We worked on a rhetorical analysis of Dr. King's "Letter from Birmingham Jail." We looked at the order of his points, his rhetorical moves (where & why he used ethos, pathos & logos in his argument), and how he made transitions from responding to the Clergy's arguments and setting forward his own ponits.
In the writing lab, we read through the assignment sheet for PRoject 2 (posted on this Blog). We brainstormed some topics, and talked about the fact that you couldn't just argue your point of view => you have to argues AGAINST a particular statement or position relevant to your topic. As we work more on this project, we will work together to find the particular arguments you want to reply to. In class, you did some freewriting on the points you want to support for your topic (to give you an idea about who you might argue "against").
For Thursday:
1. Do some more writing/thinking/reading about possible topics.
2. Read the two articles on SUVs in Banks (your textbook); one by Mckibben, and the other by Bragg. Notice the points each author makes, and observe how they use ethos, pathos, and logos.
I will read through Project 1, and return your graded drafts on Thursday.
See you in class.
Thursday, October 29, 2009
Tuesday, October 27, 2009
October 27
Today we looked at the Clergymen's Statement and listed the points they made about the unrest in Birmingham in 1963. We then looked at King's reply and noticed the order in which he replied to the clergymen's points. The Clergy's points were that:
-Laws should not be broken
-Civil rights issues should be resolved through negotiation in the course
-Circumstances in Birmingham are improving; now is NOT the time for action
-Outsiders should not be involved
-Nonviolent measures are in fact violent, are not working, and should not be used.
In our discussion of King we observed that his first extended argument was to establish his right to speak. In rhetoric - this is an ethos appeal - a move to establish speaker's authority. We talked in some detail about why and how King chose to make an ethos move first. We also discussed the different kinds of ethos moves he made: he established his identity as a leader of the SCLC and their connections to Birmingham, as well as his connection by virtue of being a human being and a citizen of the United States. He also established his authority by connecting to other texts and the actions of earlier leaders as described in those texts.
We then talked about how these two different ways to establish authority are used in different kinds of texts - in letters, and in academic writing. In letters ethos is established through personal identity and experience; in academic writing it is established through references to other writing, and to "experts."
During the second part of class you workshopped your essays. The product of your conference was an email where you:
- Named the three texts you were analyzing
1. Stated your focus.
2. described the life circumstances, concerns, identity of your audience
3. summarized your texts with respect to the focus (identified the common features)
4. short discussioin of what your analysis shows: similarities + differences + what they mean
5. describe your essay's organization + transitions.
For homework:
Re-red King. Number the paragraphs and send me an email with a list of the paragraphs where he makes each of the following points in reply to the Clergyman's statement.
- we need to break the law
- we can't negotiate
- NOW is the time
- non-violent means are necessary
Your revised draft for Project 1 is due Thursday, October 29.
NOTE: You will not have class on November 3, or on November 19. You will have one-on0one conferences (optional) where you can work on the essay of your choice.
-Laws should not be broken
-Civil rights issues should be resolved through negotiation in the course
-Circumstances in Birmingham are improving; now is NOT the time for action
-Outsiders should not be involved
-Nonviolent measures are in fact violent, are not working, and should not be used.
In our discussion of King we observed that his first extended argument was to establish his right to speak. In rhetoric - this is an ethos appeal - a move to establish speaker's authority. We talked in some detail about why and how King chose to make an ethos move first. We also discussed the different kinds of ethos moves he made: he established his identity as a leader of the SCLC and their connections to Birmingham, as well as his connection by virtue of being a human being and a citizen of the United States. He also established his authority by connecting to other texts and the actions of earlier leaders as described in those texts.
We then talked about how these two different ways to establish authority are used in different kinds of texts - in letters, and in academic writing. In letters ethos is established through personal identity and experience; in academic writing it is established through references to other writing, and to "experts."
During the second part of class you workshopped your essays. The product of your conference was an email where you:
- Named the three texts you were analyzing
1. Stated your focus.
2. described the life circumstances, concerns, identity of your audience
3. summarized your texts with respect to the focus (identified the common features)
4. short discussioin of what your analysis shows: similarities + differences + what they mean
5. describe your essay's organization + transitions.
For homework:
Re-red King. Number the paragraphs and send me an email with a list of the paragraphs where he makes each of the following points in reply to the Clergyman's statement.
- we need to break the law
- we can't negotiate
- NOW is the time
- non-violent means are necessary
Your revised draft for Project 1 is due Thursday, October 29.
NOTE: You will not have class on November 3, or on November 19. You will have one-on0one conferences (optional) where you can work on the essay of your choice.
Thursday, October 22, 2009
October 22
Today's class was focused on workshopping your essays. You worked with classmates to identify and deepen your focus, think about organization, and develop your analysis. In the computer classroom you spent some time writing.
Your draft for Project 1 is due in my emailbox before class on Tuesday.
For class Tuesday, read the Clergyman's statement. Identify the points they raise - the arguments they make - for why King's activity in Birmingham is wrong. Write a list of these points - and send it to me as an email.
Also - scan the "Letter from Birmingham Jail" (page 593 in your textbook). In your quick read - mark or note where + how King answers each of the arguments raised by the clergymen.
Have a good weekend - and see you in class on Tuesday.
Your draft for Project 1 is due in my emailbox before class on Tuesday.
For class Tuesday, read the Clergyman's statement. Identify the points they raise - the arguments they make - for why King's activity in Birmingham is wrong. Write a list of these points - and send it to me as an email.
Also - scan the "Letter from Birmingham Jail" (page 593 in your textbook). In your quick read - mark or note where + how King answers each of the arguments raised by the clergymen.
Have a good weekend - and see you in class on Tuesday.
Tuesday, October 20, 2009
October 20
In the classroom you talked a little about the three texts you have chosen to analyze, and we discussed strategies for identifying the common features & their symbolic values. We also looked at a sample analytic essay. We noticed that the author identified his focus in the introduction, gave background information (for your assignment this will be a discussion of the audience) and then proceeded to describe and analyze each of the texts. In each description the author identified the same features in the same order - and he ALWAYS made a specific connection between those features and his focus. The conclusion developed a more specific discussion of how the texts "worked" (his focus) and how they connected to the audience. This is a strong general pattern for developing an analysis.
If you missed class and would like a copy of the sample essay - copies are in my mailbox next to the English Department Office.
In the computer classroom you continued to work on pre-writing for Project 1 - the analytic essay. You turned in your pre-writing at the end of class.
For homework: Continue to work on your pre-writing if you are still uncertain of your focus. If you are ready - you can begin writing your essay. You do NOT need to begin writing at the beginning: it is often easier to write the section you are best prepared to write. For this essay, it will probably be easiest to characterize the audience & to describe the three texts in terms of the common features. See how far you can get.
Bring a print copy of your pre-draft or draft essay to class (however far you get). You will workshop your essays in class. See you Thursday.
If you missed class and would like a copy of the sample essay - copies are in my mailbox next to the English Department Office.
In the computer classroom you continued to work on pre-writing for Project 1 - the analytic essay. You turned in your pre-writing at the end of class.
For homework: Continue to work on your pre-writing if you are still uncertain of your focus. If you are ready - you can begin writing your essay. You do NOT need to begin writing at the beginning: it is often easier to write the section you are best prepared to write. For this essay, it will probably be easiest to characterize the audience & to describe the three texts in terms of the common features. See how far you can get.
Bring a print copy of your pre-draft or draft essay to class (however far you get). You will workshop your essays in class. See you Thursday.
Thursday, October 15, 2009
October 15
I will be reading your portfolios over the weekend and will send your grades to you by Tuesday. On Tuesday we will begin class by talkig over how your are doing and what is expected for the rest of the term.
In class today you gave your presentations on urban legends - and they were awesome. Good work. You are definitely getting the idea of how to dig into the deeper meanings in a text.
In the computer lab you got started on the pre-writing for your analytic essay. I handed out a copy of the assignment sheet. For anyone who wasn't in class, a copy in in my mailbox beside the English Department office (301).
You did some writing/listing identify a cultural text (movie, video game, tv show, etc) that has at least 3 variations, and then did some more writing about the the main features of the texts, the audience (who they are, what their concerns are, how their lives might connect to the text), and the common features in your three versions.
In class Tuesday you will look at some sample essays and see how other students have set up their drafts. Then we will talk about what points you will need to make to meet the criteria for the assignment & how to organize your essay.
In the computuer lab you will have time to work on your draft.
HOMEWORK: Do some more work on your pre-writing. List + freewrite. Make sure you have identified 3 texts that have enough in common to make them essentially three variations of the same or extremely similar story-lines, formats & functions. Note any differences. Do some more in-depth writing about why the audience might connect to the storyline (you can identify the audience using the principle Brunvand identified= the characters will be similar to the audience). Turn in your pre-writing as a draft before class on Tuesday.
Have a good weekend and see you Tuesday.
In class today you gave your presentations on urban legends - and they were awesome. Good work. You are definitely getting the idea of how to dig into the deeper meanings in a text.
In the computer lab you got started on the pre-writing for your analytic essay. I handed out a copy of the assignment sheet. For anyone who wasn't in class, a copy in in my mailbox beside the English Department office (301).
You did some writing/listing identify a cultural text (movie, video game, tv show, etc) that has at least 3 variations, and then did some more writing about the the main features of the texts, the audience (who they are, what their concerns are, how their lives might connect to the text), and the common features in your three versions.
In class Tuesday you will look at some sample essays and see how other students have set up their drafts. Then we will talk about what points you will need to make to meet the criteria for the assignment & how to organize your essay.
In the computuer lab you will have time to work on your draft.
HOMEWORK: Do some more work on your pre-writing. List + freewrite. Make sure you have identified 3 texts that have enough in common to make them essentially three variations of the same or extremely similar story-lines, formats & functions. Note any differences. Do some more in-depth writing about why the audience might connect to the storyline (you can identify the audience using the principle Brunvand identified= the characters will be similar to the audience). Turn in your pre-writing as a draft before class on Tuesday.
Have a good weekend and see you Tuesday.
Tuesday, October 13, 2009
October 13
Today we worked on how to analyze texts, both in the classroom + in the computer lab. In class, we looked at the assignment sheet for group analysis of an urban legend - and analyzed two sample urban legends using the approach described in by Brunvand. We made a list on the board of each point you will need to include in your group presentation:
- a discussion of the group who circulates the story + the life issues & circumstances that might that might cause them to be interested in the subject material of the legend
- the variations of the story - how the different versions were different (for example, in the UK version of the "secret sauce" the concern was with "Turks" - while the U.S. version that was circulated locally was concerned with cooks at the "Olive Garden")
- stable elements: for each story we looked at the actors (the main characters); actions (what happened); setting or surrounding circumstances; & consequences (what happened)
- relationships between the identity of the group that tells the story & possible symbollic meanings (for example, for "Brown Betty" we considered how / why young women might connect to a story about risking health for beauty)
- what the urban legend shows about the cultural values of the group that tells it, and how these values connect to the culture at large => the symbollic meaning of the story.
In the computer lab, you worked in groups to identify an urban legend - and to develop a presentation on your analysis of that legend. Use the handout (distributed in class) as a guide for your presentation. As part of your presentation, you need to prepare an electronic "handout" that identifies your legend; has a link to at least 3 versions of your urban legend (or a text copy): and develops a discussion of each of the 5 points (listed above + on the handout).
In class on Thursday - you will have about 10 minutes at the beginning of class to set up your presentation + go over how you will organize your presentation (who will say what, etc). The rest of the class will be devoted to your presentations.
In the computer lab, you will get started on your analytic essay.
Groups for presentations:
Jonathan
Lindsay
Raul
Norelia
Anna
Michelle
Cory
Kurt
Victor
Krishna
Brian
Lionel
Shannon
Ian
Danielle
Ashley
Fredy
Sam
Pete
Ian
See you Thursday.
- a discussion of the group who circulates the story + the life issues & circumstances that might that might cause them to be interested in the subject material of the legend
- the variations of the story - how the different versions were different (for example, in the UK version of the "secret sauce" the concern was with "Turks" - while the U.S. version that was circulated locally was concerned with cooks at the "Olive Garden")
- stable elements: for each story we looked at the actors (the main characters); actions (what happened); setting or surrounding circumstances; & consequences (what happened)
- relationships between the identity of the group that tells the story & possible symbollic meanings (for example, for "Brown Betty" we considered how / why young women might connect to a story about risking health for beauty)
- what the urban legend shows about the cultural values of the group that tells it, and how these values connect to the culture at large => the symbollic meaning of the story.
In the computer lab, you worked in groups to identify an urban legend - and to develop a presentation on your analysis of that legend. Use the handout (distributed in class) as a guide for your presentation. As part of your presentation, you need to prepare an electronic "handout" that identifies your legend; has a link to at least 3 versions of your urban legend (or a text copy): and develops a discussion of each of the 5 points (listed above + on the handout).
In class on Thursday - you will have about 10 minutes at the beginning of class to set up your presentation + go over how you will organize your presentation (who will say what, etc). The rest of the class will be devoted to your presentations.
In the computer lab, you will get started on your analytic essay.
Groups for presentations:
Jonathan
Lindsay
Raul
Norelia
Anna
Michelle
Cory
Kurt
Victor
Krishna
Brian
Lionel
Shannon
Ian
Danielle
Ashley
Fredy
Sam
Pete
Ian
See you Thursday.
Friday, October 9, 2009
October 8
We talked about Jan Harold Brunvand's essay: "The Boyfriend's Death" - and discussed the features of folklore and urban legends. We identified folklore as a story, custom, or ways of doing things surrounding a material creation (like a quilt or a garden) that are traditional in that:
- they are passed from generation to generation by word of mouth
- they exist in different versions or variants
- they are associated with different folk groups or identity groups
Urban legends are a particular kind of folk story; they are:
- believed to be true - but false
- set in the recent past
- told in terms of a set of recurring features - but with variations
- about regular people (rather than mythological beasts or gods)
- often told to teach a lesson or confirm a set of beliefs about the way the world is
- told by groups who often are similar or connected to the characters in the story in terms of life situation and beliefs
We looked at several versions of "The Boyfriend's Death" and then made a list of all the features that were (mostly) the same in all the versions. We then used this list to speculate about the story's themes - or the assumptions or values connected to its symbollic message. While "The Boyfriend's Death" seems a "horror" story about the weird murder of a boyfriend and the rescue of the girlfriend - folklorists analyses of this text suggest that it is about the dangers of adolescent sexuality with an accompanying message about appropriate behavior for males and females.
We then looked at the "Lights Out" urban legend about gang initiations and the warning not to blink your lights at cars with their lights turned off. It seems this story originated much earlier - and was about Hell's Angels - before it took the current form about the Bloods. Also - it seems that the story wasn't told about the Bloods until after the group gained national attention at the time surrounding the Los Angeles riots. So you might as your selves - which features of the story were "conserved" => kept in all versions of the story? What purpose of function do these features serve with respect to the story's message? And then - what IS this story's symbollic message about the way the world is, and how to behave to protect yourself?
Portfolio. In the computer lab you worked on your portfolios. You are expected to post what we have done so far: the baseline essay; any homework you want me to look at; the required writing for the summaries; and the required work for the response essays. After Tuesday I will grade your portfolios + add up your attendance/participation grades & give you a "grade so far" for the course. You will have an opportunity to revise writing in your portfolio for a different grade at the next portfolio check (listed on calendar).
For Tuesday:
1. Finish your portfolio.
2. In class, you will begin work on a group presentation on an urban legend (the assignment sheet for the presentation is posted under course documents).
Look over the urban legend links listed below (and check out snopes) Your assignment is to pick one or two urban legends you would be interested in analyzing.
Urban legends you may have heard of:
Snakes in ball pits(check out the links to other stories re Ball pits)
Virginia Tech Murders
Bad news brings more tragedy
Lights Out! - we did this one in class - but you might want to take a closer look.
Bloody Mary
(Dead) loved ones come to the rescue
Surprise identity for a sexual partner (check out related stories)
- they are passed from generation to generation by word of mouth
- they exist in different versions or variants
- they are associated with different folk groups or identity groups
Urban legends are a particular kind of folk story; they are:
- believed to be true - but false
- set in the recent past
- told in terms of a set of recurring features - but with variations
- about regular people (rather than mythological beasts or gods)
- often told to teach a lesson or confirm a set of beliefs about the way the world is
- told by groups who often are similar or connected to the characters in the story in terms of life situation and beliefs
We looked at several versions of "The Boyfriend's Death" and then made a list of all the features that were (mostly) the same in all the versions. We then used this list to speculate about the story's themes - or the assumptions or values connected to its symbollic message. While "The Boyfriend's Death" seems a "horror" story about the weird murder of a boyfriend and the rescue of the girlfriend - folklorists analyses of this text suggest that it is about the dangers of adolescent sexuality with an accompanying message about appropriate behavior for males and females.
We then looked at the "Lights Out" urban legend about gang initiations and the warning not to blink your lights at cars with their lights turned off. It seems this story originated much earlier - and was about Hell's Angels - before it took the current form about the Bloods. Also - it seems that the story wasn't told about the Bloods until after the group gained national attention at the time surrounding the Los Angeles riots. So you might as your selves - which features of the story were "conserved" => kept in all versions of the story? What purpose of function do these features serve with respect to the story's message? And then - what IS this story's symbollic message about the way the world is, and how to behave to protect yourself?
Portfolio. In the computer lab you worked on your portfolios. You are expected to post what we have done so far: the baseline essay; any homework you want me to look at; the required writing for the summaries; and the required work for the response essays. After Tuesday I will grade your portfolios + add up your attendance/participation grades & give you a "grade so far" for the course. You will have an opportunity to revise writing in your portfolio for a different grade at the next portfolio check (listed on calendar).
For Tuesday:
1. Finish your portfolio.
2. In class, you will begin work on a group presentation on an urban legend (the assignment sheet for the presentation is posted under course documents).
Look over the urban legend links listed below (and check out snopes) Your assignment is to pick one or two urban legends you would be interested in analyzing.
Urban legends you may have heard of:
Snakes in ball pits(check out the links to other stories re Ball pits)
Virginia Tech Murders
Bad news brings more tragedy
Lights Out! - we did this one in class - but you might want to take a closer look.
Bloody Mary
(Dead) loved ones come to the rescue
Surprise identity for a sexual partner (check out related stories)
Tuesday, October 6, 2009
October 6
In class today you worked on your reflective writing for your response essays, and you got started on your portfolios.
Make sure that you have invited me to view your portfolio so I can read + give a grade to your "best" response essay. Be sure that your reflective writing stated the grade you would give to your essay. If I give the same grade to your essay - you get an extra 5 points.
For Thursday:
Read: Brunvand, "Urban Legends: 'The Boyfriend's Death'" page 128 in your text book. As you read this essay - think about the following questions: what is folklore? What are urban legends? What do urban legends 'do'? How can you identify urban legends (what are their features or characteristics)?
Write: work on your portfolio. Your complete portfolio will be due Tuesday, October 13. For Thursday - just make sure that you have posted both response essays, your "best" response essay (choose the one for me to grade) and your reflective writing about what you have learned and how you would evaluate the essays you have turned in.
In class Thursday we will spend the first half talking about urban legends - and the second half you will have some more time to work on your portfolio or revising the essay of your choice.
See you Thursday.
Make sure that you have invited me to view your portfolio so I can read + give a grade to your "best" response essay. Be sure that your reflective writing stated the grade you would give to your essay. If I give the same grade to your essay - you get an extra 5 points.
For Thursday:
Read: Brunvand, "Urban Legends: 'The Boyfriend's Death'" page 128 in your text book. As you read this essay - think about the following questions: what is folklore? What are urban legends? What do urban legends 'do'? How can you identify urban legends (what are their features or characteristics)?
Write: work on your portfolio. Your complete portfolio will be due Tuesday, October 13. For Thursday - just make sure that you have posted both response essays, your "best" response essay (choose the one for me to grade) and your reflective writing about what you have learned and how you would evaluate the essays you have turned in.
In class Thursday we will spend the first half talking about urban legends - and the second half you will have some more time to work on your portfolio or revising the essay of your choice.
See you Thursday.
Thursday, October 1, 2009
October 1
You worked on writing a response essay to Amy tan's "Mother Tongue."
In the classroom we discussed the points Tan made in her essay, and you did a short workshop. In the computer lab you got started on your essays. You turned in your classwork at the end of class.
For Tuesday October 6:
Finish your response to Tan and turn it in before class. Your revised Rau response is also due at the beginning of class.
In class on Tuesday you will do some reflective writing on your response essay - in the lab you will work on setting up your portfolio.
Have a great weekend.
In the classroom we discussed the points Tan made in her essay, and you did a short workshop. In the computer lab you got started on your essays. You turned in your classwork at the end of class.
For Tuesday October 6:
Finish your response to Tan and turn it in before class. Your revised Rau response is also due at the beginning of class.
In class on Tuesday you will do some reflective writing on your response essay - in the lab you will work on setting up your portfolio.
Have a great weekend.
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