Project Model- Rhetorical-Pupose

Topic:  My Knowledge of English 101 Concepts.

Audience:  EB

Purpose:  To prove I know what I should know based upon the WPA guidelines bullet points using my own work from class as evidence.

Rhetorical Knowledge

·       Focus on a purpose.

Define:  This means that I have a reason for writing and I can stick with that reason throughout my essay.

Explain:  It is evident that I know how to focus on a purpose since in my narrative essay my purpose was to entertain and I focused on that throughout the essay.  In my first paragraph I wrote, “…………………..”  This, I think, is entertaining, and that is the reason I wrote the essay.  Later, in paragraph 2 I wrote, “……………..,” and that proves that I am sticking to my goal.  Finally, in my last paragraph I wrote, “…………………,” and from all these examples, it is clear I can focus on a purpose.

Argument Groups. Arg Reminders. Serious Final Project Introducation. Dates and Plans.

1.  Attendance

2.  Papers in and out

3.  Arg reminders leading to Groups.  List of what to look for....

4.  Project intro, cont.  WPA GUIDELINES.

5.  Sample Entry.

6.  HW-  Final draft of Arg due Monday.  Please have all your materials for projects in class Monday, also.

Drafting... Outlines...Intros... Projects?

Drafting time... Use me for help....

1.  Journal:

What is your argument topic and what do you think is your best fact that supports your opinion?

1.5.  Outline check... partners.

1.8

Introduction

Provide history, state the problem.

Explain the problem.

Solve the problem with a thesis.

SAMPLE:


Vietnam Veterans have never had the respect they deserve.  When they returned home from an unpopular war, they were spit on, yelled at, and called “baby killers.”  Unfortunately for them, their mistreatment is ongoing.  In fact, today, most Vietnam veterans are suffering from poor health care and denial of services they deserve. After serving in the war, when these men and women returned home, the government let them down.  80% of Vietnam veterans don’t use or have access to proper health care, and this is because the government doesn’t want them to.  As they slowly die off from diseases related to their service, including the effects of PTSD, these veterans have one last hope to get the care they need, and that hope is us. Vietnam veterans deserve the government to recognize and take responsibility for the medical traumas these veterans face today because  (1) the veterans deserve it, (2)most of the problems are treatable, and (3) treating these service members now will reduce the costs of care in the long run.


2.  Drafting time.  Please use your completed outline to begin drafting your introduction to your essay.  Don't forget to make the thesis the last sentence.  Typed draft due in class on Thursday.

3.  Reminder to gather project materials.  Project?  WPA Guidlelines here.

Arguments, logical fallacy groups..

1.  Attendance-- papers in and out.

2.  Quick reminders... Blog,  Project,  Essays... 

3.  Journal-  Where should you get facts for your essay?

3.5  Logical Fallacies.  List and groups.

4.  Justification readings...

5.    Argument Paragraph Plan:

Topic Sentence-  (opinion)
Fact-        
Opinion-  
O-           
F-              
O-             
O-             
F-              
O-             
O-              
Concluding Sentence-

Sample paragraph in the format.

T * Vietnam veterans deserve better mental health care.

F * For example, Mike Johnson says that, "Nearly 73 percent of Vietnam veterans don't qualify for mental health services."

O * This means the majority of these former soldiers aren't getting the care they need.

O * A lot of them could be suffering from mental disorders and not even know it.

F * In addition, according to Dr. Santarelli, the number of living veterans who served in the Vietnam war "is decreasing rapidly, as these men and women pass away prematurely."

O * In other words, there aren't many Vietnam veterans left.

O * If we want to help those who remain live longer lives, we need to act now.

F * What's more, Mike Johnson goes on to say that, "Helping veterans is cost effective.  If we provide them with mental health screenings, we can save money in the long run."

O * Helping these veterans is possible and cost effective if we put our minds to it.

O * If we offer health screenings now, we won't have to pay for care when mental health becomes an expensive emergency.

C * It is cost effective and possible to help the remaining Vietnam veterans if we want to.
 


What's next?  I have my idea, now what do I do?


6.  Homework!  Come to class with at least 5 quotes in outline form that you will use in your essay and don't forget to make sure to include the places where your quotes (sources) came from.

Outline format for next class:

1.       Intro with your thesis that looks like this:  Vietnam veterans deserve better health care since _________, __________, and ___________.

2.       TS:  Vietnam Veterans deserve better health care because of ____________.

a.       “ fact”  Where I got it from.

b.      “ fact”  Where I got it from.

c.       “ fact”  Where I got it from.

3.       TS:  Vietnam veterans deserve better health care because of _____________.

a.       “ fact”  Where I got it from.

b.      “ fact”  Where I got it from.

c.       “ fact”  Where I got it from.

4.       TS:  Vietnam veterans deserve better health care because of ____________.

a.       “ fact”  Where I got it from.

b.      “ fact”  Where I got it from.

c.       “ fact”  Where I got it from.

5.       Conclusion.

7.  What's next?  Project, Essay....  Argument Essay due Monday, April 1st.

1.  Attendance.

2.  Evaluations

 3. Calendar Check... Heads up!

4.  Journal-  What's an issue that you care about enough to do something about?

5.  Next Essay and Notes.

6.  Basic Essay Format, if you  need it---  Basic Paragraph format and in-class practice.

_____________________________________________________________________

I.  Intro with 7-10 sentences.

Thesis is last sentence and should be a statement of opinion with 3 main points.

II.  First body paragraph-- 3 facts.

III.  Second body paragraph-- 3 facts.

IV.  Third body paragraph-- 3 facts.

V.  Conclusion... restate and sum up.

________________________________________________________________________

7.  Logos, Pathos, Ethos.
 ________________________________________________________________________

Logos:  Convincing using logic.  For us, mostly facts.

Pathos:  Convincing using emotion.  Use sparingly.

Ethos:     Convincing through the author's character.   
_________________________________________________________________________


8.  Requirements....

Works Cited.  MLA format.  5 Sources.  Biased, etc.

9.  HW-  Come to class with a topic, and a justification for that topic, like the one below.

My Justification as a model of your HW-

      For my first argumentative essay, I'm choosing to focus on Vietnam Veterans and the lack of services offered to these Americans.  This essay matters to me because my father is dead due, possibly, to a lack of support services for returning veterans.  When he died at the age of 44 from drug and alcohol abuse, I felt lost and confused, so maybe helping others or finding ways for others to get help, will prevent another from feeling how I felt.  This matters to others because most of us know someone who has returned or will return from war.  In fact, as we go through life, we'll meet more and more people affected by their service, and as these people become our friends and family members, we'll want them to have the services my father didn't.  What's more, as a society, we owe those who were willing to enlist the proper services upon their return so that they can integrate themselves back into our world and become a part of what we love in America.  This is interesting because PTSD is something that has recently become part of our national conversation, and some of the soldiers who, unfortunately, experience PTSD commit crimes or other atrocities.  I believe services will help our veterans, and I think we should start by helping those who may not have access to services in the past.  It's never too late to start.

Evals and Scavenger Hunt-

1.  Attendance

2.  Papers in and out.

3.  Evaluations.  

4.  Scavenger Hunt!!

In group of your choosing that contains 2-4 members, please photograph yourself or selves either in or in front of the correct places listed below.  Some questions have specific directions.   The goal of this is to make you more aware of services offered to students and to bond as a class and to, well, have fun-

Where is the John Paul Theatre?

Where can I obtain financial aid?     

Where could I play Madden 2013?

Where could I buy a PC hoodie?

Where can I get help with my English essay?  My math homework?

Where can I take career placement tests?  

I want to check out the Eric Fischel gallery.  Where’s that?

Where’s the science building?  Take a picture of the fossils on the first floor.

I want to join the honors program.  Where’s the office?

I want to become a STEM scholar.  Where would I find info about that?




HOMEWORK!   Return to class with an example of an editorial argument that you disagree with from either the WSJ, NYT, CST, NYPOST, Boston Herald, or LA TIMES.  Please write a paragraph response that attempts to refute or rebut 2 arguments in the essay.

C/C edit

1.  Attendance

2.  Papers out. and in...

3.  Journal-  It's not too early to think about our next essay.  It's an argument.  Convince me to do something.

4.  C/C problems-  ?  Quick discussion.

5.  C/C editing groups.

1.  Circle their thesis.  Is it the last sentence of the intro?
2.  Do their body paragraphs align with the thesis?
3.  Are there ground for comparison?
4.  Are there grounds of grounds?
5.  Do the body paragraphs have topic sentences?
6.  Would you consider this essay organized?
7.  Does their introduction provide a "primer?"
8.  What is the topic?
9.  What is the purpose?
10. Does this essay meet the requirements set out in class?
11. Are there so many mistakes that it is almost unreadable?

6.  Return to class with a final draft....HOMEWORK!  HERE is a transitions list to help with shifting from subject to subject.