Final Exam

You made it! :)

Here is your test:

What have you learned in this class that you can take with you into your future? Answer in a thesis driven essay. Your thesis should be your answer, and make sure you have three clear points to support. Your points can be from the book, from your papers, from your experience...just pick the top three.

Your essay will be evaluated on relevance and how well it is written.

You have until the end of class to finish but can leave when you're done.

It has been a pleasure. :)
Best of luck to all of you!

Email if you need anything, anytime. :)

Mrs. Lebo

Due Dates for Critical Analysis

Thursday 11-4: Rough Draft Due BEFORE class; Peer Evals in class

Sunday 11-7: First Revised Draft Due by MIDNIGHT; Submit to Smarthinking before midnight

Monday 11-8: Reflective Analysis: Completed in class

Thursday 11-11: Final Draft with complete Annotated Works Cited Due by MIDNIGHT
5 extra credit points if you turn it in before the end of class on Thur.
10 extra credit points if you turn it in before the end of class on Wed.

Friday, November 12th: Final Exam
Printed Copies of Final Drafts for all three papers Due

Sample Critical Analysis

I don't think this was a final, final draft, but it shows you what the paper should look like. There were major formatting issues when I copied into this blog, so disregard those. I fixed it the best I could. Use this primarily to see how this kind of paper should be set up.

The Case Against Human Genetic Enhancement


With the Advent of many technological advancements in the late twentieth century, many moral and ethical questions have arisen as to how technology should affect humanity. One of the mostcontroversial issues that has come about, is the question as to whether or not humanity should permititself to, through the use of technology, genetically manipulate and alter the human genome. While this issue is broad, and the arguments are many, genetic enhancement and cloning of Humans should be
prohibited because it destroys the individuality of a person, it is scientifically not feasible, and it is ethically wrong to do so.


DESTRUCTION OF INDIVIDUALITY THROUGH ENHANCEMENT OR CLONING

Support

In the 1920's, a book was published that raised several questions as to the possible future of selective genetics, specifically, the topic that will be focused on is the issue of individuality. This book was called “Brave New World” by Aldous Huxley. It is set in the twenty-sixth century where at this point in time, technology has allowed for the continuation of the human race to be done completely through the genetic creation of human beings. Natural procreation is regarded as a cultural taboo, and not spoken of in public. Individuals are trained from the beginning of their life to accept one style of living. They are bred and expected to occupy only one type of job in the workforce.

Humanity is also divided into five castes in this time, with the lower castes being purposely manipulated to have inferior traits, thus ensuring domination by the higher castes. While this is entirely a work of fiction, it raises some very crucial questions that must be answered if we as a society are to pursue genetic modification of the human race. One of those questions, should be for example, in the issue of cloning, how such an act would affect an individual's identity. According to a paper published
by bioethicists David Resnik and Daniel Vorhaus in the journal of Philosophy, Ethics, and the Humanities in Medicine, in which they quote the President's Council On Bioethics regarding cloning, “Cloning-to-produce-children could create serious problems of identity and individuality…Personal identity is, we would emphasize, a complex and subtle psychological phenomenon, shaped ultimately by the interaction of many diverse factors. But it does seem reasonably clear that cloning would at the
very least present a unique and possibly disabling challenge to the formation of individual identity…our genetic uniqueness is an important source of our sense of who we are and how we regard ourselves.
It is an emblem of independence and individuality. It endows us with a sense of life as a never-before-enacted possibility.” (Resnik, Vorhaus 25) The individuality of who we are in the human race, helps define us. The process of directly changing an individual's basic genetic traits, irrevocably alters their uniqueness and individuality. Clearly, genetic modification changes a person's sense of identity.

Opposition

With regard to Aldous Huxley's book “Brave New World” and the ensuing roles that
individuals are almost destined to play in life, bioethicists refer to this as the “Puppet critique” regarding genetic enhancement. The idea that individuals will be expected to fulfill a certain type of
lifestyle, simply because they are genetically gifted in those areas is viewed as problematic by some critics. Referencing this theory known as the “Puppet Critique,” which is the idea that a geneticallyenhanced individual could be pulled or coerced into living a certain lifestyle due simply to their genetics, Doctors Resnik and Vorhaus assert in their paper that “ The most genetically gifted musician might nevertheless forgo a career as a musician or composer, favoring life as an accountant, or an attorney instead... At its most basic level, the puppet critique relies on misstatements of scientific reality, and plays on the public's worst fears about the powers of genetics.” (Resnik, Vorhaus 16)Proponents of Genetic Enhancement believe that an individual's identity will not be adversely affected by the genetic gifts he or she has if they are designed in such a fashion.

On the underlying issue of the implications of cloning, Fritz Allhoff in an article published in The American Journal of Bioethics, debates a key point of cloning. “So, we could ask, does cloning harm the clone? If so, the clone would have to have been better off had cloning not taken place. However, this condition can obviously not be met; had cloning not taken place, the clone would not exist at all, much less have a higher level of overall welfare. Therefore, cloning cannot harm the clone.” (Allhoff, 5, 6) This idea basically states that it would be better to clone an individual, who could liveat least, than it would to simply have not granted him life in the first place. If society does not pursue cloning, then we will have to ask some questions as to if we are denying potential individuals a chance at life by prohibiting the practice of cloning.

Rebuttal

While there is a point to be made in Mr. Parfit’s claim, the evidence and research conducted by many in the field of medicine and biotechnology clearly show that the damage of cloning outweighs the benefits. The technology to clone currently exists, but many countries have decided not to utilize it due to, among its many ethical implications, the effect it would have on the individual, possibly prompting an identity crisis in their lifetime. A report done by the American Medical Association that was published in 1999, explores the potential identity problems of cloning. “Foregoing choice in learning one’s genetic predispositions may seem trivial compared to the concerns about identity raised with human cloning… Having insight into one’s potential may cause enormous pressures to live up to expectations (or inappropriately relieve pressure to do so) even more than those generally experienced by children” (AMA Ethics Of Cloning, 5) The American Medical Association’s ultimate recommendation to the professional medical field was to abandon the effort or practice of human cloning, because of the multiple scientific, societal, and ethical concerns.

In response to the argument that not pursuing the practice of cloning, or otherwise prohibiting it leads to a denial of life for cloned individuals, this point has almost a paradoxical quality to it. In the same paper, Allhoff references bioethicist Laura Purdy, who’s views on cloning are that it is immoral if the individual does not lead a minimum standard of life. Due to the current inadequacies of technology in the field of cloning, a cloned individual would age at a much faster rate than normal humans. While there is validity in Allhoff’s claims that it would be better to live a shortened life, than no life at all, it is impossible to argue from this point, as the individual never existed, and even though the technology exists to create a clone, there are many facets of the human mind and, it may be said,soul that we do not understand. So, while a cloned individual should have the same chance and right to life that we do, it would be dangerous, and irresponsible to pursue cloning from the standpoint that we should grant individuals who would, through no natural means exist, a life because there are many potential ramifications that researchers cannot possibly understand about cloning.

SCIENTIFIC DIFFICULTIES OF GENETIC ENGINEERING AND ENHANCEMENT

Support

There are several types of research in the genetics field that have developed recently. The main point that will be discussed will be the topic of stem cell research. There are at least two major types of stem cell research. embryonic, and adult. Embryonic research is a very controversial method of acquiring stem cells, and the evidence presented here will prove that not only is it more ethically problematic, but it is also scientifically inferior to adult stem cell efforts.

Recently, there have been several breakthroughs in the field of adult stem cell research. Recently,an article was published on Providence College's website, by a student reporting another article. Researchers at the University of Kyoto and the University of Wisconsin have developed what are called “Induced pluripotent stem cells” that can “...take on a variety of tissue types. Like embryonic and adult stem cells, these reprogrammed skin cells can be used to regenerate heart tissue, brain cells,
and could even treat spinal injuries.” (Sparks, par. 1) These cells are reprogrammed skin cells taken from the individual who needs the cells in question. They can be changed to take on as shown above, a variety of tissue types. Since these cells are from the donor, there is no chance of rejection, as there could be with embryonic stem cells. Furthermore, by using adult stem cells, as opposed to embryonic stem cells in this scenario, the cost effectiveness of the treatment is much better, than using embryonic tem cells, and there are no ethical complications with that treatment.

A separate paper written by former director of the National Institutes of Health Dr. Bernadine Healy, who was once a proud supporter of embryonic stem cell research, even more ardently argues the case against the research.. Dr. Healy references a report published by Israeli medical researchers, in which a young boy with a fatal neuromuscular disease received embryonic stem cell treatment. The following is a quote from her article. “The report describes a young boy with a fatal neuromuscular disease called ataxia telangiectasia, who was treated with embryonic stem cells. Within four years, he developed headaches and was found to have multiple tumors in his brain and spinal cord that genetically matched the female embryos used in his therapy.” (Healy, par. 2) In these cases, Dr. Healy continues to say that many doctors fear this type of reaction from embryonic stem cell treatments, due to the nature of embryonic stem cells in that they are cells in a rapid state of growth and therefore unreliable and unpredictable.

Opposition

Supporters of embryonic stem cell research argue that the technology and breakthroughs of the research are current, and visible. An article published on Science Daily, a website compiling recent medical data and research, references some of those breakthroughs carried out by the I-Stem team, a group of researchers working on multiple embryonic stem cell projects. This report states the success of the team in creating an entire epidermis from embryonic stem cells. The article asserts that Human embryonic stem cells have “...a capacity for unlimited proliferation and pluripotency, i.e. the capacity to differentiate into all the cell types in the human body.” (Science Daily, par. 6) The report continues to trumpet the possibilities of embryonic stem cells in treatments. Another section from the article states “...These 'ready to use' cells will be proposed to produce epidermal cells for the treatments of third degree burn victims and also other skin diseases such as genodermatoses or ulcerations which
complicate diabetes in a very large number of patients.” (Science Daily, par. 12) Yet more evidence that embryonic stem cells carry potential is found at the National Institutes of Health website. In their site, there are several articles and links of research and studies that show the potential for embryonic stem cells. One of these pages states “ Diseases that might be treated by transplanting cells generated from human embryonic stem cells include Parkinson's disease, diabetes, traumatic spinal cord injury,Duchenne's muscular dystrophy, heart disease, and vision and hearing loss.” (National Institutes of Health, par. 15) The capacity and promise of embryonic stem cells to cure any number of ailments and diseases has long been a hope of medical researchers, one that might have finally begun to be realized.

Rebuttal

While many medical researchers admit that embryonic stem cells have promise, adult stem cells are, on the other hand, readily available, easily created, cost effective, and ethically neutral. A revolutionary medical surgery performed by researchers and surgeons from Britain, Italy, and Spain was published in The London Times. Patient Claudia Castillo, who was thirty years old at the time of surgery, was stricken with a tuberculosis infection that destroyed her airways. Her trachea (also known as the windpipe) collapsed at the point it entered her left lung. Researchers took a donated section of trachea, stripped it of cells to the point that it was simply a brown section of cartilage, and then began work on it. This is a section of the article. “ Stem cells were taken from Ms. Castillo's bone marrow, and grown in Professor Birchall's laboratory. Stem cells can develop into different kinds of tissue, given the right chemical instructions, enabling researchers to cultivate cartilage and epithelial
cells to cover the 7 cm graft.” (Rose, par. 9) The ensuing implantation of the trachea was a complete success, and Ms. Castillo went back to living a normal life. Four months later, there were no signs of rejection. This is only one of many surgeries that have been performed successfully with adult stem cells. These and other events have led highly educated individuals like Dr. Healy to assert that “In fact, during the first six weeks of Obama's term, several events reinforced the notion that embryonic stem cells, once thought to hold the cure for Alzheimer's, Parkinson's, and diabetes, are
obsolete.” (Healy, par. 1) Science has shown us which method is more viable, and ethics have determined which is right. The only course left to follow in this field, is to embrace the future of adult stem cells, and endeavor without ceasing to explore the full potential of this process to cure manyof humanity's worst afflictions.

ETHICAL RAMIFICATIONS OF GENETIC ENHACEMENT

Support

So far, the issues of cloning, and stem cell research have been addressed. The next issue of human genetic enhancement will first be addressed, by providing a background of previous efforts in history to genetically enhance the human race, and create the ideal person. Forced sterilizations were a major issue in the early twentieth century. . At first, many countries welcomed the advent of some basic forms of genetic manipulation. One of the most widely used forms during this time was the sterilization of individuals who were not considered “Desirable.” In 1927, the Supreme Court case of
Buck v. Bell led to a ruling that legitimized the forced sterilization of mentally retarded patients at a Virginia home for the mentally ill. The majority opinion was written by justice Oliver Wendell Holmes Jr., and in it, he uttered the now infamous words “It is better for all the world, instead of waiting to execute degenerate offspring for crime, or to let them starve for their imbecility, society can prevent
those who are manifestly unfit from continuing their kind... Three generations of imbeciles are enough.” (Lombardo, par. 7) These ideas were encouraged by a theory that was published years earlier by an individual named Harry Laughlin. Laughlin's law proposed that “Socially inadequate” (Lombardo par. 2) individuals should be forcibly sterilized. This proposal led to forced sterilization laws in 12 states, and after the Supreme court case of Buck v. Bell, more than eight thousand people in the state of Virginia alone were sterilized. Nazi Germany later adopted Laughlin's law in their own format, and led for the legal basis of the sterilization of 350,000 people. Harry
Laughlin was later presented with an award by a German university for his furthering of the “science of racial cleansing.” (Lombardo par. 9) These efforts, were aimed at eliminating what was perceived as weaknesses in the human genome, and attempting to create the model human being. In our own history,attempts to genetically improve the human race have met with devastating consequences.

In Science, there are two major types of genetic manipulation that are dominant in theory and discussion. There is what is called “Positive Genetic Enhancement” which seeks to improve the human genome, and there is “Negative genetic enhancement” which aims to eliminate debilitating diseases such as Down Syndrome, or other forms of Muscular Dystrophy. Negative genetic enhancement could provide a great deal of promise to individuals who live an otherwise compromised lifestyle. While any kind of genetic modification opens up a veritable Pandora's box of ethical issues, gene therapy would be far more preferable to how most other babies with down syndrome are treated.
According to an article published on Newsweek, ninety percent of all fetuses that are detected with Down Syndrome are aborted. Negative Genetic Enhancement could hold the key to removing the set of genes responsible for the development of these disorders. While this is not a simple ethical issue by any standard, it is far more preferable that ethical questions should be raised by changing the human genome, rather than the ethical tsunami of concerns about preventing these individuals from ever existing. Positive genetic enhancements seek to improve the human genome, and create a superior
being. This type of engineering should be completely banned, as in history, these attempts have always resulted in tragedy and will continue to do so.

Opposition

Several groups and individuals have argued in favor of positive genetic enhancement. One of the movements that supports this trend is referred to as “Trans-humanism.” Essentially, these groups believe that humanity is something to be surpassed, and that we should embrace technology to further advance the human race physically, and mentally. In an extensive article published on USA Today, Bernard Gert asserts that “No one has yet provided a strong argument demonstrating that genetic engineering to produce enhanced size, strength, intelligence, or increased resistance to toxic substances is morally problematic.” (Gert, par. 6) Another example of transhumanistic thought could be expressed, by Doctor Max More, is a clear definition of trans-humanism. “Transhumanism is a class of philosophies that seek to guide us towards a post human condition. Transhumanism shares many elements of humanism, including a respect for reason and science, a commitment to progress, and a valuing of human (or transhuman) existence in this life, rather than in some supernatural 'afterlife.' Transhumanism differs from humanism in recognizing and anticipating the radical alterations in the nature and possibilities of our lives resulting from various sciences and technologies such as neuroscience neuropharmacology, life extension, nanotechnology, artificial ultraintelligence, and space habitation, combing with a rational philosophy and value system.” (more, par. 4) This system of thought seeks to cast down the limiting factors of values or morality, in favor of completely embracing
technological advancements to improve the human race. These groups view, among other things, positive genetic enhancement as something to be embraced to completely explore the potential of human capabilities. They argue that human life can be dramatically improved by the use of these new technologies.

Rebuttal

Doctor Francis Fukuyama stated about transhumanism, that it is one of the world's most
dangerous ideas. He argues that “The first victim of transhumanism might be equality.”
(Fukuyama, par. 5) Dr. Fukuyama continues in his article, warning about the dangers of
transhumanism, and the desire to alter the human race. He compares the environmental movement,which aims to present a sense of humility and preservation about the environment, to the preservationof the status of the human race. He states “We need to have a similar humility concerning our human nature. If we do not develop it soon, we may unwittingly invite the transhumanists to deface humanity with their genetic bulldozers and psychotropic shopping malls.” (Fukuyama, par. 8) Clearly, transhumanism not only seeks to redefine human abilities, but irrevocably alter human nature as well.
The movement of transhumanism is one of reckless, disturbing proportions that threatens to destroy not only unique individuality through genetic manipulation, but to change what it is to be human.

Conclusion.

The issue of genetics in humanity is one that has only recently developed. However, it
represents an issue that can have far lasting effects on how we define our lives. Genetically altering the human race to change the definition of what it is to be human has been tried before, and it led to the deaths of millions in German concentration camps, and the sterilization of thousands of individuals in America. While negative engineering could hold some keys to creating a life for those who would not have one, we must be cautious. All too soon, we could be traveling down the path of defining what we view as a model human. If society becomes complacent, and accepts such an ideology, then the question we will have to ask ourselves, is not if we will recognize Hitler’s disturbing,twisted dream of a master race. The question we will have to ask ourselves, is when.

Evaluating Thesis Statements

1. Alcohol and drug addiction are both diseases.

2. I believe that the random-drug testing policy in high schools should be allowed because it will motivate students by turning them into the right direction, it is effective in reducing student drug use, and will help prevent athletes from using illegal substances to enhance their performances and will show their own ability versus them using drugs or steroids.

3.I feel that Head Start needs to expand more because children gain so much while attending. Being such a powerful country that we are, you would think that more people would want the best for everyone, which means day care for everyone, no waiting list.

4. Wealthy young people are given many more opportunities than lower or middle class young people in the educational world from the time they begin their education.

5. Although spanking may be an effective measure of discipline, gets the child's attention, and will help the child understand right from wrong, it should be banned because it can possibly lead to harsher discipline, leaves children with mental and physical scars, and could lead to death.

6. I believe that by attending a community college, one can receive an adequate education, at a reasonable price, that prepares you to either enter the workforce or continue on to a four-year college.

7. In this paper I will argue about how government is helping the lower class Americans with their health care, or is the government helping at all?

8. I'm going to persuade my readers why conventional farming is better than organic farming.

9. I am against teaching abstinence only in schools because I don't think SAO [Sexual Abstinence Only] programs work, they don't teach students the importance of safe sex, and they give inaccurate information about condoms and other contraceptives.

10. I am for helmet laws because helmets save lives, there are many laws in many states requiring people to wear them, which is a good idea in my opinion, but yet some groups of riders are against my opinion.

Next Week

Mon: Smarthinking
Tue: follow up and revision
Wed: Final Draft due AT BEGINNING OF CLASS; we will work on thesis statements this day in class
Thur: thesis statement presentations/conferences
Fri: No Class

Classical Argument Checklist

Chapter 14
Writing a Classical Argument Essay

Write a position paper that takes a stand on a controversial issue. Your introduction should present your issue, provide background, and state the claim you intend to support [thesis]. The body of your argument will present reasons and evidence in support of your own position as well as summarize and respond to opposing views. You need to choose whether you want to summarize and refute opposing views before or after you have made your own case. End the essay with your strongest argument.

Chapter 14: Writing a Classical Argument discusses the following items that you need to include:
• Creating an Argument Frame: A Claim with Reasons
• Articulating Reasons
• Articulating Unstated Assumptions
• Using Evidence Effectively
• Addressing Objections and Counterarguments
• Responding to Objections, counterarguments, and Alternative Views
Length and Technical Issues: 7-10 pages double-spaced with one-inch margins—the works cited does NOT count as a page. Word-processed in Times New Roman and size 12.

Format:
Introduction
Attention Getter
Presentation of Issue
Background Information
Claim—Thesis Statement
Body
Para 1-
Position
Opposition
Rebuttal
Para 2- Etc
Para 3-Etc
Conclusion
Summarize all the reasons (points) for the position
Bring essay to closure
May relate topic to larger body of issues

Document Design
Use headings to separate sections of argument
Source Guidelines
• All sources used within the text of the paper must be cited on the Works Cited page according to MLA
• Sources must be used and formatted correctly—parenthetical or in-text references (attributive phrases used in order to differentiate between student voice and those of the referenced sources i.e. According to Author.
• A minimum of 8 sources must be cited in the text of your paper.
• You must have a variety of sources—both print and non (EBSCO, LexisNexis, Proquest, newspapers, books, periodicals, interviews, etc.)
• Your sources should include the journal articles you analyzed for the Strong Response and Comparison of Sources papers.
• ONE of your sources may be from a search engine other than databases from HCC

Topic:
Remember, you will be using the same topic that you had for your Strong Response and Comparison of Sources papers.

-----------------------------------------------------------------------------------

Evaluation Checklist for an A
Format (50_pts)
Introduction
- Attention getter
- Presentation of Issue
- Background Information
- Thesis Statement—Position and Forecast of Argument Frame
Body Content
- Creates an Argument Frame: A Claim with Reasons
- Articulates reasons
- Uses evidence effectively
- Addresses objections and counterarguments
- Responds to objections, counterarguments, and alternative views (rebuttal)
- Remains focused on thesis
- Is clearly intended for a specific audience
- Uses an appropriate balance of ethos, pathos, and logos appeals
Body Organization—Writer’s Choice*
- Summary of student writer’s position
- Summary of opposing view
- Presentation of Writer’s Position
- Reasons of evidence in support of position*
o All supporting reasons/evidence in separate sections (use HEADINGS to indicate this
o Opposing reasons and evidence followed by evidence in its own section (match organization to support sections)
Cites credentials of sources when appropriate
- Uses HEADINGS to separate sections
- Organization is consistent throughout
Conclusion
- Summarizes all the reasons (points) for the position
- Brings essay to closure
- May relate topic to larger body of issues
Source Guidelines (30 pts)
- A minimum of eight sources are cited
- All sources used within the text of the paper are cited on the Works Cited page according to MLA
- Sources are formatted correctly—parenthetical or in-text references (attributive phrases used in order to differentiate between student voice and those of the referenced sources i.e. According to Author)
- There is a variety of sources (EBSCOhost, Lexis Nexis, Proquest, NewsBank, newspapers, books, periodicals, interview, etc.)
- Annotations are thoughtful and clearly written in complete sentences
Length and Technical Issues (5 pts)
- 7-10 pages double-spaced with one-inch margins
- Headings and subheadings are correctly formatted
Style Issues (15 pts)
- Is free of excess words
- Uses transitions effectively
- Is free of serious G.U.M.P. errors—less than two per typed page

GRADE: ___________/

REVISED DUE DATES

Journal #5 Due at midnight on October 18th.

No class 20th.

1st Revised Draft Due Thursday October 21st.

Reflective Analysis Due at end of class on Oct 21st.

Final Draft Due Wed Oct 27th. Must include annotated works cited.

Thesis Statements

Thesis statements
1:00

All three of these writers use logos, ethos, and pathos in their articles to reach out to their readers on the controversial topic, gay adoption.
How do they use ethos, pathos, and logos effectively? And why do you have three authors?


While both of these articles are able to strongly support their views, Coffey lacks logic involved with the studies and Alexander lacks reasoning and logic with involving background information.
Your points are good, but they are hard to follow as written. And what about ethos and pathos?



Maria and Kimberly both wrote unbiased articles using some credibility, many examples with a lot of emotional appeal, and logical information to make a stand against the issue of social networking sites.
Your pieces are good, but they don’t flow as well as they should (that rhymes ☺).
Use last name or full name, not just first name.


Both authors are for same-sex marriage, but how they go at supporting their point could not be any more different. Olson uses a combination of ethos, pathos, and logos evenly while Saunders relies heavily on pathos.
You are making a comparison, but you are still too general in terms of how the authors use ethos, pathos, and logos. And make sure you have one, clear sentence.


Although both Miller-Coen and Sheftel use different kinds of logic to support their views in their articles, they both pose convincing and concrete arguments about music education that easily persuades and engages readers.
Sounds good and has a nice comparison but needs ethos and pathos.


While both authors of my articles pose convincing and believable arguments using facts and logic, only one of them backs those facts up with emotion and passion while the other uses sheerly statistics and logic.
Your ideas are good and you’re almost there, but you word choice and structure is making it hard to follow.

He says that parents should pay attention to game ratings, but it’s up to them to decided whether their kid is ready to play the game or not.
Make sure you are addressing the effectiveness of the article and not debating the issue. Who is he? And there should be two. ☺ Come see me please. ☺ ☺

Using logos as a backbone to the articles, sharing a couple similar points, and the generalization and narrow-mindedness of the articles will be a few things that I will be comparing.
What is your topic? Make sure address ethos, pathos, and logos and how they impact the article.
Don’t tell us what you are going to do, just do it. ☺

Does someone have the right to terminate their own life prematurely, should the government be involved in the decision, or should the process come to a conclusion naturally?
This is the issue; you have not met the expectations of the assignment here. And your thesis statement should be the answer to your question, not a question. Author?


Despite the fact that they were dismissed, these authors think that science will bring this method of lie detection into courts in the near future.
You are focusing on the issue here, not an evaluation of an article. And make sure we know what you are referring to—thesis should not be dependent on other information from your intro.


While authors Jagriti Singh and Peter H. Schuck make their arguments for Commercial Surrogate Motherhood, their credibility makes their articles worth reading, their small use of pathos _______ them, and their varying use of logos separates them in effectiveness.
You have some good individual points, but work on how you put them together. What do you mean by “them?”


The articles are similar in: their belief, having facts for support, and having powerful men to present, but they are dissimilar by: the difference in those facts and credibility, the use of emotional connections, and by the author’s credibility.
Your separate ideas make some nice points, but together they are too hard to follow. You have nice individual points, but they aren’t put together as clearly as they should be.


These two articles are similar in many ways. Both of these articles use lots of credibility, and convincing emotion, but Laura fails to include points. One of the articles tells you the story while the other engages you in concern.Too many separate ideas, and sentences. How can you connect these points into a common evaluation? And make sure you include ethos, pathos, and logos. And use last name or full name, not just first name.


Both authors have the same goal in mind, to change people’s thinking of what patriotism needs to be, but Hufford uses more clearly defined ethos, pathos, and logos while Rollison’s article doesn’t define these as much.
Your sentence is clear and structured well, but your lacking specifics in terms of HOW they use ethos, pathos, and logos.


2:00
Douglas A. Gentile’s article has more credible and logical research involved than Deepa Kartha’s article, which has some emotion involved and less logical information without credibility.
Reword to make more clear; you have the right points and ideas, but your actual thesis is hard to understand.


These articles each present a logical argument but with no emotional appeal, and Fainaru-Wada lacks credibility because he doesn’t provide proof that physical education impacts childhood obesity.
Your points are good separately, but they lose clarity when you merge them together. Pay attention to how you join your ideas so they reflect the comparisons you are making.



All of these authors are very qualified and knowledgeable about nuclear energy. Both articles use logic and are very credible, however one article is better than the other.
Make one sentence; clarify which article is more effective and WHY; make sure to include pathos



While both of these articles are very convincing, they use different tactics to persuade the audience of their views, and are lacking emotion.
Specify what you mean by tactics; don’t make your readers fill in the blanks for you—say what you want them to get from your thesis. And make sure you include ethos and logos.



Although both of these articles are very persuasive, it is clear that Beauty and Body Image in the Media shows more credibility with its statistics and The Media Lies shows more logic with the authors use of words.
You have a pretty solid start; make sure to include pathos and perhaps specify what you mean by “use of words.”



While both authors lack credibility and have strong logical reasons against home-schooling, Amy has a stronger paper due to her personal experiences of home-schooling.
Nice basis for comparison, but make sure you clarify that personal experiences pertains to pathos and not ethos or you have contradicted yourself.




Kate Transchel struggles with the use of logos, but back everything up through emotion, and Dearnley-Chalke struggles with their emotion verses their logic.
Make sure you are comparing the papers and not evaluating them individually. You have a good start with ideas but they need to work together.




While both articles depict strong logical arguments, “Human Cloning: Impacts to Women” lacks credibility while Zubin maintains his though neither show emotion, it benefits their argument and makes their ideas more intense.
Your points are there but are confusing to the reader. Work on how you structure your sentence as you combine your ideas.




Though both the articles lack key factors, together they produce a very convincing argument using ethos, pathos, and logos.
What do you mean by “key factors” and “together.” Make sure you have a strong, clear evaluation based on ethos, pathos, and logos and not just a list.



By using ethos, pathos, and logos, these two authors describe the majority of reasons why assisted suicide must not become an option for patients in our care facilities.The dominant part of your thesis is based on the issue and not the evaluation, and make sure you say how ethos, pathos, and logos impact the argument not just that they are present.


Both of these sources uses logical thinking and studies in their argument, but Anderson is more creditable by using his own studies, however, LGAIL uses more emotion in her argument in order to persuade the audience to believe video games do cause aggression.
Clarify your connections and sentence structure (and credible and creditable are not the same ☺).


Donna Hughes, along with Lindsayuse full name or last name only, never just first name, state that they are against legalizing prostitution by using logic and their own personal views, while Lindsay may have more emotion and logic, Hughes has more credibility.
Your points are good, but work on structure. How can you streamline your ideas here?

These two authors are convincing to their readers, however, Dr. Poarch uses more emotion to appeal to his readers while Ms. Nowjack-Rayner and Dr. Gift have more logical statistics to prove that mouth guards are needed.
Make sure you address credibility and work on how you combine your ideas. You have some good points, but your ideas are hard to follow as written.


Emery and the three police officers come from complete opposite sides of the spectrum, both, however, show an extreme level of emotion and logic in wanting this proposition passed, although Emery is lacking credibility in his argument, although he does come off a lot more persuasive and more convincing than the three police officers.
Organize and cut down on extra words; focus on your key ideas and making those points clear.


Comparing these articles really showed a difference in writing styles of ethos, pathos, and logos.
This is the assignment, not a thesis. ☹ Do this, then tell us what you conclude. ☺

Journal #5

Will be due in class on Monday.
If you have your 1st revised drafts done early, please submit them in class for my review.

Comparison of Sources Sample Essay

Is health care reform truly needed? This is a question that is being tackled by many groups this very moment. Members of both sides of the debate are working tirelessly to defend their points of view. Among the several high-profile officials involved in this debate are; President Barack Obama, and Former Speaker of the House Newt Gingrich.The President of the United States, Barack Obama, wrote an op-ed article to the New York Times, titled "Why We Need Health Care Reform" on August 16th, 2009. The former Speaker of the house, Newt Gingrich, also wrote an op-ed also in The Examiner, titled "We get last word on health care reform" on September 4, 2009. In their articles, they present vastly different views on the same topic, and make robust arguments for their cases. This paper will be an analysis of the arguments that both President Obama, and former Speaker of the House Newt Gingrich make for their side. While both of these qualified men write very compelling arguments, they fall short in areas of using methodical logic in their appeals to the American people.

President Obama starts off his article, "Why We Need Health Care Reform" recognizing the great debate taking place across America over health care reform. After this, he proceeds to recount his experiences of talking with individuals about health care. He mentions several instances where the current health insurance system has led to denial of claims, which have resulted in extremely high costs for the individuals, or even death in some cases. Most of his article makes a strong attempt to relate health care to average Americans. After having made his argument on denial of claims, President Obama switches gears and moves to a description of the type of health reform he wants to see in a bill. He proceeds to argue that we need cuts in "waste and inefficiency" ( Obama par. 6) and that we also need to rein in subsidies to insurance companies. The article continues with an argument supporting an end to the practice of denying coverage due to pre-existing conditions. President Obama also spends a large part of the article defending the measures of the bill, and arguing that the health care plan will not adversely affect Americans' choice of their doctor, or care provider. In closing, President Obama concludes that Americans will come together, and support the health care reform.

Former Speaker of the House Newt Gingrich, casts a completely different light in his article, "We get the last word on health care reform." He begins his argument by criticizing President Obama for attempting to control the health care debate, and compares him to two other Presidents who he claims, had great orating skills like President Obama, but recognized that they can't control debate. He then brings up, and criticizes President Obama's "America's Recovery and Re-Investment act" for spending too much and failing to help the economy. He then asserts that President Obama, and Democrats in Congress are losing the debate on health care, and risk damaging their position by keeping their same arguing points. Speaker Gingrich then continues to claim that the health care reform efforts will lead to a "big government plan" (par.9). After making these claims, Former Speaker Gingrich mentions another health reform effort in recent history by then-President Clinton, and compares his response then, to the debate now. That it would be impossible to get a comprehensive health care reform passed in one giant bill. He asserts that the best way to get reform, is to spread the bill out in several smaller bills that would be easier to read and understand, and would also give the minority opposition opportunities to come to the table with their own ideas. He summarizes, and concludes the argument with a call for multiple bills, and a statement that this approach is more democratic than President Obama's "take it or leave it strategy" (par.19)

Now, while Both President Obama, and Former Speaker Newt Gingrich present legitimate arguing points to their side of the debate, they fail to back up their positions with hard evidence. First off, President Obama's op-ed article presents a great opening argument for health care reform by citing individuals that he has met, and stories of people who have talked to him. He makes a strong emotional appeal to the humanity of the issue, and an attempt to relate these stories and scenarios to everyday Americans. There are several instances in his article where he relates the potential consequences of avoiding health care reform, with statements like "If we continue to maintain the status quo, we will see 14,000 Americans lose their health insurance every day." (par. 17), and the benefits of adopting it, such as the statement "... reform will finally bring skyrocketing health care costs under control, which will mean real savings for families, businesses, and our government." (par. 6). Now, while President Obama does as mentioned before, make a compelling argument based on pathos, the emotion of the issue, he lacks an appeal to the logos, or logical side of the argument. In the article he cites support from the American Medical Association, the American nurses association, the AARP, and a national survey done in 2007. However he does not name any of the sources for several of the conclusions in his article, and as a reader, a lack thereof may discourage you from adopting his ideas.

Former Speaker Gingrich also delivers a good argument for his side, but also fails to present any kind of evidence to support his claims, and does not offer a counter-proposal to President Obama's plan. At the onset of his article, Former Speaker Gingrich criticized President Obama for trying to "control the debate" (par. 2) as well as failing to deliver on the stimulus package he proposed and passed in early 2009. While Mr. Gingrich may have some legitimacy to his argument as to the effectiveness of these programs, and the potential of the new health care plan to be costly and ineffective, he does not cite any studies done to prove this. Mr. Gingrich also does not change the tone of his paper from a strictly argument-based approach. Mr. Gingrich makes appeals to pathos, emotion in his paper to the general mistrust of government ability that is widely accepted by his party members and base. He continues this appeal, with statements such as describing the plan as a "liberal health care bill" (par. 7) and "the same old, big government plan in prettier rhetorical paper." (par. 7) After making these points, Mr. Gingrich offers a possible alternative plan to Democrats proposals, with dividing the bill in several parts. This kind of idea still appeals to the emotion of the issue to the party base mostly. It could also be viewed as an appeal to a logical, methodical approach to health care that arguably, would give the reform a better chance at openness and bipartisanship.

So, in closing, do these two articles provide a much-needed discussion on the issue, while covering all the angles, the pathos, the ethos, and the logos of the debate? President Obama makes a strong case for the pathos of the issue, with his references to the hardships that many individuals have experienced from the current health care system. He also makes an appeal at the logical side of the argument, with some references to a national survey done, as well as the support of overhaul by three major organizations. His argument is strong, but it does lack a sufficient amount of factual data and statistics to cause me to support his position. On the other side of the debate, Former Speaker Gingrich made several appeals to pathos, but mostly to members of his own party, and Americans who may be distrusting of government influence. He provides for some possible alternative solutions to the health reforms, but does little to provide any data or evidence to support his claims of government inefficiency and waste in this potential system. As a reader, I was also disappointed with his article for failing to draw on any hard evidence to support his positions.

Without a doubt, health care reform is one of the biggest domestic policy decisions made in several decades, arguably, since the civil rights movement. It will have long lasting, and far-reaching effects to every American, and possibly nations and people outside of the country. With a topic of this magnitude, politicians can't afford to let personal preferences and opinions to get in the way of evidence and facts. Without these in hand with reform, any effort will simply degrade to whoever can argue the best, or who can shout the loudest.

Comparison of Sources Checklist for an "A"

Specific Organization
Introduction
- Opener
- Overview of Topic
- Article Information for each article:
a. Author and credentials
b. Title of article and journal (or other source)
c. Date of publication
- Thesis - preview of issues that will be discussed in the response
Summary - One Paragraph for Each Article
- Restates author and title
- Lists major points in order of article
- Does not editorialize
- Does not include quotations (unless absolutely necessary)
- Length is appropriate for points made in the article
Comparison of Sources
- Is organized according to the thesis preview
- Has coherent structure with smooth transitions
- Uses appropriate quotations and other textual evidence from the articles to support thesis
- Has appropriate balance between articles and personal response
*Clearly responds to quotations
*Keeps focus on comparison thesis
*Keeps attention on articles - does not add points that are not included in the articles
- Writing is clear and succinct - is free of excess words
Conclusion
- Restates thesis (idea...not word for word)
- Summarizes major points as previewed in the thesis
- Ends with a statement concerning the significance of the topic in the global community
Format
MLA
-Citation of quotations
-Works cited
GUMP
-Free of serious errors-less than two per typed page
5-7 pages in length (excluding annotated works cited)

Comparison of Sources Due Dates

Your two new sources are due Wednesday, Oct 6th. Conferences will be Wed and Thur as needed. Sources must be highlighted with understanding.

Comparison of Sources Rough Draft Due Tuesday, October 12th. Peer evals in class.

NO CLASS Oct 15th, 20th, and 29th

Journal #5 Due Sunday, October 17th at midnight.

First Revised Draft Due Tuesday, October 19th before class.
Reflective Analysis Due at the end of class on the 19th.
Annotated Works Cited Due with the final paper.

Final Draft of Comparison of Sources Due at midnight on Sunday, October 24th.

Final Draft of SSSR

Due Sunday at midnight.

Essay Exam

By this point, you should be immersed deeply enough into your research and your topic that you are wallowing in the complexity of your position. In an essay, present to me how you have gone about the research process and the choices you have made as your ideas have evolved. Compose a thesis statement that embodies your journey through this process, and support it effectively in a five-paragraph essay. You can focus on how your views have changed, how your writing has changed, how you have changed...anything related to this journey. You should have at least three supporting points in the body, one per paragraph. These should come from your research, experiences, or readings from the text.

Remember, your thesis should be a concise statement that answers a question. Remember to use because clauses if those are helpful to you.

Compose an outline first. Plan and organize your ideas before you begin writing. Proofread before you submit via Turnitin.

Essays are due at the end of class.

A Modest Proposal

Using the criteria for the SSSR, evaluate the following source:

http://art-bin.com/art/omodest.html#hit

We will discuss when you are finished.

Due Dates--CHANGES

Timed Essay Exam will be Thur Sept 3oth. We will discuss this in class.

Final draft of essay is due Friday Oct 1st.

SSSR Peer Evals

Read the entire essay first; then go back and complete the review. Copy this form and post your comments on the individual's blog. Then, make sure you offer the opportunity to discuss this review with them.

You must review at least five essays. You must also review your own. That's six total.
CHANGE THAT--ONLY DO THREE PLUS YOURS: FOUR TOTAL

1. How does the title of the essay convey the purpose of the essay?

Introduction
2. In what way does the "grabber" prepare the reader for the information contained in the essay?
3. Does the introduction follow the conventions of S/R essays as detailed in the format instructions? If not, indicate what is missing.
4. Does the essay have a clearly stated thesis in the introduction that previews what the writer will discuss in the response? If not, indicate with reader suggestions about what the thesis could be.

Summary
5. Does the summary paragraph restate the author and other publication information?
6. Is the summary concise and clearly written with no quotations or paraphrasing?
7. Does the summary include only the author's ideas and none of the writer's ideas?
8. If there are quotations or paraphrased material, underline what needs to be deleted from the summary.
9. List the points the writer includes in the summary.
10. Talk with the writer about what s/he left out of the summary (if anything), and the reason why the writer decided not to put that in the summary.

Response
11. Is the response directly related to the thesis?
12. How has the writer organized the response--by points from the summary or logos, ethos, and pathos?
13. In what ways does the writer use quotations and/or facts and statistics from the article to support his/her thesis?
14. Discuss with the writer how s/he could use quotations/facts more effectively.
15. Has the writer used proper citations format? If not, underline where the errors or omissions occur.
16. Are there other issues from the summary or from the article that you as a reader think the writer should include in the response? Discuss this with the writer; indicate where this additino might be most effective or appropriate.

Conclusion
17. Does the conclusion restate the writer's thesis? (I would avoid word for word, to prevent sounding redundant, but make the same argument)
18. Does the conclusion concisely summarize the main points the writer makes in the response? If not, discuss with the writer what s/he might consider including in the conclusion.
19. Does the conclusion provide closure for the essay? If not, discuss with the writer how this might be done.

Other Issues
20. What is the author's bias?
21. When in the essay does the writer address author bias?
22. Discuss with the writer whether this is the most effective place to discuss bias...should the discussion be earlier or later in the essay?
23. Is there a Works Cited attached with a critical analysis of the source?
24. Is the paper properly formatted according to the course directives?
25. Does the essay read smoothly from one paragraph to the next? If not, discuss with the writer where s/he might include transitions.

Overall
Explain the impression you get from reading the essay.
What did you learn about the writer from reading his/her essay?
How would you rate this draft? Based on the following criteria, is it an Early Draft, Middle Draft, or Late Draft?

An early draft means that your draft seems to be an early one--one that could benefit from some rethinking and re-seeing . The draft may not fully explore the ideas it has introduced or may lack a clear focus on its subject or a clear sense of purpose. Perhaps it could benefit from a stronger sense of organization.

A middle draft means that your draft appears to be in the middle stages of the writing process. This draft has some solid and interesting ideas, but it could benefit from some revision and editing in order to prepare it for presentation. Usually, these drafts have established a clearly focused subject and have begun to explore the subject in ways that suggest a strong sense of purpose. Sometimes, middle drafts need further fleshing out of ideas or sharpening of the structure through which those ideas are presented.

A late draft means that your draft is close to a portfolio draft--a draft that is ready to be presented in your portfolio. These drafts usually have a clearly focused discussion with sufficient substance to achieve their purpose. The writing itself may not yet be as clear and effective as it might be. This draft probably needs some polishing and editing.

Explain why you believe this is an early, middle, or late draft.

Sample Sum/Resp

Is health care reform truly bureaucracy? Or is that statement just an opinion? In an op-ed posted by former Governor, and Vice presidential candidate Sarah Palin in a Wall Street journal opinion section,"Obama and the Bureaucratization of health care", Ms. Palin asserts that President Obama's proposals at health care reform will create an enormous, inefficient, and ethically questionable bureaucracy. Does her opinion have evidence? Or is it strictly argument? While Ms. Palin makes a potent argument for her side on Health care, using appeals to emotion, logic, and ethics, makes a strong case for her beliefs. however, in the interest of promoting those beliefs, she takes a very emotional approach, and sometimes colors the evidence to suit those views.
Ms. Palin in her op-ed "Obama and the Bureaucratization of health care", makes several arguments against current health proposals. At first, she acknowledges the need of a society to care for the elderly and sick, and indicates this as a responsibility of the people.
Ms. Palin appeals to the conservative base of her party by stating the President's proposals for health care reform as "Bureaucratic" in nature. Her opposition fits in with many of her Conservative colleagues' beliefs against the current health care reform attempts by Democrats in Congress. Many of her fellow conservatives in Congress, have spoken out against and continue to speak out against the current health care reform proposals.
She then acknowledges the "crippling expenses of health care." She also states that allowing government health care spending to continue unabated will add to the federal budget deficit, and that the current medicare and medicaid programs are wrought with waste and inefficiency. Ms. Palin then cites an article from the Congressional budget office that indicates that the current legislation in congress will do little to deter federal health spending. She also states that the legislation creates an independent advisory council that is "unelected, and largely unaccountable" that is given the task of reducing costs. She refers to such a council as a "death Panel" in her op-ed article.
After making several notable points against the health care reform, such as the aforementioned "Bureaucracy" and "Death panels" she summarizes her thoughts in the last few paragraphs. She states that the health care reform will lead to lower wages for American workers, unwanted influence of government power in ordinary citizen's lives, uncontrollable deficits, and take the individual power of medical choice out of the hands of Americans.
Now, these points about health care having been made Sarah Palin does have credibility to her argument. She lists several studies done by other groups, such as the Congressional Budget Office, and the Cato Institute. Also, having her article published in the Wall street journal gives her some more credibility, with millions of average Americans, as well as millions of businessmen and women. However, She does intermingle a good deal of fact, with opinion.For example, the Medicare advisory council, that Ms. Palin asserts is a completely new entity that would bring about "rationing of care" and "death panels" is not a new entity at all. In a published letter to House majority leader Steny Hoyer on page 3, the director of the congressional budget office states that the individuals, who would have to be physicians, or specialists in health care, would be appointed by the president, and only approved of if the Senate passes them. Furthermore, any actions proposed by the Medicare advisory council, would have to be approved by the secretary of health and human services, and the President. Also, on page four of the letter, the CBO also states that the council would not have a set target of budget cuts, and there would not be a requirement to deny care due to budget circumstances.
The next fact that Sarah Palin asserts is a quote from the congressional budget office that the current health care proposals will not generate much savings. According to the Director Elmendorf and his staff's research, this is correct. In a letter to House majority leader Steny Hoyer from Director Elmendorf, he states that the current proposal would not bring about much in the way of cost savings.
Ms. Palin also takes information provided by the Cato institute to make her argument that such health care reform would result in lower wages. This is a debatable subject, and given that the Cato institute has sided with conservatives on many issues, including taxation, foreign events, and financial regulation (see Cato.org) individuals should consider the probability that they are not completely un-biased.
In all, Ms. Palin's article does contain some fact, and some strict argument and opinion. Throughout her article, she uses various methods of connecting with the audience. Some of these methods include appealing to emotion, logic and reasoning, and ethical arguments.
At the onset of her article, Ms. Palin quotes former President Reagan on the need to ensure that everyone can get medical care. She then proceeds to make the argument for the responsibility of society to care for the sick and the elderly, and those who cannot care for themselves. This kind of argument will appeal to those people who feel that there is a moral duty of society to care for these groups of people. This is a strong appeal to the Evangelical base of her party, and is a recurring theme with many of the Evangelical-Christians in the party base.
Ms. Palin also makes an appeal to logical reasoning here, by citing examples from the Congressional budget office, and the Cato institute studies done on health care. She could be trying to appeal to moderates and independents that are on the sidelines of the health care debate by using independent sources that aren't directly affiliated with either party.
Perhaps her most potent argument now, comes from the emotional side of the issue. Many members of her party base have a distrust of the government. If not a distrust, then at least a deep skepticism on the ability, and competency of the government to operate. She appeals to this base again with the statements that while insurance companies can be unaccountable, the federal government is perhaps even more so. Now, this part of her article involves much opinion, and contention. However, it is most probably very effective for the base of her party that questions the efficiency, and even honesty of the federal government. She continues to claim in the article that many of the proposals from the democrats will increase the deficit, decrease the earnings of everyday Americans through inflation, and "increase the power of unaccountable government technocrats". Again, all of this is more opinion then fact. Independent agencies and fact check organizations have not verified these claims with any certainty, so they should be taken at best with a grain of salt.
At the end of her article, Ms. Palin states that despite President Obama's promise to the contrary, the current health reforms will not provide more stability to American families and individuals. Again, this could be a very debatable subject here, depending on the audience receiving it. There are legitimate points to her article, she uses some credible evidence to support her argument, and makes a strong emotional and ethical appeal. However, all of these facts may become clouded by the simple reality that her description of the "death panels" does little to appeal to logic, due to it being untrue, and does not broaden her appeal to audiences beyond the base.
As an audience member, I appreciate the appeal to logic by using findings from independent groups, however they were too few and far between to be an effective argument on the subject for me. Also, due to the fact that her claims about the Medicare advisory panels were inaccurate, I have not been swayed by this article to her position.
It is my conclusion that Ms. Palin makes several arguments in her paper that are swayed by emotion, rather than logic. Her appeals to pathos are the strongest. While her uses of logos were effective, they were, in some of the cases in her article, either biased with Ms. Palin on the subject, or an incomplete analysis of the facts at hand that present her case in a better light.
Now, from reading Ms. Palin's article, can one make the determination if health care reform is truly creating bueraucracy? Or will the reader decide it is just Ms. Palin's opinion on the issue? You are the reader, it is up to you to decide.

Due Dates

Journal #3 will be due Sunday night. 9-12

Your three highlighted articles will be due Monday. 9-13 We will have individual conferences Monday and Tuesday as needed.

Your works cited will be due THURSDAY with your rough draft 9-16 Use proper MLA format. Ask if you need to. Otherwise, it's easily found on the internet, and some sources document them for you.

A rough draft of your Single Source Strong Response (SSSR) essay will be due THURSDAY 9-16
You will submit these to Turnitin.com AND have another electronic copy to use for class for peer evaluations.

NO CLASS FRIDAY 9-17

Your first revised draft will be due Thursday 9-23

Journal #4 is due Sunday 9-26

Final Draft of SSSR is due Wednesday 9-29

MIDTERM Essay Exam Friday 10-1

Ch. 3 and 6 notes

Angle of Vision:
What influences your angle?
How do you construct your angle based on audience, purpose, and genre?

Logos: reason; logic
Ethos: creditiblity; ethics--trustworthy, thoughtful, fair
Pathos: emotional appeal, persuasion (passion)

How do I logically present my view, suport with credible resources, and persuade with emotional appeal?

Q: How do visual images make implicit arguments (logos) while also appealing to our values and emotions (pathos) and causing us to respond favorably or unfavorably to the artist (ethos)?

Think of advertisements.

Ch. 6
-listen carefully to the text, recognize parts and functions, summarize ideas
-formulate strong response by interacting with text through agreement, interrogation, or opposition

Play Devil's Advocate

Read WITH the grain:
-see world through author's perspective
-open yourself to the argument
-apply insights to new contexts
-connect to your own experiences and knowledge

Read AGAINST the grain:
-resist ideas by questioning points
-raise doubts
-analyze limits of perspective
-refute argument

Read Rhetorically
Be aware of the effect a text is intended to have on you
Critically consider that effect
Enter into or challenge intentions

Summaries/Abstracts
Criteria for an effective summary incorporated into your own prose p. 119 checklist

Strong Response
Rhetorical Critique: analyzes a text's rhetorical strategies and evaluates how effectively the author achieves his/her own goals; focus on how text is constructed, rhetorical strategies, effectiveness of appeals to logos, ethos, and pathos; closely analyze the text itself; read both with and against the grain and discuss what is effective and ineffective

Ideas Critique: focuses on the ideas; treat as a voice in a conversation you are involved in; one perspective on an issue, how does it compare with your and others; RESEARCH is key, combined with personal experiences and critical thinking; challenge ideas, point out flaws, provide research to refute and extend argument; speak back to the text

Reflection: avoid this one for now as your primary focus; too open-ended, too abstract; better once you are further into the argument; WOULD work with a blend, but it should be a very small part

Strong Response should be written on a Single Source but you must consult many before making your final selection; I want to see at least three highlighted and noted sources at your conference and would expect you to read many abstracts before making your final selection.

Single Source/Summary Response/Strong Response
These are all the same thing; different versions of the text have just given them different names.
You will be evaluating a single source, but you must show me at least THREE that you have looked at, minimum. Do not just pick the first source you find.

You must be able to think critically about what you read, particularly when evaluating sources found on the internet.
In text, use "Criteria for Evaluating Web Sites"
p. 640 (old edition)

Internet research site:
http://zapatopi.net/treeoctopus/

Late start days for 1:00 class only

Class will begin at 1:20 on the following days:
Sept 13
Sept 27
Oct 11
Nov 8

Keys for Writers and Ch. 1-2 Notes

Ch. 1
Writing:
-Is critical thinking
-Helps develop questioning, analyzing, and arguing skills which are transferable to vast areas of life
-Exercises your curiosity, creativity, and problem solving ability
-Connects you to others and helps you express ideas you may otherwise never think or say
-Gives you time to think deep and long about an idea
-Isn't just a way to express a thought but a way to do the thinking itself
-Stimulates, challenges, and strengthens your mental powers, and when done well, is extremely satisfying

Good writers are question askers and problem posers rather than followers or rigidly prescribed rules and must work out answers to two sorts of questions: questions about their subject matter and questions about their audience and purpose.

Closed vs. Open Form

Ch.
Rhetoric: the art of effective or persuasive speaking or writing
"Wallow in Complexity"
--to wrestle with problems by applying concepts, data, and thought processes
Critical thinking skills need for "wallowing in complexity"
--the ability to pose problematic questions
--the ability to analyze a problem in all its dimensions-to define its key terms, determine its causes, understand its history, appreciate its human dimension and its connection to one's own personal experience, and appreciate what makes it problematic or complex
--the ability (and determination) to find, gather, and interpret facts, data, and other information relevant to the problem (often involving library, Internet, or field research)
--the ability to imagine alternative solutions to the problem, to see different ways in which the question might be answered and different perspectives for viewing it
--the ability to analyze competing approaches and answers, to construct arguments for and against alternatives, and to choose the best solution in light of values, objectives, and other criteria that you determine and articulate.
--the ability to write an effective argument justifying your choice while acknowledging counterarguments

"Critical thinkers are actively engaged with life...they appreciate creativity, they are innovators, and they exude a sense that life is full of possibilities."

Good writers use exploratory strategies to think critically about subject-matter questions
--freewriting
--focused freewriting
--idea mapping
--dialectic talk
--playing the Believing and Doubting Game (Ch. 2 p. 37)

What is a good argument?
What is a good thesis?

A strong thesis statement surprises readers with something new or challenging

You're trying to change your readers' view of your subject

New: Don't tell us something we already know: if it's commonly agree upon, why are you writing about it?
True: Can you prove it?
Important: Why is this topic worth writing about?
"So what?"
One sentence
Clear
Concise

Use because clauses to help revise your thesis

Notes from Keys for Writers
PLANNING
Critical thinking and reading
Determining purpose, audience, voice, and media
Prewriting: Generating a topic and ideas
Establishing a focus and a thesis
Considering multimedia

DRAFTING/READING and FEEDBACK

REVISING and EDITING
Working on style
Revising for clarity, coherence, and unity
Editing
Proofreading
Designing the document

Level 1: Broad subject area
Level 2: Topic for exploration within that subject area
Level 3: Key question that concerns you
Level 4: Your thesis. Often you need to do a great deal of reading and writing before you get to this point.


Thesis Checklist
--Your thesis is worth presenting and is the answer to a question that could be debated (is not an obvious truism or vague generalization).
--Your thesis narrows your topic to the main idea that you want to communicate.
--Your thesis makes a claim or states your view about your topic.
--Your thesis can be supported by details, facts, and examples within the assigned limitations of time and space.
--Your thesis stimulates curiosity and interest in readers and prompts them to think, "Why do ou say that?" and then to read on and be convinced by what you have written.
--Your thesis forecasts and unifies all that follows in your essay; it does not include ideas or points that you do not intend to discuss in your essay.
--Your thesis is expressed concisely in one or two complete sentences (though you will come across many variations as you read).


-Always consider your audience and your purpose. These are key elements in how you design your writing.

-Use outlines; they are a great way to organize your thoughts and research

-Revise, revise, revise; always allow time to walk away from a draft so you can come back with fresh eyes

How to Write a Good Introduction
Options
-Make sure your first sentence stands alone and does not depend on readers' being aware of the essay title or an assigned question. For instance, avoid beginning with "This story has a complex plot."
-Provide context and background information to set up the thesis.
-Indicate what claim you will make in your essay, or at least indicate the issue on which you will state your claim.
-Define any key terms that are pertinent to the discussion.
-Establish the tone of the paper: informative, persuasive, serious, humorous, personal, impersonal, formal, informal.
-Engage the interest of your readers to make them want to explore your topic with them.

What to Avoid
-Avoid being overly general and telling readers the obvious such as "Crime is a big problem" or "In this fast-paced world, TV is a popular form of entertainment" or "Since the beginning of time, the sexes have been in conflict."
-Do not refer to your writing intentions, such as "In this essay, I will..." Do not make extravagant claims, such as "This essay will prove that bilingual education works for every student."
-Do not restate the assigned essay question.


How to Write a Good Conclusion
Options
-Frame your essay by reminding readers of something you referred to in your introduction and by reminding readers of your thesis.
-End on a strong note: a quotation, a question, a suggestion, a reference to an anecdote in the introduction, a humorous insightful comment, a call to action, or a look to the future.
-Leave readers with a sense of completion of the point you are making.

What to Avoid
-Do not use the obvious "In conclusion."
-Do not apologize for the inadequacy of your argument ("I do not know much about this problem") or for holding your opinions ("I am sorry if you do not agree with me but...").
-Do not use the identical wording you used in your introduction.
-Do not introduce a totally new direction. If you raise a new point at the end, readers might expect more details.
-Do not contradict what you said previously.
-Do not be too sweeping in your conclusions. Do not condemn the whole medical profession, for example, because one person you know had a bad time in one hospital.

Field Trip?

Remind me to discuss with you your availability for a trip to the HCC library.

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