Today’s goals Wrap up and reflect on unit 1 material Further develop concepts of rhetoric, argument, and rhetorical appeals Begin Preparations for the class debate

Unit 1-Important concepts Rhetoric Rhetorical Context Purpose Audience Genre Prose Continuum Closed Form Prose Open Form Prose Scale of Abstraction Concrete Words Abstract Words Thesis Question Thesis Statement Theme Figurative language Open form prose elements: Characters Setting Plot Story criteria Depiction of events through time Connectedness Tension Resolution

Persuasive Strategies: Rhetorical Triangle: combination of ethos, pathos, and logos Ethos: appeal that establishes the credibility or character of the writer Pathos: appeal to the emotions, values, senses, or beliefs of the reader Logos: appeal to reason or logic using information and hard facts Angle of Vision: perspective of the writer that affects how he/she chooses or omits details, emphasizes or deemphasizes certain points, and uses a particular tone

Group Activity 1: Argument Analysis In your unit 1 groups Read the two passages “Nuclear Power Now” and “Nuclear Power Is Not the Way Forward” on pg. 65-66 Answer the following questions about each article: What is the thesis or main argument the writer is trying to make? What are the main reasons the writer uses to support his or her claim? What rhetorical appeal would you classify each of these as? How does the writer’s angle of vision shape the essay? What information might he or she be excluding?

Debate Structure The pro-group for each issue will open the topic and introduce their first speaking point to prove their argument. They will have 90 seconds to speak. The opposing group will then have 90 seconds to refute and bring up their speaking point. This will proceed back and forth until each group member has spoken at least once The two groups not taking place in the current discussion will judge and vote for the winning side.

Debate Rules Every member of the group must speak. Each group must identify 3 of their 6 main speaking points and tell your opposing group what those speaking points will be by Wednesday (You do not have to explain how you will support your points however). Each group must utilize all three of the rhetorical appeals. (Optional) Each group may bring in up to two sources of outside research to support their argument. Any source used must be printed, brought to the debate, and clearly identified when referenced. Consider how this will affect your ethos.

Previous debate topics Euthanasia Free college Standardized Testing Prisoner Rehab Education reform Teachers bearing arms Death penalty for juveniles Citizenship for babies Influences of Video games Polygamy Random drug testing in schools Single Sex schools Driving age raised Nuclear energy Sexual assault on campus Homeopathic medicine GMOS Capital Punishment Minimum Wage Government regulation of cigarettes Exploration – Underwater and space Alternative energy sources Pay for college athletes NSA Invasion of privacy Standardized testing/IQ testing Right to bear arms/gun control Animals in captivity/zoos Tablets vs. textbooks in schools Effects of social media Cross dressing Cost of college Animal testing

Group Activity 2: Debate Brainstorm In your debate group, brainstorm ideas that you can use for the debate. Make sure to answer the following: What are three speaking points that you could use? What rhetorical appeal might each of these be? What are one or two points you think your opposing group will try to make? How might you refute them? What are one or two pieces of information you know about your topic that weaken your argument? How might these topics affect your angle of vision?

homework Blog Entry 3 Focus: Reflect on unit 1 Literacy Narrative—Final Draft Due Tonight 2/8 by midnight Turnitin.com submissions only. Paper copies not accepted 1,000+ words. Make sure to include concrete and figurative language! Blog Entry 3 Focus: Reflect on unit 1 We have now finished the first of our three units in this course. Take a few minutes to reflect on the most important things you learned in unit 1. You may wish to consider the following: What did you learn in Unit 1? Did you find anything particularly difficult or easy? How has this compared to writing you have done in the past? Did you learn anything about yourself as you wrote your literacy narrative? How will your new knowledge shape your future writing experiences? This is the most important question, and I encourage you to think about your major and future career. Note: Your goal here is to think about what you have learned and how you can apply it to your writing in the future. You are NOT listing concepts to prove that you learned them.