallacies, but it did allow you the whole hour to identify the flawed logic and explain the "why" in each specific instance. We will do an overview discussion of your fallacy findings during Thursday's class and then spend some quality time reviewing the first 3 parts of argumentation.
5: Prior to lunch, you worked on identifying the debate fallacies and writing some sound and specific explanations. Following lunch, you summarized your findings of major fallacies and what result these fallacies had on the audience. Argumentation next time!
Monday, December 3, 2018
The Slippery Slope
Another reminder that the Lucy Logs are due on Thursday - which happened to be a theme for some of your slippery slopes. As noted on your assignment sheet and verbally in class, I already put a 3 day extension for the due day, so there will not be any additional days for the assignment - if you want full credit. Yes, the procrastinating gene may have reared its ugly head for you on this project! Even so, you will be using this log to write an argumentative essay in the very near future. Hence, if you do not have the logs, you may struggle with that task.
1: Our last 2 presentations were completed today! However, we did not have times for our questions and observations - so that shall happen to start class tomorrow. Following out q & o, we will have a look at your slippery slopes (which happened to be due today, so that should mean no new homework assignments to do) and finish up all the other fallacies before your analysis of a political debate and your foray into argument writing.
3: We performed our best slippery slopes today (if absent, you will need to turn in your slippery slope to me), which was quite an enjoyable and entertaining experience! Then, we finished up the review of the main fallacies, which you will put into use tomorrow during class.
5: As did third hour, we had quite the variation of slippery slopes occurring in class today (absentees, you will need to turn in your slippery slopes). To wrap up class, you were divided into groups to identify all of the fallacies in a political debate, which has been shared with you to complete. If absent, you are responsible for pages 51-53. Remember, you are to use the comment feature for each fallacy, identifying what it is, and explaining why it is such. One sentence answers are not enough - use your logic to show those flaws in the argument.
1: Our last 2 presentations were completed today! However, we did not have times for our questions and observations - so that shall happen to start class tomorrow. Following out q & o, we will have a look at your slippery slopes (which happened to be due today, so that should mean no new homework assignments to do) and finish up all the other fallacies before your analysis of a political debate and your foray into argument writing.
3: We performed our best slippery slopes today (if absent, you will need to turn in your slippery slope to me), which was quite an enjoyable and entertaining experience! Then, we finished up the review of the main fallacies, which you will put into use tomorrow during class.
5: As did third hour, we had quite the variation of slippery slopes occurring in class today (absentees, you will need to turn in your slippery slopes). To wrap up class, you were divided into groups to identify all of the fallacies in a political debate, which has been shared with you to complete. If absent, you are responsible for pages 51-53. Remember, you are to use the comment feature for each fallacy, identifying what it is, and explaining why it is such. One sentence answers are not enough - use your logic to show those flaws in the argument.
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