November 5, 2015 Entry Task  Pick up the example paragraph and rubric from the table as you come in.  Open your book to yesterday’s reading “Where Worlds Collide” on pages If you still need to present your work from Tuesday, please be ready to do so at the beginning of class.

ABCD *Examples of symbols, images, and figures of speech are complexly woven into a response to the debate motion. *Poem and story are compared intentionally and with depth. *Your involvement has depth and is equal to the others’. *Examples of symbols, images, and figures of speech show a clear relationship to the debate motion. *Poem and story are compared. *Your involvement is clear. *Examples of symbols, images, and figures of speech are attempted with some relation to debate motion. *Story is mentioned briefly with little comparison. *Your involvement shows some lopsidedness. *Examples of symbols, images, and figures of speech are cursory at best, and no relation is shown to the debate motion. *Little or no mention of the story is present. *Your involvement is lacking, forcing others to pick up some slack.

Today’s GoalsToday’s Goals You will be able to: Use evidence more effectively to support your ideas. You will do this by: Taking notes on an effective form of argumentation. Using an effective form of argumentation. There will be a reading quiz in the last 20 minutes of the period for yesterday’s work.

Creating An Argument OR Making Evidence Matter Whether in your writing (as with the paragraph) or during a debate, all good arguments are supported by the following elements: C laim – Your response to the question, prompt, or topic. E vidence – Specific quotes or examples that support your claim. E laboration / E valuation – A detailed exploration of how your evidence supports your claim. C onnect / C onclude – A clear, broad application of your proved claim to how it applies beyond the question, prompt, or topic. Repeat as Necessary

Example Reading ResponseExample Reading Response We will read the paragraph, then you will respond to one of these prompts:  How do you see the CEEC strategy being employed meaningfully in the example paragraph?  What do you see happening in this paragraph that might help your own argumentative writing and / or speaking?  If this example paragraph is an “A”, describe how you might improve upon your own paragraph based on what this paragraph accomplishes. The new arrivals to America in Pico Iyer’s “Where Worlds Collide” are less affected by their new surroundings than they are by their own expectations of the land and promise that awaits them. Iyer describes the “unending cacophony” of sounds and the “opportunities [that] are swirling dizzily, promiscuously” within the newcomers’ vision. Even so, the barrage of colors and noises do not suggest that they are going anywhere but the “Land of Opportunity,” a phrase whose idea is repeated at least four times. This allusion to the “Promised Land,” a biblical place that beckoned God’s chosen people for 40 years, is synonymous with America, also referenced as a new life they can “claim” and “The City of Angels.” So in spite of images of overwhelming transportation options, overpriced snacks, and overzealous sales pitches, the new arrivals “await” something; their expectations of the opportunities are not even squelched as they move into their new home. Iyer’s piece strongly suggests that expectations are a part of one’s background, and in this case, expectations are enough to hide otherwise daunting visions from one’s experience.

“Where Worlds Collide” Reading Quiz Based on what we have just covered in class, rewrite your response paragraph (or write a new one), that responds to the prompt. To what extent does Pico Iyer’s short essay “Where Worlds Collide” show the affect an individual’s culture has on his or her perception of an unfamiliar situation?