1. TODAY’S GOALS Continue planning for the class debate Examine the intersection of rhetorical context, rhetorical appeals, and angle of vision

2. UNIT 1- REVIEW 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

3. 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.

4. 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.

5. 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

6. U4M- DEBATE TOPIC PROPOSALS Legalization of prostitution – 7 votes Single sex schools – 5 votes Animals in captivity/zoos – 3 votes Cost of college – 2 votes Euthanasia – 1 vote

7. GROUP ACTIVITY: DEBATE BRAINSTORM In your debate group, brainstorm ideas that you can use for the debate. Make sure to answer the following: 1.What are three speaking points that you could use? What rhetorical appeal(s) might each of these be related to? 2.What research or background information could be helpful to support your stance? 3.What are one or two pieces of information you know about your topic that weaken your argument? How might you treat these issues with your angle of vision?

8. GROUP ACTIVITY: ANGLE OF VISION In your new debate groups Read the sample rhetorical situation about a letter of recommendation for a former student on pages 54-55 Decide if you will support and recommend the student or not Compose a 2-3 paragraph letter of recommendation that supports your decision while remaining absolutely true to the facts.

9. HOMEWORK 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.