Course Description

READ CAREFULLY THE INFORMATION CONTAINED IN THIS SECTION

The skills and understandings students are expected to demonstrate in this class have wide applicability outside the classroom or workplace.

In this class, students:

• undertake the close, attentive reading that is at the heart of understanding and enjoying complex works of literature.
• habitually perform the critical reading necessary to pick carefully through the staggering amount of information available today in print and digitally.
• actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens worldviews.
• reflexively demonstrate the cogent reasoning and use of evidence that is essential to both private deliberation and responsible citizenship in a democratic republic.

In short, students who meet the the requirements in this class develop the skills in reading, writing, speaking, and listening that are the foundation for any creative and purposeful expression in language.

PARENTS:

The "parental notification" file provided at the top of this page will show you how to set up ways to keep track of your student's progress.

Class Overview

WHAT THIS CLASS IS: This class is another way for you to earn your English 12 credit.   This is a one-quarter (.25 credit) class. You will work on your reading, research, writing, viewing, listening and speaking skills as specified in the Utah State Core Curriculum for Language Arts.

WHAT THIS CLASS IS NOT: This class is NOT an easy way to get your English credit without doing any real work. If that is what you are looking for, you will be disappointed. Plan on spending approximately the same amount of time on this class as you would in a traditional English class.

***COURSE REQUIREMENTS***

To take this class, you will need:

1. A computer with internet access.
2. Word processing software to type your assignments. Microsoft Word is best.

You MUST have the ability to submit documents in one of the following file formats: .doc/.docx (Microsoft Word), .ppt/.pptx (PowerPoint), or .pdf.

If you use another program such as Pages or Open Office, make sure that you save your documents in one of the above formats before you upload them.

*****! ! ! ! Contrary to what you read in the "homework note" in Module 1, DO NOT use "Notepad" or "Text Edit." (that note is intended for classes other than this one). I would prefer all documents to be submitted in one of above three formats as attachments or uploads.

3. A .pdf converter if your word processing software doesn't allow you to save in one of the above fiile formats. Several are available free online from sources such as adobe, nemopdf, cutepdf, etc.

COURSE OUTLINE

Each quarter will include the following requirements:

Reading Assignment.  A full-length book (or 2 plays--4th quarter). Details are given in the first overview of the quarter.  Many of the assignments you do throughout the quarter will relate to the book you are reading, requiring that you get a copy and get into it quickly.  You will also be required to respond to questions given on the novel study guide.  So you will need to copy it to your computer or print it out to have it available as you read.

Unit assignments:  These assignments are varied and are based on the skills outlined in the Utah State core.  Because the assignments are designed to build upon previous assignments, make sure that you do them in order (unless otherwise instructed.)  Most assignments require material that is available at links given.  Make sure that you access all required links. The information there is links is essential to completing the assignment accurately, and most of the quiz questions come from this material.

Vocabulary:  Vocabulary words are found on reading guide and/or the first overview of the quarter.  You will need to master these words--understand them and be able to use them in your writing.  These words will show up in quizzes and tests.

Skill Builder assignments:  These are mandatory reviews of writing skills or mechanics, usage, and grammar rules.  The are all are based on skills needed to complete an assignment and/or the most common errors in student writing.  Each review will come with explanation, and links for more help.  You will find many quiz and test questions coming from these reviews as well.

Literature Connection:  Within each unit is an assignment which will connect the ideas/skills from that unit to the novel you are reading.  These assignments are designed to help you read with more focus and skill and also to write effectively on the book.

Quizzes & Tests:  There will be quizzes for each unit and one final exam.  The final exam will need to be supervised by an approved EHS proctor.  The instructions at the "arranging to take your proctored final," will explain how to set up and take the test.  Note:  You must pass the final exam with a 60% or higher to receive credit for the course.

SUBMITTING ASSIGNMENTS:  Read instructions carefully to make sure you have fulfilled the requirements of each assignment.  Make sure that you do all your work on your own word processing software first. This way you will have access to the spelling and grammar checkers typically offered with this software and you will be able to archive your own copy of each assignment.  Unless you have made other arrangements with me, plan to save each of your assignments as .doc/docx, .pdf, or ppt/pptx files and submit as attachements or uploads.

With each activity, I’m looking for in-depth, critical thinking, creativity, and clear expression of ideas. The rubrics for each assignment will vary slightly depending on the objective of the lesson, so read each rubric carefully before you even put pen to paper, or in this case, finger to keyboard. This is much like the six-trait assessment you may have had experience with. Each assignment has a version of the rubric below.

Assessment Rubric:

 Content Thesis statement is clear and all requirements for assignment are met. /4 Support Supporting paragraphs include detail which is specific and directly supports the thesis. /4 Clarity Writing is clear, focused and well organized. /4 Conventions No significant errors in grammar, usage, punctuation or spelling. /4

What do the numbers mean?

• 4 – Great – Did what was required and did it well.
• 3 – Good – most of requirement elements there.
• 2 – Fair – missing several of the required elements.
• 1 – Needed much more work to be satisfactory.

If you think better in the A,B,C,D arena, you can correlate each number with a grade.

Important: because learning and writing are processes, you may always submit a revised, improved version of any assignment to improve your grade. Your final grade is determined by your average on assignments and quizzes, as well as your final test grade. The assignments and quizzes count 75%, and the final test counts 25%.

• A 90-100*
• B+ 86-89
• B 80-85
• C+ 76-79
• C 70-75
• D+ 66-69
• D 60-65
• No credit - below 60

*Note:  An A grade will not be awarded to a student with zeroes on any of his or her assignments.

Time Requirements:  You have 10 weeks to complete the course.  You will have 2 weeks to complete each unit, and 2 weeks to get your final exam taken.  My suggestion:  Get out of the gate early--don't procrastinate.  Invariably, complications will arise in your life, and if you have given yourself a time-cushion, you won't get stuck with too much to do in too little time.  Even though you have 10 weeks, you may certainly choose to complete the course faster than that.

Unit 1, including the "About me," novel choice, and overview assignments:  2 weeks from the day you are enrolled in the course.
Unit 2 - 4 weeks from enrollment date
Unit 3 - 6 weeks from enrollment date
Unit 4 - 8 weeks from enrollment date
Final Exam - 10 weeks from enrollment date

The syllabus will give you an approxmiate length of time each assignment may require to complete.  Keep an eye on those time estimates to help you judge your time wisely.  There is also also a reading requiement (novels in quarters 1-3 and 2 plays in quarter 4).  You will also want to allow for 5-10 hours of reading time for the quarter reading assignment as well.

I'm glad to have you in my class.  Please review my contact information and feel free to contact me whenever you have questions or concerns.

09.02.02

 teacher-scored 16 points possible 120 minutes

Assessment Rubric:

 Content Each question answered and all required elements included. /4 Support Responses show effort and adequate analysis /4 Clarity Writing is clear, focused and well organized. /4 Conventions No significant errors in grammar, usage, punctuation or spelling. /4

Pacing: complete this by the end of Week 1 of your enrollment date for this class.

09.03.00 – Lesson 3: PITCH YOUR PROGRAM

 After your prime-time analysis, you should be better versed in the workings of television programming.  This assignment will serve as a creative follow-up. It provides you an opportunity to devise and pitch your own idea for a potential prime-time series. Imagine you are a producer at a major television network that has just completed a season of big budget flops. If you don't come up with a hit prime-time series, the network will lose advertising revenue and go bankrupt. You must therefore devise a pilot (introductory episode) for a series that you feel will be a sure-fire hit. At the same time, however, as a parent and an upstanding citizen, you are sensitive to the concerns about gratuitous sex and violence on television and are unwilling to devise a show that glorifies such phenomena. Consequently, your show must be entertaining without being what mainstream values would deem inappropriate. Write up a proposal for your series, including the following information: name of series running time type of program (sitcom, drama, game show, talk show, etc.) setting target core audience or demographic group names of the central characters and potential actors to portray them (if applicable) day and time the series will air which products might be advertised during commercial breaks which programming strategies will be used to ensure higher ratings. (These are the "programming terms" which you studied in the previous assignment--the link is repeated below.) Write a short synopsis (less than a page in length) of your pilot, outlining what it is about and what you intend to have happen in the opening episode.

09.03.01

 teacher-scored 16 points possible 40 minutes

Assessment Rubric:

 Content Includes all required elements. /4 Presentation Idea is well thought-out and shows creativity. /4 Clarity Writing is clear, focused and well organized. /4 Conventions No significant errors in grammar, usage, punctuation or spelling. /4

Pacing: complete this by the end of Week 2 of your enrollment date for this class.

09.04.01

 Camera Angleshttp://www.mediaknowall.com/camangles.htmlCamera shot techniqueshttp://www.mediacollege.com/video/shots/Video production tipshttp://www.cameratim.com/video-production/tipsVideo sources: http://music.aol.com/video-hub/Video sources: http://www.mtv.com/music/Video sources: http://www.vh1.com/music/

09.04.02

 Storyboard templates: http://www.thedesignwork.com/storyboard-template-psd-for-you...Storyboard templates: http://www.the-flying-animator.com/storyboard-template.html

09.04.02 Online poetry sources

 Academy of American Poets: http://www.poets.org/search.php/prmResetList/1Poets' Corner: Subject Index: http://www.theotherpages.org/poems/SubjIdx/life.htmlPoetry Archives: http://www.emule.com/poetry/?page=author_listPoetry 180:http://www.loc.gov/poetry/180/p180-list.htmlInternet Poetry Archive: http://www.ibiblio.org/dykki/poetry/Bartleby Verse: http://www.bartleby.com/verse/

09.04.03

 teacher-scored 24 points possible 90 minutes

Assessment Rubric:

 Content Video or storyboard choices show interpretation of poem's tone, theme and imagery. /4 Clarity Information is clear and easy to navigate. /4 Conventions Title and author of poem are clearly referenced and no significant errors in grammar, usage, punctuation or spelling. /4 Presentation Video or storyboard is attractive, creative and interesting. /4 Additional Requirements (section A) Analysis of music video is included. /4

Pacing: complete this by the end of Week 2 of your enrollment date for this class.

09.05.00 - Lesson 5: LITERATURE CONNECTION - MEDIA IN 1984

 Sometimes we forget how powerfully media can influence us.  While it might not seem too serious that we are influenced to buy the latest i-phone or the right pair of jeans, media can also influence us in more disturbing ways--just look at the thousands of "fans" who filled social media with support for the Boston Marathon bombing suspect after he was featured on the cover of "Rolling Stone."  Why did that image seem to supplant the photos and videos which seem to show him placing one of the bombs that killed 3 people--including the young boy standing right in front of him?  In 1984, Orwell speaks to the more destructive impact media can have on a society.  You should be well into the novel by now.  Take a minute to list the forms of media that are present in Winston's society and to explain the impact they have on the people of Oceania, as well as on Winston himself. You will "turn in" this assignment in two places.  Turn it in here, and then you will also need to copy it to your reading guide in the space provided.

09.05.02

 teacher-scored 12 points possible 20 minutes

Assessment Rubric:

 Content List shows the required inquiry and research. /4 Support Each item includes discussion on the effects of the media. /4 Clarity Writing is clear, focused and well organized. /4

Pacing: complete this by the end of Week 2 of your enrollment date for this class.

10.00.00 - QUARTER 3 - UNIT 10: ADVERTISING STRATEGIES OR PROPAGANDA?

 "WAR IS PEACE," "FREEDOM IS SLAVERY," "IGNORANCE IS STRENGTH."   George Orwell - 1984 In the previous unit we introduced "advertising strategies" as persuasive techniques.  Now we're going to take that a little further and enter a discussion on propaganda.  This is a big topic in 1984, and if you've been reading, you've encountered the steady stream of propaganda used to control the citizens of Oceania. Access the "Propaganda.pdf" attachment above for a discussion of propaganda and the information you will need to complete the assignments in this unit.

10.01 - LESSON 1 - UNCOVERING PROPAGANDA IN WRITING

 Now that you've got an idea of what propaganda looks like, let’s look for it in writing. Choose one of the articles listed below, or you can find your own article to analyze if you wish (submit the article with your analysis) Keep that list of propaganda techniques (from the .pdf in the unit 10 overview) in front of you as you read the article and note which types of propaganda you can see in the article. Then, write a short analysis of your findings. Include the evidence you found and speculate what you think the author’s purpose is in presenting this article.

10.01.01 Article Choices

 Description of the Council on Foreign Relations: http://www.propagandacritic.com/articles/examples.birch.htmlMaoist International Movement: http://www.propagandacritic.com/articles/examples.mim.htmlEnron Named Most Innovative:http://www.propagandacritic.com/articles/examples.enron.html

10.01.02

 teacher-scored 16 points possible 60 minutes

Assessment Rubric:

 Content Analysis includes explanation of techniques and speculation about author's purposes. /4 Support Supporting paragraphs include detail which is specific and directly supports your analysis. /4 Clarity Writing is clear, focused and well organized. /4 Conventions No significant errors in grammar, usage, punctuation or spelling. /4

Pacing: complete this by the end of Week 3 of your enrollment date for this class.

10.02.00 - Lesson 2: PROPAGANDA IN NEWS MEDIA

 Now your job is to find “propaganda techniques” or logical fallacies in television news media. I'd like you to watch at least two different news networks and find instances of these techniques. You will have better luck analyzing the commentary, (“opinion columnists,” or “shows”) sections of the news. To get a balanced look, try to pick two networks which traditionally have different perspectives. If you need some ideas, I have listed links for two which tend to have opposing perspectives. By listing these links, I am not in any way suggesting that these are the only two news media sources that are guilty of using propaganda from time to time. You’ll be able to find it in any news source; I have just listed these because one is on the more conservative side and one is on the more liberal side. One more hint before you begin: you will probably find it much more difficult to spot propaganda when you agree with the writer or speaker than when you disagree with him or her. Once again, open the "Propaganda.pdf" file from the unit 10 overview and keep the list of propaganda techniques in front of you as you evaluate the news media spots you choose.

10.02.01

 Fox Newshttp://www.foxnews.com/Democracy Nowhttp://www.democracynow.org/Propaganda/media manipulation techniques: http://en.wikipedia.org/wiki/Propaganda_techniques

10.02.02

 teacher-scored 12 points possible 40 minutes

For this assignment give the name of each news source, the title of the article or video presentation, and a link to it.  Then disucss the propaganda techniques or fallacies you find in the source, giving examples from the source itself.

Assessment Rubric:

 Content Shows the required inquiry and research. /4 Clarity Writing is clear, focused and well organized. /4 Conventions No significant errors in grammar, usage, punctuation or spelling. /4 Additional Requrements Includes source information and links to assignments or commentary that were read or viewed. /4

Pacing: complete this by the end of Week 3 of your enrollment date for this class.

10.03.00 - Lesson 3: LITERATURE CONNECTION - PROPAGANDA IN 1984

 You have begun to look at how media is used to manipulate the citizens of Oceania in 1984.  You should have also begun to examine how media is used in our society to influence and sometimes manipulate us.  Orwell believed that language has a powerful impact on society--that words can actually control thought.  In the novel he creates the fictitious language, "Newspeak."  Turn to the Appendix A in your novel  (or you may use the link provided below) to read his explanation of why Newspeak was to be introduced to Oceania.  Use that section to answer the first 3 questions.  Use the second link to help you respond to the second 3 questions.  Your responses to the questions below need to be inserted into your reading guide where indicated and also be turned in to me here. ************************************************ 1. What are the main purposes of Newspeak? 2. What are the three types of vocabulary targeted and how did the party benefit from controlling vocabulary in these three areas? A. B. C. 3. Look at the definition of "doublethink."  This was another term coined by Orwell.  What does it mean? 4. Orwell didn't invent the term "doublespeak," but it has become a common term in our society as kind of a combination of "doublethink" and "newspeak."  What does this term mean? 5. Now list an example of doublespeak in our society. 6. How does the use of "doublespeak" affect the way we think and view the world? *******************************************************

10.03.02

 teacher-scored 12 points possible 60 minutes

Assessment Rubric:

 Content All questions answered and show understanding of the ideas. /4 Support Explanations are supported with specific examples from the novel and/or contemporary society. /4 Clarity Writing is clear, focused and well organized. /4

Pacing: complete this by the end of Week 4 of your enrollment date for this class.

 Doublethink: http://en.wikipedia.org/wiki/Doublethink

10.04.00 - PROPAGANDA OR JUST A GOOD ARGUMENT?

 As you have probably noticed by now, the key to uncovering propaganda is to look for faulty logic.  Propaganda tries to sell ideas based on faulty logic--or what writing teachers like to call "logical fallacies."   What's a logical fallacy?  If you do a search for a list of "logical fallacies," you'll find that list bears a overwhelming resemblance to a list of propaganda techniques. Good argumentative writing, therefore, must be free of any logical fallacies or propaganda.   In the next unit, you will to get some practice establishing an argument on solid evidence and avoiding propaganda or fallacies in reasoning, so to clarify the distinction between an "argument" and "propaganda" and to give you a review of the comparison/constrast organizational structure and practice, I'd like you to follow the steps below. Take some time to review the site "Comparision/Contrast Essay." Then use the "readwritethink" link to look at the similarities and differences between propaganda and argument. Use the information from this chart to write two to three paragraphs comparing and contrasting argument and propaganda.

10.04.02

 teacher-scored 16 points possible 40 minutes

Assessment Rubric:

 Content Shows understanding of the material presented. Thesis statement directs the rest of the essay. /4 Support Supporting paragraphs include specific similarities and differences which support the thesis. /4 Clarity Writing is clear, focused and well organized. /4 Conventions No significant errors in grammar, usage, punctuation or spelling. /4

Pacing: complete this by the end of Week 4 of your enrollment date for this class.

11.01.00 Finding Big Brother

 Just for fun, lets see how society uses the ideas from 1984 in our public and intellectual discourse. Choose 3 of the articles (they're short). Read the article and watch the related video if one is available. Then copy and paste the section between the lines of asterisks into a word-processing document. Answer the questions, save a copy for yourself, and then submit your work to me. ***************************** Article 1 Name of article Author How does the Orwellian term or idea relate to the topic of the article? Article 2 Name of article Author How does the Orwellian term or idea relate to the topic of the article? Article 3 Name of article Author How does the Orwellian term or idea relate to the topic of the article? ********************************** Add any important ideas you get from these articles to your reading guide notes.

11.01.01

 Forget Big Brother--Your Boss is Watching Youhttp://www.tesh.com/story/workplace-category/forget-big-brot...The Cost of Language Obfuscationhttp://www.rittenhouserankings.com/words-matter-the-financia...Cell Phones are the Next Big Brotherhttp://bigthink.com/devils-advocate/cell-phones-are-the-next...Energy Savings Big Brother Stylehttp://bigthink.com/ideafeed/energy-savings-big-brother-styl...Big Brother Tech to TVshttp://bigthink.com/ideafeed/japanese-broadcaster-brings-big...Big Brother is watching how you wash your handshttp://bigthink.com/ideafeed/big-brother-is-watching-how-you...

11.01.03

 teacher-scored 8 points possible 20 minutes

Assessment Rubric:

 Content Information for all three articles complete. /4 Clarity Writing is clear, focused and well organized. /4 Conventions No significant errors in grammar, usage, punctuation or spelling. /4

Pacing: complete this by the end of Week 5 of your enrollment date for this class.

11.02 - Lesson 2: 1984 OUTLINE

 Look now at the notes you took on section III of your reading guide. Each of those questions has required that you compare what Orwell has presented in 1984 with trends in our contemporary society.  You will be required to write an essay on one of those topics (the 4 questions in section III).  To help you choose the topic on which you can best write--or best make your case--I'd like you to craft 3 separate outlines for possible directions you could take your essay. The three outlines can be on the 3 different topics or different takes on the same topic--doesn't matter. Just choose your three strongest ideas and outline them. Once you have drafted your outlines, evaluate the strength of each and choose the outline you'd like to work with for your essay. Each outline should include: A possible thesis statement A clever introductory idea (Take a look at the "Introductions" site for help with this.) At least three supporting ideas. Include with each, a specific example from the book and/or specific example from something in our society   Turn in to me all three outlines and indicate which you have chosen to write on.

11.02.01

 Introductionshttp://writingcenter.unc.edu/handouts/introductions/

11.02.02

 teacher-scored 16 points possible 30 minutes

Assessment Rubric:

 Content 3 Outlines include thesis statement, introduction. /4 Support Includes at least three points of comparison to support each thesis idea. /4 Clarity Ideas are clear and show understanding of issues. /4 Organization Clear outline format & Ideas show logical reasoning. /4

Pacing: complete this by the end of Week 5 of your enrollment date for this class.

11.03 – Lesson 3: SKILL BUILDER - POWERFUL SENTENCES

 In the next lesson you will be required to write a rough draft of your essay on 1984. But before we go there, I’d like you to get a little practice writing powerful sentences. Look at the “powerful sentences” link. This is a page from a guide to writing personal statements, so the introduction isn’t really pertinent to our task here; the ten suggestions, however, are excellent guidelines for any writing activity. Each sentence below needs revision. So for this activity, copy the sentences into your document, study the explanation given for each recommendation, and then below each sentence, write your revised sentence. ************************************************************************ Hook your reader immediately: My essay will focus on the way the media manipulates people today. (zzzzzzz) Write strong sentences: Winston didn’t like his life very much. Use the active voice: There were many news reports changed by Winston every day. Vary your words and sentences: I read the book, 1984, and I saw many comparisons between the society in the book and the society of today. Write in a professional and formal tone: It would have been a real drag to live in Oceana. Do not make elementary writing mistakes: Winston and the people of Oceana couldn’t even choose there own jobs. Do not mismatch the number of a noun and its verb: Each of the citizens of Oceana are watched carefully by the government. Avoid clichés: Winston was supposed to get up at the crack of dawn to exercise, but instead he tried to go against the grain by writing in his journal. Avoid sentences with empty subjects: There are many comparisons between Orwell’s 1984 and present-day media. Conclude powerfully: So you can see that the way the media manipulates our society is pretty different than the way the media controlled people in 1984. ​ ************************************************************************ 1DeLeon, J.D, Ken. TLS Guide to Personal Statements. Top Law Schools.com, 2008. Ch.5. Web.

11.03.01

 Powerful Sentences:http://www.top-law-schools.com/chapter5.html

11.03.02

 teacher-scored 12 points possible 45 minutes

Assessment Rubric:

 Content Each sentence revised correctly. /4 Conventions No significant errors in grammar, usage, punctuation or spelling. /4

Pacing: complete this by the end of Week 5 of your enrollment date for this class.

11.04.01

 What Makes a Good Literature Paper? http://owl.english.purdue.edu/owl/resource/618/1/Strategies for writing a Conclusion: http://leo.stcloudstate.edu/acadwrite/conclude.html

11.04.02

 teacher-scored 24 points possible 120 minutes

Assessment Rubric:

 Content All elements of comparison/contrast essay present, including a strong thesis statement, an interesting introduction and a dynamic conclusion. /4 Support Supporting paragraphs include specific detail from the novel as well as contemporary society which directly supports the thesis. /4 Clarity Writing is clear, focused and well organized. /4 Conventions No significant errors in grammar, usage, punctuation or spelling. /4 Rough Draft Clearly labeled rough draft included. /4

Pacing: complete this by the end of Week 6 of your enrollment date for this class.

11.05 Future Trends

 You've gazed into the future through Orwell's eyes. This next assignment asks you to continue to think along those lines, but to look at the future through some contemporary perspectives as well. A. Take a look at the first link. "What Will Life Be like in the Year 2008?" By James R. Berry. Note the date the article was written. As you read, note what predictions materialized and what didn’t. In a paragraph, comment on what the author predicted accurately--and what was not so accurate. B. Now, your turn. The site, "bigthink," offers some predictions about what our world will look like in 2050. Read the article and in an additional paragraph, explain which future predictions you find most interesting/believable and why? C. So how would you write it? If you were writing a futuristic novel how would you see the future? Add a final paragraph giving your own predictions about the future of our planet.

11.05.01

 What Will Life Be Like in the Year 2008?http://blog.modernmechanix.com/what-will-life-be-like-in-the...

 teacher-scored 12 points possible 60 minutes

Assessment Rubric:

 Content All required information given. /4 Support Each paragraph includes specific detail. /4 Clarity Writing is clear, focused and well organized and didn’t give me any “huh?” moments. /4 Conventions No significant errors in grammar, usage, punctuation or spelling. /4

Pacing: complete this by the end of Week 6 of your enrollment date for this class.

12.00 - QUARTER 3 - Unit 12: MAKING AN ARGUMENT

 You've spent some time looking at what makes for a weak argument.  In this unit you will be asked to write an argumentative essay, avoiding propaganda (or logical fallacies).  To start our discussion of good argumentative writing, first take a look at "Argument Clinic," Monty Python’s slant on the topic:

12.01 Lesson 1: MAKING AN ARGUMENT

 Hopefully, after watching the video, “Argument Clinic," you got the distinction between “argument,” as we often use the word, and a real argument: a logical, reasoned, well-supported position. A good argument should stand on these three legs Logic Support (this means research) Clear writing Logic: So what is the difference between a logical conclusion and an emotional point of view? Look at these two sentences: 1. All high school students should take Calculus. 2. High school students do better in college if they have taken Calculus. The first statement is an opinion based on personal taste--not arguable. The second is an argument--a judgment based in verifiable facts. To support this claim, you could find studies, information on college attrition rates, grades for students who did and who didn’t take calculus, etc. Support: Without support your roof on your home would crash to the floor. Without support your arguments cannot stand. To find support, you need to research. You need to find facts. If you want to argue the value of high school calculus, you have to have proof that calculus produces some measurable benefits. Not only do you need facts, but they must come from reliable sources. Make sure that the information is current and that you have found similar information from more than one source. Include quotes from reputable sources. Make sure you establish who those sources are and why they would be considered “experts.” You need to research not only your position, but opposing arguments as well. You can only be convincing if you have understood and intelligently answered all counterarguments. Clear Writing: The pamphlet,"Clear Writing: Ten Principles of Clear Statement," from the University of Missouri has some suggestions. Read each of the ten principles and then bookmark this site so that you can visit it again when you are ready to write your essay.

12.01.01

 Clear Writing: Ten Principles of Clear Statement:http://extension.missouri.edu/p/CM201

12.01.02

 teacher-scored 20 points possible 90 minutes

I’d like you now to take a critical look at two essays--same topic; different argument.

• "The Organic Myth."
• "New Study Finds Organic Veg 'May Be More Nutritious'"

To view these essays:

1. Access Pioneer Library either through your EHS course homepage or through the link below.  The log-in and password are located on your EHS homepage.

2. Once you log-in, a list of icons will appear.  Click the EBSCO Host icon at the top of the page.

3. Next to the EBSCO icon, click “all databases.”

4. Then a list of databases will pop up.  Click the one at the top titled “Academic Search Premier.”

5. Next click “continue” and a search screen will finally pop up to allow you to search for the articles.

Use the "Research with EBSCO" link at the bottom of the page for a quick video that will show you how to find the articles.

For this assignment you will need to read these two articles and evaluate which article presents the better argument—which has the better logic, support, and clear discussion of the argument.

Copy and paste the section between the lines of asterisks into a word-processing document on your computer, and complete the outline as you read the two articles.  Save your work on your own computer.  Then, craft a 2-3 paragraph response which explains which article you believe has the better argument. Turn in the outlines and your evaluation response.

*******************************************************

Article 1: Title________________________________

A.  THESIS:  What is the thesis? (What is the author’s topic and stance on that topic?)

Is the thesis based on opinion or fact-based judgment?

B.  SUPPORT: List the support for the thesis.  Include arguments, facts, examples, quotes, etc.

Are opposing arguments considered?

Do you see any statements that you would consider propaganda or logical fallacies?

C.  CONCLUSIONS:  Has the author made a clear and convincing argument? Why/why not?

Article 2: Title_________________________________

A.  THESIS:  What is the thesis? (What is the author’s topic and stance on that topic?)

Is the thesis based on opinion or fact-based judgment?

B.  SUPPORT: List the support for the thesis.  Include arguments, facts, examples, quotes, etc.

Are opposing arguments considered?

Do you see any statements that you would consider propaganda or logical fallacies?

C.  CONCLUSIONS:  Has the author made a clear and convincing argument? Why/why not?

**************************************************

Assessment Rubric:

 Content Shows thorough analysis of both essays and thesis statement shows your claim, or conclusion. /4 Support Supporting paragraphs include specific detail from the texts proving the claim made in the thesis. /4 Clarity Writing is clear, focused and well organized. /4 Conventions No significant errors in grammar, usage, punctuation or spelling. /4 Extra Points Outlines included with submission. /4

Pacing: complete this by the end of Week 7 of your enrollment date for this class.

12.01.03

 Utah Online Libraryhttp://onlinelibrary.uen.orgArticle 1: "The Organic Myth"http://web.b.ebscohost.com/ehost/detail/detail?vid=30&sid=06...Article 2: "New Study Finds Organic Veg 'May Be More Nutritious'"http://web.a.ebscohost.com/ehost/detail/detail?vid=5&sid=246...Research With EBSCOhttp://www.screencast.com/t/pcwuaWr4Z1xj

12.02 - Lesson 2: CHOOSING A TOPIC

 Now it’s your turn. A good argument says something important in a unique and powerful way and is supported with skillful research. To accomplish this, you must Find a good topic Consider and research both sides Take a position Gather evidence. Evaluate sources Avoid logical fallacies or propaganda (Review your comparison of argument and propaganda from assignment 10.05) I am going to ask you to write an argumentative essay in lesson 5, so let’s get started by choosing a topic. Your choice should be Something that you care about (or would like to care about) Something for which there is ample research material available—and is not dependent on purely opinions. Something which has two legitimate “arguable” points of view. Something which is NOT too emotionally charged to result in a rational conclusion. Abortion is an example of this. Think of the Monty Python skit—with the lack of substantial scientific evidence, a topic like abortion very often comes down to a “yes it is”--"no it isn’t” fight. Something that is specific/narrow enough to handle well in one essay

12.02.02

 teacher-scored 8 points possible 20 minutes

For this exercise, peruse the topic ideas and consider your own topic ideas. Jot down a list of the topics that sound interesting to you. Once you have a good list, look at the guidelines above to help you narrow your options down. Indicate your top two choices and turn your list in to me.

Assessment Rubric:

 Content List shows the required inquiry and research. /8

Pacing: complete this by the end of Week 7 of your enrollment date for this class.

12.03.01

 1. Mankato, Minnesota:http://www.mankato-mn.gov/2. Mankato, Minnesota:http://descy.50megs.com/Emankato/mankato.htmlTeaching Zack to Thinkhttp://novemberlearning.com/resources/archive-of-articles/te...

12.03.02

 How to Separate Good Data From Bad:http://www.nytimes.com/library/tech/99/03/circuits/articles/...

12.03.03

 teacher-scored 16 points possible 40 minutes

Assessment Rubric:

 Content Analysis includes all the criteria listed. /4 Support Specific explanation/examples support analysis of each criterion. /4 Clarity Writing is clear, focused and well organized. /4 Conventions No significant errors in grammar, usage, punctuation or spelling. /4

Pacing: complete this by the end of Week 7 of your enrollment date for this class.

12.04.01

 Annotated Bibliographieshttp://owl.english.purdue.edu/owl/resource/614/01/Pioneer LIbraryhttp://pioneer.uen.org/MLA Formatting & Style Guide - 1:http://owl.english.purdue.edu/owl/resource/747/1/MLA Formatting & Style Guide - 2:http://leo.stcloudstate.edu/research/mla.htmlMLA Formatting & Style Guide - 3:http://www.ccc.commnet.edu/mla/index.shtmlLandmark Citation Machinehttp://www.citationmachine.net

12.04.02

 teacher-scored 20 points possible 120 minutes

Assessment Rubric:

 Content Contains at least 5 credible sources that represent multiple points of view. /4 Support Annotations adequately summarize the source and evaluate the credibility of the source. /4 Clarity Annotations are clear, focused and well organized. /4 Conventions No significant errors in grammar, usage, punctuation or spelling /4 Citations Citations are presented in alphabetical order and adhere to MLA format /4

Pacing: complete this by the end of Week 8 of your enrollment date for this class.

12.05 Lesson 5: DIALOGUE OF IDEAS

 At this stage you should have been able to research both sides of your issue, and this activity will allow you to start to evaluate the controversies inherent in your issue. Let two voices, A and B (or whatever you’d like to name them), discuss or argue your controversial issue. Set this down in dialogue form without stage directions. The main purpose of this is to produce as many ideas about the subject as possible, to explore all sides of an issue without feeling compelled to build up a single case that avoids contradictions. The very process of question-answer, parry-thrust, statement-response compels you, as the writer, to consider different sides of the issue. Be careful not to let A and B repeat themselves in circular fashion, or have a monologue in which B is too stupid or acquiescent to hold up his end. You also want to make sure that A and B are not just spouting unsupported opinions--or worse spinning those opinions with propaganda. This assignment will be evaluated based on the degree to which you demonstrate your understanding of the issue from divergent perspectives. Your ability to develop a meaningful and coherent dialogue will also be considered.

12.05.01

 teacher-scored 12 points possible 20 minutes

Assessment Rubric:

 Content Dialogue shows evidence of research into both sides of the issue. /4 Clarity Writing is clear, focused and well organized. /4 Conventions No significant errors in grammar, usage, punctuation or spelling. /4

Pacing: complete this by the end of Week 8 of your enrollment date for this class.

 How to Write an Argumentative Essay in 9 Easy Steps: http://www.enotes.com/topics/how-write-argumentative-essayPersuasive or Argumentative Essays:http://www.studygs.net/wrtstr4.htmWriting introductions to argumentative essays:http://www.ltn.lv/~markir/essaywriting/intro.htmWriting Conclusions to Argumentative Essays:http://www.ltn.lv/~markir/essaywriting/conclude.htmExample of an Argumentative Essay: http://grammar.ccc.commnet.edu/grammar/composition/crywolf3....Proofreading Checklist:http://www.teachers.net/gazette/JUL03/images/proofreading.pd...