Week 11: Monday, November 3rd - Friday, November 7th
Week 11: Overview
Weekly Notes and Advice
This week aims to
move students forward to the development of their claims from
last week. We emphasize argument strategies such as development
and organization, the use of appeals, and Rogerian tactics.
Use arguments from as many sources as you can for this portfolio
as a whole; but keep each context in mind (academic and public).
Please remember to provide
lesson and course connections each class day and to introduce
and conclude your lessons along with providing transitions between
Connection to Course
The objective this week is to help
students think about organizing and developing their arguments.
By looking at sample arguments and discussing such things as claims,
reasons, evidence, narration, and opposing arguments, students
will begin to see that there are many approaches to writing arguments.
(Remember that you have a steady supply of arguments in the Editorial/Op-Ed
pages of the Times.) We want to show students that there
is no single correct way to organize or develop an argument. Rather,
the effectiveness of an argument depends on the choices a writer
makes in response to his/her audience and context. The integration
of analysis of graphics from the NYT also helps students
to see that visual rhetoric is an important tool for developing
stories/arguments, although the use of visuals will play more
of a role in the second context for Portfolio 3.
Goals for this Week
Discuss the development and organization of arguments.
Engage students in reading and collecting editorials and op-ed
pieces from the NYT as well as graphics, photos, and
other visual forms of story and argumentation.
Required Readings and
Assign the following to students this week:
Read pages 487-488 in the PHG about developing and organizing
Read pages 448-455 in the PHG about appeals and Rogerian Argument.
Design an assignment
where students read two or three arguments (from the PHG, from
the Web, and/or from the NYT). Use these samples in
class to discuss how each writer makes different choices about
structure and development based on their purpose, audience,
and context. Most of this can be covered during class, but assign
two or three questions for students to think about or respond
to when reading each essay. This will encourage critical thinking
and promote more discussion. The questions on page 482 in the
PHG can be adapted for just about any essay to meet the goals
of this activity.