Thursday, October 28, 2010

PORTFOLIO WORK CONT>>>

1. JOURNAL--
  • Focus on a purpose
  • Respond to the needs of different audiences
  • Respond appropriately to different kinds of rhetorical situations
  • Use conventions of format and structure appropriate to the rhetorical situation
  • Adopt appropriate voice, tone, and level of formality
  • Understand how genres shape reading and writing
  • Write in several genres
Pick the three that you will choose for your portfolio and define them in your own words.

2. Portfolio Practice--

Using the second two learning objective from the bulleted points above, complete a draft of your portfolio entry.

Show me, and if you are finished, you may leave unless you have further questions.


1.5 Class overview....

Monday, October 18, 2010

Meetings...

Tues, Oct. 19th................ 5:40-6:55........................ Thurs, Oct 21st

Bishnu ..............................................................................Marina

Ross................................................................................ Liliana

George............................................................................... Xavier

Ibrahim............................................................................... Francisco

Destanie........................................................................... Amanda

Melanie................................................................................ Karl

Jorge................................................................................... Gisele

Vanessa


TUESDAY.................. 7:10- 8:30.......................... THURSDAY

Lee.............................................................................. Maria

Tommy........................................................................ Anna

Cynthia..................................................................... Bernice

Jorge............................................................................. Jerardo

Ester.............................................................................. Susie

Dawna......................................................................... Teymur

Yoseni....................................................................... Michael

Vanessa .......................................................................Thanna

Thursday, October 14, 2010

Practice Portfolio Entry

Using the previous post and one of your own essays, complete a sample entry for your portfolio.



1. Choose a bullet point from the Rhetorical Knowledge section of the WPA guidelines.



2. Prove, using examples from your own work, that you know what you claim you know.


3. BRING YOUR COMPLETED EXAMPLE TO CLASS ON TUESDAY, OCT. 25th.





Here is a Rhetorical Knowledge Example as a Model for you to follow:

EXAMPLE ENTRY FOR PORTFOLIO:

I. Rhetorical Knowledge
a. Write in several genres.

This year in English 900, I learned how to write in several genres. Below are two examples, one from my narrative essay, and one from my argumentative that show how I am able to write in different genres.

Ex: "When I looked over the field I saw the flying blue bonnets dancing and smiling in the wind while they played the banjo and cried."

You can see from this example that I am describing the scene in a story, and since I used "I" it is easy to tell that the story is narrated, or told, by me.

Ex: "Scientists claim that eating candy corn will cause ulcers and AIDS. This is only one reason that you should stay away from candy corn, but there are more. Some doctors claim that eating candy in the guise of real food is doubly bad. Your body might think it is gaining some nutrient from corn based on the misleading name, but it is not. Candy corn, despite its pleasing name, is extremely dangerous for your body."

This passage is convincing, since I used words like "Since" and "Claim" and "is extremely dangerous." My language is different in the persuasive, and you can see that I wasn't speaking like I was telling a story, but like I was trying to convince.

Since I can write a narrative and an argumentative essay, I can write in several genres.

Tuesday, October 12, 2010

PORTFOLIO PROJECT (FINAL EXAM)

PORTFOLIO PROJECT

1. Using the bulleted WPA guidelines, prove that you have learned what you are supposed to have learned by identifying the FYC objectives for students and then explaining, using your work from class, that you completed those objectives.

2. Some students choose to follow the WPA outline and just write their paragraphs explaining their knowledge beneath the bullets. Others choose to create a power-point or a graphic novel. Presentation is up to you, as long as you prove you learned what you say you learned.

EXAMPLE ENTRY FOR PORTFOLIO:

I. Rhetorical Knowledge

a. Write in several genres.


This year in English 900, I learned how to write in several genres. Below are two examples, one from my narrative essay, and one from my argumentative that show how I am able to write in different genres.

Ex: "When I looked over the field I saw the flying blue bonnets dancing and smiling in the wind while they played the banjo and cried."

You can see from this example that I am describing the scene in a story, and since I used "I" it is easy to tell that the story is narrated, or told, by me.

Ex: "Scientists claim that eating candy corn will cause ulcers and AIDS. This is only one reason that you should stay away from candy corn, but there are more. Some doctors claim that eating candy in the guise of real food is doubly bad. Your body might think it is gaining some nutrient from corn based on the misleading name, but it is not. Candy corn, despite its pleasing name, is extremely dangerous for your body."

This passage is convincing, since I used words like "Since" and "Claim" and "is extremely dangerous." My language is different in the persuasive, and you can see that I wasn't speaking like I was telling a story, but like I was trying to convince.

Since I can write a narrative and an argumentative essay, I can write in several genres.

Argument Groups

1. Journal: Where do you stand on the abortion issue?


2. Groups Cont.


3. Class Update... THURSDAY ON LINE ONLY!


4. WPA guidelines cont...


5. Conferences.... Tues/Thurs next week...

Thursday, October 7, 2010

Argument

1. Journal:

Should public schools allow religious clubs on campus?

2. Argument structure here

3. Sample Arguments here, here and here.

4. WPA guidelines cont...

Tuesday, October 5, 2010

Fallacies Continued!

Three more fallacies to talk about tonight--but first, a journal:

1. Should parents spank their children? Why or why not?

2. Fallacy review...

3. New Fallacies (see below)

4. PORTFOLIO PROJECT REMINDER....CLASS UPDATE...




Description of Ad Hominem

Translated from Latin to English, "Ad Hominem" means "against the man" or "against the person."

An Ad Hominem is a general category of fallacies in which a claim or argument is rejected on the basis of some irrelevant fact about the author of or the person presenting the claim or argument. Typically, this fallacy involves two steps. First, an attack against the character of person making the claim, her circumstances, or her actions is made (or the character, circumstances, or actions of the person reporting the claim). Second, this attack is taken to be evidence against the claim or argument the person in question is making (or presenting). This type of "argument" has the following form:

Person A makes claim X.
Person B makes an attack on person A.
Therefore A's claim is false.

The reason why an Ad Hominem (of any kind) is a fallacy is that the character, circumstances, or actions of a person do not (in most cases) have a bearing on the truth or falsity of the claim being made (or the quality of the argument being made).

Example of Ad Hominem

Bill: "I believe that abortion is morally wrong." Dave: "Of course you would say that, you're a priest." Bill: "What about the arguments I gave to support my position?" Dave: "Those don't count. Like I said, you're a priest, so you have to say that abortion is wrong. Further, you are just a lackey to the Pope, so I can't believe what you say."



Description of Ad Hominem Tu Quoque

This fallacy is committed when it is concluded that a person's claim is false because 1) it is inconsistent with something else a person has said or 2) what a person says is inconsistent with her actions. This type of "argument" has the following form:

Person A makes claim X.
Person B asserts that A's actions or past claims are inconsistent with the truth of claim X.
Therefore X is false.

The fact that a person makes inconsistent claims does not make any particular claim he makes false (although of any pair of inconsistent claims only one can be true - but both can be false). Also, the fact that a person's claims are not consistent with his actions might indicate that the person is a hypocrite but this does not prove his claims are false.

Examples of Ad Hominem Tu Quoque

Bill: "Smoking is very unhealthy and leads to all sorts of problems. So take my advice and never start." Jill: "Well, I certainly don't want to get cancer." Bill: "I'm going to get a smoke. Want to join me Dave?" Jill: "Well, I guess smoking can't be that bad. After all, Bill smokes."

Jill: "I think the gun control bill shouldn't be supported because it won't be effective and will waste money." Bill: "Well, just last month you supported the bill. So I guess you're wrong now."

Peter: "Based on the arguments I have presented, it is evident that it is morally wrong to use animals for food or clothing." Bill: "But you are wearing a leather jacket and you have a roast beef sandwich in your hand! How can you say that using animals for food and clothing is wrong!"


Description of Straw Man

The Straw Man fallacy is committed when a person simply ignores a person's actual position and substitutes a distorted, exaggerated or misrepresented version of that position. This sort of "reasoning" has the following pattern:

Person A has position X.
Person B presents position Y (which is a distorted version of X).
Person B attacks position Y.
Therefore X is false/incorrect/flawed.

This sort of "reasoning" is fallacious because attacking a distorted version of a position simply does not constitute an attack on the position itself. One might as well expect an attack on a poor drawing of a person to hurt the person.

Examples of Straw Man

Prof. Jones: "The university just cut our yearly budget by $10,000." Prof. Smith: "What are we going to do?" Prof. Brown: "I think we should eliminate one of the teaching assistant positions. That would take care of it." Prof. Jones: "We could reduce our scheduled raises instead." Prof. Brown: " I can't understand why you want to bleed us dry like that, Jones."

"Senator Jones says that we should not fund the attack submarine program. I disagree entirely. I can't understand why he wants to leave us defenseless like that."

Bill and Jill are arguing about cleaning out their closets: Jill: "We should clean out the closets. They are getting a bit messy." Bill: "Why, we just went through those closets last year. Do we have to clean them out everyday?" Jill: "I never said anything about cleaning them out every day. You just want too keep all your junk forever, which is just ridiculous."


Also Known as: Circular Reasoning, Reasoning in a Circle, Petitio Principii.

Description of Begging the Question

Begging the Question is a fallacy in which the premises include the claim that the conclusion is true or (directly or indirectly) assume that the conclusion is true. This sort of "reasoning" typically has the following form.

Premises in which the truth of the conclusion is claimed or the truth of the conclusion is assumed (either directly or indirectly).

Claim C (the conclusion) is true.

This sort of "reasoning" is fallacious because simply assuming that the conclusion is true (directly or indirectly) in the premises does not constitute evidence for that conclusion.

Obviously, simply assuming a claim is true does not serve as evidence for that claim. This is especially clear in particularly blatant cases: "X is true. The evidence for this claim is that X is true."

Some cases of question begging are fairly blatant, while others can be extremely subtle.

Examples of Begging the Question

Bill: "God must exist." Jill: "How do you know." Bill: "Because the Bible says so." Jill: "Why should I believe the Bible?" Bill: "Because the Bible was written by God."

"If such actions were not illegal, then they would not be prohibited by the law."
"The belief in God is universal. After all, everyone believes in God."

Interviewer: "Your resume looks impressive but I need another reference." Bill: "Jill can give me a good reference." Interviewer: "Good. But how do I know that Jill is trustworthy?" Bill: "Certainly. I can vouch for her."

FROM http://www.nizkor.org/features/fallacies/begging-the-question.html


AS an Assignment, in class, identify the following arguments as one of the fallacies we have discussed....

Example:

"Animal experimentation reduces our respect for life. If we don't respect life, we are likely to be more and more tolerant of violent acts like war and murder. Soon our society will become a battlefield in which everyone constantly fears for their lives. It will be the end of civilization. To prevent this terrible consequence, we should make animal experimentation illegal right now." (SS)

EXAMPLE:

"Andrea Dworkin has written several books arguing that pornography harms women. But Dworkin is an ugly, bitter person, so you shouldn't listen to her." (AH)



EXAMPLE:


Example: "Feminists want to ban all pornography and punish everyone who reads it! But such harsh measures are surely inappropriate, so the feminists are wrong: porn and its readers should be left in peace." SM


EXAMPLE x 2:

"Active euthanasia is morally acceptable. It is a decent, ethical thing to help another human being escape suffering through death."

"Murder is morally wrong. So active euthanasia is morally wrong."