Toulmin's model is an effective tool to help you question your sources.
Assignment: Choose 3 articles. Provide MLA information for each. Then identify the specific parts of each argument: claim, data, warrants, backing given to warrant, qualifiers, and rebuttals. Evaluate the strength/weakness of each part.
Identify any logos, pathos, or ethos used in argument. Evaluate the strength/weakness of the argument's logic, emotional appeal, and credibility.
Judge the validity of the overall argument. Is this a persuasive argument? Explain.
Wednesday, November 17, 2010
Wednesday, November 10, 2010
Summer Reading Essays: A Time of Reflection
Wow! What a journey you all went on. Many of you edited draft after draft, reworking your ideas and revising your stories, writing a creative, logical, interesting, and consequently powerful paper. I feel privileged to have been a part of your process.
But you are not done yet. It is time to think about your journeys, consider what you have learned through the Summer Reading Essay. Answer the following questions below. Also respond to any questions asking for clarification of ideas.
1. What was your favorite aspect of this assignment? Your least favorite part? Explain.
2. What academic or writing strengths do you have that allowed you to write the paper? Explain.
3. What were the greatest obstacles to finishing this paper? Thinking of something to write? Organizing paper? Starting writing? What techniques did you use to overcome them? Free writing? Outlining? Conferencing? How were they helpful? How will you use them the next time you write? Explain.
4. What is something that you still need to imrpove in your writing? Grammar, logic, organization, structure? How will you plan on improving it personally? Is this a weakness that we should address as a class? If so, what sort of instruction will you need? Explain.
But you are not done yet. It is time to think about your journeys, consider what you have learned through the Summer Reading Essay. Answer the following questions below. Also respond to any questions asking for clarification of ideas.
1. What was your favorite aspect of this assignment? Your least favorite part? Explain.
2. What academic or writing strengths do you have that allowed you to write the paper? Explain.
3. What were the greatest obstacles to finishing this paper? Thinking of something to write? Organizing paper? Starting writing? What techniques did you use to overcome them? Free writing? Outlining? Conferencing? How were they helpful? How will you use them the next time you write? Explain.
4. What is something that you still need to imrpove in your writing? Grammar, logic, organization, structure? How will you plan on improving it personally? Is this a weakness that we should address as a class? If so, what sort of instruction will you need? Explain.
Rogerian Essay Information
We can learn more if we work collaboratively. We will use this blog for the next month to gather information. So, if you find a good article, help everyone out and post it. Write a summary of the article and your reactions to it. Also, provide correct MLA citations. You must post 10 articles that are interesting, provocative, relevent, and helpful. Due November 24th.
Thursday, October 28, 2010
Vocabulary Lesson 6
This week, instead of writing individual sentences, you will write logical, cohesive, and interesting paragraphs. Each paragraph must contain four sentences, at least 3 lesson six vocabulary words, and a vocabulary word from a previous chapter. Please consider your conjunction usage in your paragraph's creation.
Thursday, October 21, 2010
Vocabulary Lesson 5
It’s that time of the week again: time to write fascinating, thoughtful sentences using your vocabulary words. This week, I want you to work on using different types of conjunctions. Most of you only rely on “and” and “or,” limiting your ability to write compound, complex, and compound-complex sentences. In essence, you limit your ability to express logic in your sentences, preventing yourself from illustrating how your ideas are connected.
Instructions:
Access the following website and read about conjunctions: http://grammar.ccc.commnet.edu/grammar/conjunctions.htm
Write 5 sentences using a different vocabulary word and conjunction for each.
Instructions:
Access the following website and read about conjunctions: http://grammar.ccc.commnet.edu/grammar/conjunctions.htm
Write 5 sentences using a different vocabulary word and conjunction for each.
"The Use of Force"
I know you understand it by now: there is no such thing as one interpretation to a great story. Now you have to prove it. "The Use of Force" on the literal level is about a doctor on a house call who encounters an uncooperative young girl. He must use violence to conduct a throat examination to confirm that she has diphtheria. But, we know that there is more to the story because there are figurative levels to this story.
What are they? In this blog, explain what the characters represent? Provide details from the story to defend your view. Explain how these groups are in conflict? Provide details from the story that reveal the presence of that conflict within the story.
What are they? In this blog, explain what the characters represent? Provide details from the story to defend your view. Explain how these groups are in conflict? Provide details from the story that reveal the presence of that conflict within the story.
Monday, October 18, 2010
Confusion Involved in the College Application Process
You have settled on a few colleges of interests, have finished your college application essays and résumés, and are currently obtaining letters of recommendations. You probably still have some questions about this often confusing ordeal doing this extremely hectic time in your life. You may even still be apprehensive about this whole college process, uncertainty concerning applications, admissions, and financial aid. To address your bewilderment and hopefully alleviate some of your fears, you have the opportunity to talk to Mr. Kevin Owens, who has been the Assistant Director of Admission at Rutgers, The State University of NJ in Camden, since May 2005. He, wishing to demystify the admission’s process, will blog with you to clarify any confusion you may still have about the college application process, answering question on a variety of topics from documentation involved in the financial aid process to relevant questions to ask tour guides when visiting schools to even mistakes which can potential damage your chances of acceptance that you need to avoid.
During this week, you must ask two questions about this very important process in your life. Mr. Owens will be checking the site periodically to answer all your questions. Please check back to read his answer and let him know that he has answered your questions fully.
During this week, you must ask two questions about this very important process in your life. Mr. Owens will be checking the site periodically to answer all your questions. Please check back to read his answer and let him know that he has answered your questions fully.
Friday, October 15, 2010
Koban's "Allegory and the Death of the Heart in the Rocking Horse Winner"
Our previous analysis of "The Rocking Horse Winner" assumed that Paul was the protagonist of the story. But, what if he wasn't? What if it is Hester, Paul's mother? After all, the story begins by exploring her past, her life, and her problems. If Hester is the main character, how does this affect the story's meaning?
Charles Koban explores this question in his essay. Read his essay, taking marginal notes. Then post 6 of your notes that analyze his argument. Address in your posts if you find his argument valid or even relevant.
Charles Koban explores this question in his essay. Read his essay, taking marginal notes. Then post 6 of your notes that analyze his argument. Address in your posts if you find his argument valid or even relevant.
Thursday, October 14, 2010
Quotations in papers
Quotations and references to book provide evidence for you argument. For introductory information, access the site below. Read all information, paying special attention to "How to Introduce Quotations in your discussion."
http://people.hsc.edu/drjclassics/syllabi/IH/writingGuidelines.shtm
How do I incoporate quotations into my paper?
Quotations should fit into your argument, not appear out of thin air.
Always integrate quotations into your text. NEVER DROP A QUOTATION IN YOUR ESSAY! In other words, you must use your own words to introduce a quotation.
Must provide context of quotation (who said it and why) in order for the quotation to make sense to the reader.
To integrate a quotation properly within a paragraph, a good writer usually writes one sentence to introduce the quotation, a second sentence that includes the quotation, and a third sentence to comment on the significance of the quotation.
Need to explicitly explain how the quotation is proving your argument.
Now you will try it. Using your rough draft of paper, rework any "drop in quotation", any parts of your paper that are confusing because you do not fully explain context of quotation or its relevance.
http://people.hsc.edu/drjclassics/syllabi/IH/writingGuidelines.shtm
How do I incoporate quotations into my paper?
Quotations should fit into your argument, not appear out of thin air.
Always integrate quotations into your text. NEVER DROP A QUOTATION IN YOUR ESSAY! In other words, you must use your own words to introduce a quotation.
Must provide context of quotation (who said it and why) in order for the quotation to make sense to the reader.
To integrate a quotation properly within a paragraph, a good writer usually writes one sentence to introduce the quotation, a second sentence that includes the quotation, and a third sentence to comment on the significance of the quotation.
Need to explicitly explain how the quotation is proving your argument.
Now you will try it. Using your rough draft of paper, rework any "drop in quotation", any parts of your paper that are confusing because you do not fully explain context of quotation or its relevance.
Tuesday, October 12, 2010
Senior Essays: A Time for Reflection
Wow! What a journey you all went on. Many of you edited draft after draft, reworking your ideas and revising your stories, writing a creative, logical, interesting, and consequently powerful paper. I feel privileged to have been a part of your process.
But you are not done yet. It is time to think about your journeys, consider what you have learned through the Senior Essay. Answer the following questions below. Also respond to any questions asking for clarification of ideas.
1. What was your favorite aspect of this assignment? Your least favorite part? Explain.
2. What academic or writing strengths do you have that allowed you to write the paper? Explain.
3. What were the greatest obstacles to finishing this paper? Thinking of something to write? Organizing paper? Starting writing? What techniques did you use to overcome them? Free writing? Outlining? Conferencing? How were they helpful? How will you use them the next time you write? Explain.
4. What is something that you still need to imrpove in your writing? Grammar, logic, organization, structure? How will you plan on improving it personally? Is this a weakness that we should address as a class? If so, what sort of instruction will you need? Explain.
But you are not done yet. It is time to think about your journeys, consider what you have learned through the Senior Essay. Answer the following questions below. Also respond to any questions asking for clarification of ideas.
1. What was your favorite aspect of this assignment? Your least favorite part? Explain.
2. What academic or writing strengths do you have that allowed you to write the paper? Explain.
3. What were the greatest obstacles to finishing this paper? Thinking of something to write? Organizing paper? Starting writing? What techniques did you use to overcome them? Free writing? Outlining? Conferencing? How were they helpful? How will you use them the next time you write? Explain.
4. What is something that you still need to imrpove in your writing? Grammar, logic, organization, structure? How will you plan on improving it personally? Is this a weakness that we should address as a class? If so, what sort of instruction will you need? Explain.
Wednesday, October 6, 2010
Effective Writing
In its most basic form, a sentence is proposition: a statement about reality that can be accepted or rejected. We build sentences by putting propositions together. Our writing style emerges from HOW we put those propositions together.
We will now practice writing sentences, focusing on the logical order of your details presented. Access "Vocabulary Two" sentences on the blog. Rewrite any sentences to make it clearer, more logical, and more informative. Incorporate lesson three vocabulary words into new sentences.
When you write a sentence, you must consider three things:
1. what to write about and what we want to accomplish by writing about it
2. which words to use
3. what order to put them in
Effective writing anticipates, shapes, and satisfies a reader's need for information. Consequently, sentences that convey more information are generally more effective than those that convey less.
Monday, October 4, 2010
Short Story Metacognitive Analysis
Writing about something you have already learned teaches metacognition by promoting problem solving and critical analysis. Metacognition is the monitoring and controlling of thought, a repertoire of thinking processes that can be applied to solve any problem. Metacognitive abilities enable people to act in new situations where habitual or learned responses do not work. Simply put, metacognition teaches students how to learn for themselves. Metacognition, already linked to academic and professional success, is crucial in an ever increasingly changing world. Understandably, college professors believe teaching metacognitive thought should be the most important educational goal in any classroom.
It is now time to access our metacognitive abilities to actually think about the short stories we have read so far in class. Pick one of the stories: "Ms. Brill," "Hills Like White Elephants," "Story of an Hour," or "Use of Force."
Answer the following questions:
1. What new close reading strategy did I learn that helped me analyze this story? Possible answers may include interpreting what characters look at to learn character's thoughts and emotions and questioning the narrator’s views and opinions because narrator may be untrustworthy. Please state 3 new close reading strategies that you have learned and show an example of use within a story.
2. There is no one “official” interpretation of the story. Pick a story and show how this story’s plot or message can be interpreted in 2 different ways. Defend each interpretation by using details from the story.
3. Have you asked a good question today? Start now. Ask 2 questions that you still have on how to interpret literature. I will answer all questions to the best of my ability.
4. Finally, it is your education and your input is valuable. Judge the short story unit so far. Did you find it useful? Why or why not? Did you learn anything? What? What did you like about the unit? Why/ what would you change? Explain.
Show students how to transfer knowledge, attitudes, values, skills to other situations or tasks
It is now time to access our metacognitive abilities to actually think about the short stories we have read so far in class. Pick one of the stories: "Ms. Brill," "Hills Like White Elephants," "Story of an Hour," or "Use of Force."
Answer the following questions:
1. What new close reading strategy did I learn that helped me analyze this story? Possible answers may include interpreting what characters look at to learn character's thoughts and emotions and questioning the narrator’s views and opinions because narrator may be untrustworthy. Please state 3 new close reading strategies that you have learned and show an example of use within a story.
2. There is no one “official” interpretation of the story. Pick a story and show how this story’s plot or message can be interpreted in 2 different ways. Defend each interpretation by using details from the story.
3. Have you asked a good question today? Start now. Ask 2 questions that you still have on how to interpret literature. I will answer all questions to the best of my ability.
4. Finally, it is your education and your input is valuable. Judge the short story unit so far. Did you find it useful? Why or why not? Did you learn anything? What? What did you like about the unit? Why/ what would you change? Explain.
Show students how to transfer knowledge, attitudes, values, skills to other situations or tasks
Sunday, October 3, 2010
"The Rocking Horse Winner"
It is false for English teachers to present one "established" reading of a story. That does not exist. Academics continuously argue about perceived literary devices within a story and central messages of even established canonical literature. We hope this ongoing debate, where arguments are continually scrutinized, either rejected for weaknesses and logical fallacies or discussed for innovative and strong ideas, will establish a collaborative collection of creative ideas which will help us understand literature through many different lens, ultimately enabling us to analyze culture and society through these multi-facted viewpoints.
We have analyzed "The Rocking-Horse Winner" through a typical Marxist reading (which means that we used economic theory to interpret the story). The story is a critique of Capitalism, an economic system that upholds greed and money. According to the story, this greed poisons everything, perverting all human relationships. The mother cannot love her husband or her children.This story critiques capitalistic greed because it cripples a sense of satisfaction in people's lives. In a capitalistic system, people can never have enough money. The house is constantly haunted by whispers, showing the constant worries people endure because their greed encourages them to live outside their means. Paul tries to assuage these fears through work that raises money. He furiously rides his rocking horse, which mysteriously gives him the knowledge of upcoming horse race winners, which enables him to gamble and win money. Even though Paul wins lots of money, his mother can foolishly squander it faster than he can make it. So Paul must continue to ride his horse in order to bet, and this ultimately leads to his death. The story shows the plight of oppressed workers who literally are forced to work themselves to death to created wealth for big business who are never satisfied with their outputs.
But that is not the only valid interpretation. I have provided John Humma's essay titled "Pan and the Rocking-Horse Winner." Read his essay and see how he builds upon the previously mentioned interpretation to create a new idea. Analyze his argument and see if it is good.
We have analyzed "The Rocking-Horse Winner" through a typical Marxist reading (which means that we used economic theory to interpret the story). The story is a critique of Capitalism, an economic system that upholds greed and money. According to the story, this greed poisons everything, perverting all human relationships. The mother cannot love her husband or her children.This story critiques capitalistic greed because it cripples a sense of satisfaction in people's lives. In a capitalistic system, people can never have enough money. The house is constantly haunted by whispers, showing the constant worries people endure because their greed encourages them to live outside their means. Paul tries to assuage these fears through work that raises money. He furiously rides his rocking horse, which mysteriously gives him the knowledge of upcoming horse race winners, which enables him to gamble and win money. Even though Paul wins lots of money, his mother can foolishly squander it faster than he can make it. So Paul must continue to ride his horse in order to bet, and this ultimately leads to his death. The story shows the plight of oppressed workers who literally are forced to work themselves to death to created wealth for big business who are never satisfied with their outputs.
But that is not the only valid interpretation. I have provided John Humma's essay titled "Pan and the Rocking-Horse Winner." Read his essay and see how he builds upon the previously mentioned interpretation to create a new idea. Analyze his argument and see if it is good.
Once you finish an argument, you must always:
1. Accurately summarize the argument in 1-3 sentences. Be fair and do not color summary with any biases.
2. Acknowledge good points. What points are strong, and why are they convincing? How do they support the argument's claim?
3. Discover any weak points to argument. Does essay use any faulty logical conclusions, fail to explain a connection between ideas, or not provide enough evidence to argue claim?
4. Decide if this is a valid argument. Why or why not?
Wednesday, September 29, 2010
Vocabulary Words: Lesson Two
Write logoical, creative and grammatically correct sentences using the following words. There will be some lesson one words listed. Come on, you guys didn't think those words were going to disappear did you? You may talk to each other via blog, but comments will only be approved if they contain a vocabulary word from either lesson 1 or 2.
1. impotent, antithesis, gloat, impediment, bestial
2. perspicacity, nihilism, emandation, factious
3. aegis, maelstrom, chagrin, gloat
4. erotic, diaphanous, ephemeral
5. shard, bauble, altrusim
6. effete, enervate, fervent, rectify
7. bland, ignoble, boor
8. emendation, antithesis, labryrinth
9. amorphous, opulent, emendation, chargrin
10. Write 1-3 sentences using all vocabulary words as possible.
1. impotent, antithesis, gloat, impediment, bestial
2. perspicacity, nihilism, emandation, factious
3. aegis, maelstrom, chagrin, gloat
4. erotic, diaphanous, ephemeral
5. shard, bauble, altrusim
6. effete, enervate, fervent, rectify
7. bland, ignoble, boor
8. emendation, antithesis, labryrinth
9. amorphous, opulent, emendation, chargrin
10. Write 1-3 sentences using all vocabulary words as possible.
Monday, September 20, 2010
Welcome 12th CP
Today, you guys will get to blog. I will provide the initial topic, but feel free to go off on tangents, bring up issues, and ask questions.
So, the topic is sports. We can talk about this weekend's football games, the Phillies bid for the playoffs, your sports teams, or the irrelevancy of sports. So, read articles that interest you, write comments, and let's debate in a friendly manner!
So, the topic is sports. We can talk about this weekend's football games, the Phillies bid for the playoffs, your sports teams, or the irrelevancy of sports. So, read articles that interest you, write comments, and let's debate in a friendly manner!
Wednesday, September 15, 2010
Best Movies
I have enjoyed the conversations we have had thus far; many of you have made thought-provoking comments, provided clever insights, started interesting tangents, or have inserted humor. Bravo, keep it up!
Next topic: movies. They have the ability to move us, enlighten us, or simply humor us. Whatever the reason we watch them constantly, but we all have favorites. Access the follow sight which lists its top 100 movies of all time:
http://www.filmsite.org/mrshowbz.html.
Do you agree with this list? Why or why not? What would your top 3 movies be of all time? Why? What do you love about movies? Do you prefer comedy, action, or thriller? Are movies better than books? In all cases? Explain.
Next topic: movies. They have the ability to move us, enlighten us, or simply humor us. Whatever the reason we watch them constantly, but we all have favorites. Access the follow sight which lists its top 100 movies of all time:
http://www.filmsite.org/mrshowbz.html.
Do you agree with this list? Why or why not? What would your top 3 movies be of all time? Why? What do you love about movies? Do you prefer comedy, action, or thriller? Are movies better than books? In all cases? Explain.
Tuesday, September 14, 2010
The Lighter Side
The world is amazingly interesting. Politicians debate policies that will mold our civil liberties, businessmen enact decisions that affect our finances, and businesses create products that affect our environment. But sometimes, its just fun to sit back and laugh at the oddity of this world.
So today, search the news, read whats going on, and post and comment on people and events that seem incredulous, ridiculous, or just plain crazy!
http://skunkpost.com/news.sp?newsId=3177
http://www.reuters.com/article/idUSTRE68C46220100913?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+reuters%2FoddlyEnoughNews+%28News+%2F+US+%2F+Oddly+Enough%29
Monday, September 13, 2010
VMAs
Yesterday was 2010 MTV music Video Awards. http://www.mtv.com/ontv/vma/2010/. Did you watch it? Why or why not? What did you think of this anniversary show? Do you like its format and performances? Why or why not? Do you agree with the nominees and winners? If not, who should have been picked for each category? Should there be other musical categories? If so, which ones?
Welcome to Blogging
http://www.blogger.com/goog_868045083
Today's Assignment:
1. Go to google.com and select the gmail tab.
2. Create a new account with an appropriate pseudonym. Must supply Ms. Rotter with the email address, pseudonym, and password to the account.
3. Go to kimberlyrotter.blogspot.com and read the articles on blogging below.
Here is an article that outlines what blogging is:
Here are some articles about writing appropriate blog content to preview before you start writing today:
4. Relax and enjoy surfing the web, reading articles that interest you about the topic below, synthesizing and analyzing information from your reading in order that you may write about the topic, and responding to fellow classmates' opinions.
****Remember: A blog post consists of links with analysis and synthesis that articulate a deeper understanding or relationship to the content being linked and written with potential audience in mind!
****Remember: A blog post consists of links with analysis and synthesis that articulate a deeper understanding or relationship to the content being linked and written with potential audience in mind!
Wednesday, August 4, 2010
Sunday, August 1, 2010
Educational Focus
Welcome Audubon High School to the 21st century, the age of environmental disasters, international conflicts, and economic recessions. As I type, two major oil spills gush millions of barrels into American waters ravaging coastline, endangering wildlife, and destroying two major job industries, fishing and tourism. A heat wave descends on the North East, ushering in one of the hottest summers on record, while torrential rains flood Pakistan and Afghanistan. Many forgotten international feuds erupted again, revealing ancient, deep-seated hatreds. North Korea sank a South Korean ship, uncovering uneasy tensions in Asia. Israel attacked a peacekeeping flotilla filled with humanitarian aid headed toward Gaza Strip, highlighting the continual Israel/Palestinian conflict. Domestically, America faces a joblessness crisis that threatens to create a long period of low economic growth, creating a “lost” generation, a cohort of young graduates who cannot find jobs, do not qualify to buy homes, and consequently cannot start families. No wonder high school students are disillusioned. But, you are not powerless.
While many critical problems have arisen in this current century, there have also been many technological advances and cultural innovations. Today is the age of digital media and the information highway; a world where websites like Wiki encourage thousands of strangers to engage in the purposeful work of negotiating and creating truth; and a place where technology has transformed every professional field, from business to medicine, by focusing on shared knowledge and collaboration. Students everywhere can connect to the international community to access information and engage in critical discussions to solve global problems. Consequently, in this class students will learn how to synthesize vast amounts of information on a topic; analyze that information, uncover hidden biases, manipulated facts, logical leaps and fallacies; judge the validity of differing opinions; integrate relevant information to create informed viewpoints; so that students may enter and contribute to global discussions and international collaborations.
While many critical problems have arisen in this current century, there have also been many technological advances and cultural innovations. Today is the age of digital media and the information highway; a world where websites like Wiki encourage thousands of strangers to engage in the purposeful work of negotiating and creating truth; and a place where technology has transformed every professional field, from business to medicine, by focusing on shared knowledge and collaboration. Students everywhere can connect to the international community to access information and engage in critical discussions to solve global problems. Consequently, in this class students will learn how to synthesize vast amounts of information on a topic; analyze that information, uncover hidden biases, manipulated facts, logical leaps and fallacies; judge the validity of differing opinions; integrate relevant information to create informed viewpoints; so that students may enter and contribute to global discussions and international collaborations.
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