11.30/12.1 Thu/Fri warm-up: bootcamp day #2 procedures activity 1: self-edit of Emerson FRQ activity 2: Barnwell, compasses and you. activity 3: Phronesis and its application close: SOAPS analysis HW DUE: you read Barnwell’s argument about broken moral compasses. Not tracked. HW Tonight: Vocab. 5 Bootcamp (finalizing essay) Grad paper Upcoming: 12.4/12.5: vocab. 5 due 12.6/12.7: bootcamp due (50 formal) 12.18/12.19: grad paper due! 12.18/12.19: grammar 3 12.20-1.2: Winter break 1.3/1.4: argumentation FRQ (formal) 1.12: 1st block midterm (argumentation test) 1.16: 2ND block midterm 1.17: 3rd block midterm 1.18: 4th block midterm 1.23/1.24: Begin diction/syntax/tone unit 1.23/1.24: Ch. 1 of Gatsby due 5.16: AP Lang test

11.30/12.1 warm-up: Emerson FRQ Retrieve your Emerson FRQ. I become a transparent eyeball; I am nothing; I see all; the currents of the Universal Being circulate through me; I am part of God. 11.30/12.1 warm-up: Emerson FRQ Retrieve your Emerson FRQ. Highlight your thesis. Is it demonstrative? Highlight the topic sentences. Are they claims? Do they support the thesis? Ask yourself what the heck is Emerson talking about

11.30/12.1 activity: Bootcamp day 2 Identify in your intro where you set the occasion (exigency) of your argument. Identify your thesis. Does it clearly and directly answer the prompt? If not, re-write. Identify (by highlighting) the Toulmin Model in your BPs. What type of clam (value/judgement, policy or definition/classification)? What type of warrant (argument from generalization, argument from principle, causal argument or argument from authority)? Identify the appeal your grounds creates. Who is the likely audience for this appeal? Score your essay. Justify your score in a paragraph. When you are done, using the abstraction ladder outline, reverse outline your essay. This is on the next slide (see: click slide over so they can see, Future Camp. Thanks, Past Camp!) and also online and also in your heart. NOTE: If you finish before time is called, questions for “Broken Moral Compasses” will be on the board.

THESIS: BP1: SUB-IDEA 1 BP2: SUB-IDEA 2 Grounds Grounds Grounds Grounds

11.30/12.1 activity: Broken Compass Why does Barnwell begin his essay with narration? What effect does it have? Do you believe he really was “[t]roubled” by his students’ responses (6)? Should Americans pay more for “ethically produced food” (7-8)? (I don’t know the answer to this, but I am curious what you think.) Why are Common Core’s targeted objectives “unrealistic” (17)? Can schools effectively “track and measure” student achievement (17-18)? If it’s not through testing, then what would this quantitative data look like? What does the rhetorical question in lines 22-23 assume about the audience? “[E]igth-graders spend an average of 25.3 hours a year taking standardized tests” (31-32). Holy poo! How many hours do you guys think you spend? Are the stats in lines 42-47 shocking to you? Should they be? Is there something fallacious about assuming teens lack a “moral identity” based on the grounds Barnwell cites (50)? Should schools be “ ‘value-neutral’ ” (58)? Why has this become the de facto model for schools to follow? Can classroom instruction be blended with academic instruction? Should it be? What does it look like if it does happen?

11.30/12.1 activity: Broken Compass READ THIS: Ardrey Kell High School is a student-centered community that implements a challenging curriculum leading to the development of creative and independent thinkers who have a strong sense of honor, respect, and service. This is AK’s mission statement. I’m guessing you’ve never read it before. (I had; I carry it in my heart.) Barnwell claims that “school mission statements often reveal a goal of preparing students for a mix of lifelong success, citizenship, college and careers, [but] the reality is that addressing content standards and test preparation [dominates] countless schools’ operations and focus [focuses? foci?]” (27-28). To what extent is Barnwell’s claim about the reality schools face true?

11.30/12.1 notes: Valid argument A few classes ago, we discussed moving through arguments deductively and inductively. We are working up to our identification of logical fallacies (it’s not that hard, really). Were we to test the validity of Barnwell’s argument deductively, what might a syllogism sound like? Try it now. It’s fun. You’ll receive a grade for doing this because product is better than process. This grade will be the difference between you going to UNC or Duke and you going to jail. Grades are paramount and if you don’t get all of the grades all the time, you’ll end up in prison.

11.30/12.1 notes: Logic Whether you knew it or not, all syllogisms have a few basic forms. You can check them out online if you want. Syllogism 1: All people need to be taught morals No students are taught morals Therefore some people are immoral All, no, some Syllogism 2: All Americans attend some sort of school Some schools teach their students ethics Some Americans learn ethics in school All, some, some

11.30/12.1 notes: Valid argument You can test syllogisms graphically to see if they are valid. That’s right. This is Heinrichs’ “wrong circle fallacy”! Hooray! You drew this. Remember? PURPLE FRUIT GRAPES

11.30/12.1 notes: Valid argument People that aren’t taught ethics All people need to be taught ethics Is Barnwell’s argument valid? People who are ethical (???)

11.30/12.1 notes: Valid argument That’s not right. MAJOR: All Americans attend some sort of school MINOR: Some schools teach their students ethics THEREFORE: Some Americans learn ethics in school You should be able to draw that.

People who learn to be ethical. ALL Schools Schools that teach ethics (some)

11.30/12.1 notes: Valid argument Just fun and games? Is there value to this? Do you remember this one? BP3: TNR (trap neuter release) should be subsidized as it is known to improve various aspects of a feral cat’s health. In another study conducted by researchers of the University of Florida’s College of Veterinary Medicine, the body condition of feral cats was evaluated before and after neutering. At the beginning of the study, 54 percent of the cats were thin or underweight, but a year after neutering, only 14 percent were underweight (Scott et al.). An increase in weight reflects progression towards a more ideal state of health and improved welfare. Additionally, TNR protects cats from rabies. Ideally, a rabies vaccine is followed with boosters in subsequent years, but it has been observed that “a single dose of rabies vaccine protect[s] domestic cats against virulent challenge 4 years later” (Levy and Crawford). During the process of TNR, cats are vaccinated against rabies, protecting not only them, but also other unvaccinated cats. As more cats are vaccinated, the virus has fewer victims to which it can spread. Lastly, in Dr. Felicia B. Nutter’s dissertation on the effectiveness of TNR programs, she finds that sterilized ferals “live significantly longer than their breeding counterparts” (Nutter). The short lifespan of feral cats can be attributed to “[t]he risks of disease, injury from fighting, [and] malnutrition” (LaCroix). TNR helps to solve these problems and allows feral cats to live longer and healthier lives.

NEUTERED FERAL CATS HEALTHY

11.30/12.1 notes: Phronesis And yet, something is off . . . PHRONESIS! (fro-NEE-sis).

11.30/12.1 notes: Phronesis Recall Heinrichs’ example: NEW PARENT: I’m reading conflicting advice about toilet training. What’s a good age to wean a child from diapers? Unwise answer: I don’t believe in toilet training, bro. Just let it flow. Even less wise answer: No later than two! No exceptions! Use the potty! Practically wise answer: Depends on the kid, don’t it? Some kids is smart and some ain’t. Is this example practically applicable to us? Probably? STUDENT: I’m wondering how many paragraphs I need for my main points. Unwise answer: I don’t believe in paragraph requirements. Write what you feel in the moment, bro. Even less wise answer: Exactly three. No more, no less. Practically wise answer (Campolmi’s answer): Well, that depends on the argument. It should be enough to logically support your thesis, credibly establish your voice and emotionally appeal to your audiences’ best interests.

11.30/12.1 notes: Valid argument Anyway, what am I trying to tell you? You’ve got to be aware of the practical logical heart of your argument and know that it exists, but, using phronesis, you need to make sure your argument is actually capable of impacting the audience you have intended. That usually means that you’ve analyzed it. So . . .

11.30/12.1 close: SOAPS analysis review You’ll recall what a SOAPS analysis is, right?  It’s the basic tool for analyzing any piece of rhetoric. It can even be used to analyze . . . Your Emerson argumentation FRQ.

CLOSE and HW 11.30/12.1 HW: CLOSE: Vocab. Bootcamp Grad paper In whatever order CLOSE: Working on bootcamp. Here’s the schedule. DAY 2 (today): Edit your essay; identify Toulmin and outline. DAY 3 (12.6/12.7): Turn in bootcamp folder w/ finalized essay (hard copy and turnitin.com)