Professor Nicholas Anderson MWF 5:15-6:20 CP111 ENC1101-U4MC Professor Nicholas Anderson MWF 5:15-6:20 CP111

Today’s goals Summarize the most important course policies and expectations Introduce ourselves Introduce (or review) rhetorical appeals

All class materials available at: ProfessorNAnderson.com Daily Powerpoints Class announcements Conference schedules Contact information Syllabus Please locate and bookmark this page on your phones or computers now Then open our class ENC1101-U4MC and select the syllabus

Important course Policies This course will require reliable access to a computer with internet access. If you cannot meet this requirement, a different section of ENC1101 may be preferable. You will be required to maintain an online blog of your writing and experiences in ENC. You may use text, podcast, or vlog format for your entries. Computer use in class is a privilege. If this becomes a distraction to students, that privilege will be revoked Missing 5 or more classes will result in automatic failure of the course as per departmental policy Failure to turn in one of the four major essays will result in automatic failure of the course Respect your peers as well as their thoughts and opinions

Introduce Yourself Name Major Where you are form What languages you speak Something interesting about you How do you plan to improve your writing or performance in ENC this semester?

Class Discussion: Civil Disobedience Who is Henry David Thoreau? Have you read “Civil Disobedience” or any of his other works? What is the believing and doubting game? Have you ever played it before?

Civil Disobedience "Unjust laws exist: shall we be content to obey them, or shall we endeavor to amend them, and obey them until we have succeeded, or shall we transgress them at once? Men generally...think that they ought to wait until they have persuaded the majority to alter them. They think that, if they should resist, the remedy would be worse than the evil. But it is the fault of the government itself that the remedy is worse than the evil. It makes it worse. Why is it not more apt to anticipate and provide for reform?....If the injustice...is of such a nature that it requires you to be the agent of injustice to another, then, I say, break the law. Let your life be a counter friction to stop the machine.” -Henry David Thoreau, “Civil Disobedience”

Believing and Doubting Game Do you believe it is ever right, as a matter of conscience, to deliberately break a law you regard as unjust? Why or why not? Have you ever broken laws? Have you ever broken a law as a matter of conscience? What is the difference between breaking a law incidentally vs. intentionally? For personal gain vs. conscience?

Believing Game “We argue eagerly for our own opinions; we listen to opposing arguments mainly to find flaws and, when we do, interrupt and attack them. We are more interested in proving ourselves right, in winning the argument, than in considering seriously another viewpoint, in continuing to think. The idea behind the believing game is to suspend judgment, promote continued thought, open oneself to the strengths and values of a perspective with which one does not agree in part or in whole, and work at believing that perspective.” -Alan Shapiro When is breaking the law justified? What is an example of an “unjust” law in your home country or the US? What would be the consequences of breaking it? What are other ways to fight against unjust laws aside from breaking them?

Doubting Game "Knowing and questioning, of course, require one another. We understand nothing except in so far as we understand the questions behind it." -I. A. Richards When does breaking the law become “justified?” What would happen to our society if everyone who thought a law was unjust broke it? Do you consider US gun laws, abortion laws, and immigration bans to be just?

New vocabulary Critical Thinking: Rhetoric: Rhetorical Appeals: Ethos Pathos Logos

New vocabulary Critical Thinking: The objective analysis and evaluation of an issue in order to form a judgment Rhetoric: the art and skill of using language (or symbols) to accomplish a specific purpose Rhetorical Appeals: three main rhetorical strategies identified by Aristotle. Ethos: related to “ethics.” This rhetorical appeal uses ethics, morality, or personal experience. Pathos: related to “empathy.” This rhetorical appeals uses emotions, values, beliefs, or the five senses. Logos: related to “logic.” This rhetorical appeal uses logic, reason, data, numbers, statistics, or facts.

Group activity instructions Form up groups of 2-4 students Whenever a group activity is assigned, you are responsible for turning in one sheet of paper with everyone’s names and the answers to the group activity Groupwork requires the cooperation of everyone in the group; if you do not participate, you group can request for you to leave

Group Activity: Civil Disobedience In your unit 1 groups Answer the following questions based on our prompt and discussion of “Civil Disobedience” Give three reasons to persuade an audience that it can be considered “right” to break “unjust” laws. Make sure to use each rhetorical appeal once Give three reasons to persuade an audience that it is not “right” to break laws simply because you consider them unjust.

Homework Obtain class textbooks and materials (we will begin using the A&B textbook on Tuesday)