1.25 Wed warm-up: introductions and binders

1.25 Wed warm-up: introductions and binders
activity 1: reading and annotating a text activity 2: Argumentation terms, notes and thought exercise close: create an argumentative claim HW DUE: none HW Tonight: print materials from Campolmi.weebly.com; Campolmi Upcoming: 1.27: begin synthesis writing bootcamp 1.30: synthesis writing bootcamp day 2 1.31: topic approval form due 2.3: synthesis bootcamp due 2.6: working bib due 2.8: unit quiz (argumentation terms, rhetorical appeals and rhetorical triangle) 2.10: vocab. log 1 due 2.13: outline due 2.17: unit essay (in-class) 2.21: unit test 2.22: 1st three pages due 2.24: vocab. log 2 due 2.27: Begin The Scarlet Letter (have first four chapters read) 3.3: final rough draft due 3.13: GRAD PAPER DUE

1.25 housekeeping: Your teacher
Cam-pole-me. 4th year at AK. 9th year teaching. You will learn more about me as the year goes, just as I will learn more about you. matthew1.campolmi Website: Let’s look at the first slide again.

1.25 Wed warm-up: introductions and binders
activity 1: reading and annotating a text activity 2: Argumentation terms, notes and thought exercise close: create an argumentative claim HW DUE: none HW Tonight: print materials from Campolmi.weebly.com; Campolmi Upcoming: 1.27: begin synthesis writing bootcamp 1.30: synthesis writing bootcamp day 2 1.31: topic approval form due 2.3: synthesis bootcamp due 2.6: working bib due 2.8: unit quiz (argumentation terms, rhetorical appeals and rhetorical triangle) 2.10: vocab. log 1 due 2.13: outline due 2.17: unit essay (in-class) 2.21: unit test 2.22: 1st three pages due 2.24: vocab. log 2 due 2.27: Begin The Scarlet Letter (have first four chapters read) 3.3: final rough draft due 3.13: GRAD PAPER DUE

1.25 housekeeping: Binder You need to be organized.
You will be required to turn in work with regular frequency. You will be required to print assignments with regular frequency. You will be given handouts in class and be expected to hang on to them. I strongly recommend you use a binder exclusive to this class. I would divide it as follows:

1.25 housekeeping: Binder HW In-class notes Grad paper Returned work
This is only a recommendation. I will never check your binder. With that said, I have no pity for someone who claims to be “disorganized” and takes no steps to organize.

1.25 warm-up: Argumentation
Read and annotate this text. You’ll have about 10 minutes to do this. While you’re doing that, I’ll call roll. Please let me know if I mispronounce your name or if you want to be known by something else. As you are annotating, answer a few basic questions: What is the writer’s general subject? What is the writer’s main point? Does the writer have a particular audience in mind? Does the writer have a particular purpose in reaching that audience? What tone does the writer use in addressing the audience? Does the author use any figurative language? If so, identify it. NOTE: half class gets Atticus speech / half class gets Morrison speech

1.25 notes: Unit outline UNIT 1 (1.25-2.21): argumentation
This unit will focus on analyzing and building arguments. You will learn how arguments are modeled and the rhetorical devices used to create these classically modeled arguments. You will create your own arguments. You will refine your writing skills. This unit is primarily a non-fiction unit. There is no novel to read with this unit. Rather, you will read non-fiction essays, speeches and letters from the American Revolution all the way up to texts from today. You will write the grad paper in this unit. It will be an argumentative research essay. We should probably learn what argumentation is.

1.25 notes: What is argumentation?
Argumentation is a reasoned, logical way of asserting the soundness of a position. Argumentation is based on how logically and reasonably a writer presents facts. In this unit, you will learn what makes an argument logical by analyzing arguments written by others and writing your own. Your grad paper will also be argumentative. I’ll intro the grad paper tomorrow.

1.25 notes: What is argumentation?
Terms you will define today: Argumentation, claim, grounds, warrant, counterargument, refutation, plagiarism, bias. So, again . . . Argumentation: reasoned, logical way of asserting the soundness of a position, belief or conclusion. This “position, belief or conclusion” is stated as a claim. Claim: the central point an argument makes (in other words, a thesis).

1.25 notes: Argumentation terms
Here’s a quick simple question for you: Should your academic writing contain bias? Another simple easy question: Is bias the same thing as opinion? Read the following claims. Do either reveal bias or opinion? Is one better than the other? Schools should prioritize and expand foreign language programs so high school students can experience the bilingual advantage of cognitive growth, academic success and delay of degenerative memory diseases. Learning a foreign language in high school is the most important thing a high school student can do because everyone should know how to speak a non-native language.

Bias. There’s no way to avoid it. Look at our definition for argumentation again: Argumentation: reasoned, logical way of asserting the soundness of a position, belief or conclusion. Bias is inherent in that definition. I am choosing one position over another— perhaps even a multitude of other positions. I am biased toward that one position. Is foreign language education, for example, the best solution to increasing a student’s cognitive functions? Perhaps it’s exercise? Math? Reading poetry? “[A] multitude of other positions” . . . Bias is good. Think of it as a researched opinion or an opinion supported by . . .

Grounds: the evidence that you use to support your claim. Grounds can take the form of facts and opinions. Facts are (obviously) statistics and data that can easily be proven. “90% of all students who study Latin in high school graduate from a four-year college.” “95% of all assault rifles sold in America are used for legal reasons.” Those are identifiable facts. Opinions are trickier. Opinions are the interpretations of the facts, but whose interpretations should you be seeking out? “According to the National Foundation of Education, students who take a foreign language in high school are more engaged in their every day school work.” “Researchers at Duke University have concluded that foreign language studies are necessary for developing higher level brain functions.” “My friends and I all think that Spanish is a great class and it really helps us every day.”

Warrant: the connection of the grounds back to the claim. This will be done in several different ways, but it is most likely going to be an explanation for how the evidence you’ve gathered proves your thesis. GROUNDS: “According to the National Foundation of Education, students who take a foreign language in high school are more engaged in their every day school work.” WARRANT: “Students who are more engaged in their daily tasks want to do better in school; therefore, foreign language education is beneficial for all high school students and should remain in the curriculum.” Remember our overall claim? CLAIM: “Schools should prioritize and expand foreign language programs so high school students can experience the bilingual advantage of cognitive growth, academic success and delay of degenerative memory diseases.” See how the warrant explains how the grounds proved the claim?

1.25 notes: Terms Counterargument (or counterclaim): A statement that asserts the opposite of a position. Perhaps your claim is just one of many positions on an issue, one of a multitude of fixes for a problem. In order to show that our claim is superior, we must defeat that counterargument. We need to refute it. Refutation: directly addressing counterarguments and proving that they are wrong or inferior. We’ve already looked at this with the foreign language claim. There is research that shows that foreign language education does have positive benefits for students, but that doesn’t make it the best solution to positively effecting change in America’s public high schools.

1.25 notes: Terms I’m guessing you know what this is, but . . .
Plagiarism: taking someone else’s words or ideas or pictures and passing them off as your own. In order to avoid plagiarism, you need to cite everything you get from an outside source. We will use MLA guidelines to format our citations, and we’ll review some citation guidelines next week. Let’s return to our texts from the beginning of class and try to apply these terms.

1.25 activity: Return to the texts
Identify the author’s claim. Identify the grounds the author uses to support the claim. What is the writer’s general subject? What is the writer’s main point? Does the writer have a particular audience in mind? Does the writer have a particular purpose in reaching that audience? What tone does the writer use in addressing the audience? Does the author use any figurative language? If so, identify it.

1.25 close: Let’s argue I want us all to imagine a problem.
It’s going to be the same problem: American high school students score lower on proficiency tests compared to high school students from other countries. That’s a big problem. How do we solve it?

CLOSE and HW 1.25 CLOSE: Campolmi.weebly.com
me: matthew1.campolmi HW: Print the vocab. log posted on my website.

1.26 Thu warm-up: understanding the vocab. log
activity 1: introducing the grad paper and picking a grad paper topic activity 2: synthesis essay introduction and assignment close: identify claim, grounds, warrant HW DUE: none HW Tonight: visit my website; print a HW tracker; me Upcoming: 1.27: begin synthesis writing bootcamp 1.30: synthesis writing bootcamp day 2 1.31: topic approval form due 2.3: synthesis bootcamp due 2.6: working bib due 2.8: unit quiz (argumentation terms, rhetorical appeals and rhetorical triangle) 2.10: vocab. log 1 due 2.13: outline due 2.17: unit essay (in-class) 2.21: unit test 2.22: 1st three pages due 2.24: vocab. log 2 due 2.27: Begin The Scarlet Letter (have first four chapters read) 3.3: final rough draft due 3.13: GRAD PAPER DUE

1.26 housekeeping: Vocab. log
Every two weeks (or so) you will turn in a vocab. log. This is a log of unfamiliar words you encounter in context. This is worth 20 informal points. There are no vocab. quizzes in this class. Let’s look at it together.

1.26 notes: The grad paper It’s a 6-8 page, argumentative research paper. The paper must synthesize (we’ll talk about synthesis more in a second) information from at least five academic sources. The paper will be MLA formatted. The paper must be about a topic for which a policy claim can be clearly and objectively argued. The paper will count for 20% of 2nd quarter’s total grade (about 7% of your semester grade). While we will might have some workdays in class, most of this paper will be completed at home.

1.26 notes: Senior year You will use your research to complete the senior portion of the grad project. The expectation is that you will complete 15 hours of community service that ties into your topic. For example, if you choose to write about the problem of food insecurity in America, then you might volunteer at a soup kitchen or food pantry. The idea is that you will document your time and present your research (academic and real-life) in the form of a 6-10 minute speech during your senior year. You may start your community service whenever you like; just be sure that you are documenting your experiences.

1.26 notes: Timeline 1.31: topic approval form
2.6: working bibliography 2.13: outline 2.22: first rough draft (three pages) 3.3: final rough draft (6-8 pages) 3.13: final paper due I will not be editing your draft along the way. We will complete peer edits, you may see me during office hours and you may seek out help from another teacher. At the end of the day, I do not have time to fully read every draft from every student and make comments unless you force me to (you, in other words, come see me during tutoring time).

1.26 notes: Portfolio Every turned in component of your grad paper must be turned in at the end of the paper. This grade will be a 50-point formal grade and breaks down as follows: Topic approval form: 5 points Working bib: 5 points Outline: 5 points First 3 pages: 5 points Final rough draft: 10 points Final paper: 10 points Final checklist: 10 points If you lose any element of the portfolio (the original document that is peer edited or written on by me), you will lose those points. Late work will be docked by half (this includes failure to include a turnitin.com submission). You’d be surprised, but it’s this grade that usually hurts students more than their grad paper grade. Slacker students routinely get 25/50 on this formal test grade. Silly, I know.

1.26 notes: Portfolio Let’s look at the rubric while we’re here, too.
At the bottom of the checklist is a spot for you to sign. Read carefully and let me know if you have any questions before you sign it.

1.26 notes: Picking a topic You’re going to be stuck with this topic for the next two years. Make sure it’s something in which you are interested, but probably not something about which you are already an expert. You will submit a topic approval form to me at the beginning of next week. I reserve the right to deny any topic. Reasons for denying a topic: Inability to sustain a 6-8 page paper Inability to create an objective policy claim Controversial for the sake of controversy Inability to complete volunteering associated with topic

1.26 activity: picking a topic
Begin with a problem. That problem should have a solution. Now that you have identified a problem and a solution (this is your claim), you have to make sure that there is something that you can volunteer with that is related to the problem. This is harder. Go around the room and fill out the um, worksheet? Whatever this thing is. See if your classmates have ideas for fixing these problems. First student to get a complete form wins a prize (prizes are non-literal).

So let’s take one of these problems. American teenagers are stressed/depressed. What are some solutions to this problem?

Problem: Stressed/depressed teens. Solution: Less testing. Solution: Mental health evaluations. Solution: More exercise. Know that you’ve got some possible solutions, you can turn these solutions into claims. You just have to find someone who can makes those solutions happen. I call this finding an actionable party.

Problem: Stressed/depressed teens. Solution: Less testing. Actionable party: Schools give less tests. But who is “schools” here? Is this a national policy you’d like to see happen? Is this something individual school districts should do? Claim: The federal government should amend the Common Core curriculum to eliminate high stakes testing. Claim: School districts should opt out of Common Core in order to focus on a holistic model of student achievement rather than standardized tests. Claim: Students shouldn’t take tests. Hmmmm. That last one isn’t going to work, is it?

Let’s try this again with a different solution. Problem: Stressed/depressed teens. Solution: More exercise. Claim: American public schools should mandate 30-minutes of physical recreation in order to decrease stress in children. Claim: Students should be encouraged to exercise. Wait? Encouraged by whom? Claim: Parents should make their children exercise. Wait? Is that actionable? Can anyone force parents to do anything? Probably not.

The process then is this: Start with a problem Identify a solution to that problem Identify an actionable party that could make the solution happen Make sure you can volunteer with this What would volunteering look like for our “less testing” and “more exercise” solutions? Less testing: volunteer at a middle school/elementary school/Sunday school More exercise: YMCA. Run around with kids during the summer.

Let’s look, then, at the topic approval form and what I expect you to turn in next Tuesday.

1.26 notes: the grad paper On Wednesday next week, I’ll give have you print out and score a grad paper using the rubric on the back of your grad paper checklist. You’ll get an idea what sort of argument you are making and how to write this essay. As a way of introducing (and practicing) the type of writing you’ll be doing with the grad paper, I’d like to introduce you to . . .

1.26 notes: Synthesis First of all, what the heck does it mean to “synthesis”? That’s an actual question. Anyone want to answer it? Cuz this is what I think about when I think about synthesizers:

1.26 notes: Synthesis All to synthesize means is to take disparate elements and combine them into one whole. THIS IS THE MOST COMMON FORM OF WRITING IN COLLEGE. Most of what you do (outside of like literary analysis which is stupid and purposeless stupid poems) in college—heck in every form of writing—is synthesis. In fact, most of how we communicate is synthesis in some (basic) way. For our purposes, you will synthesize an argument from a variety of sources. You take the sources you are given in the synthesis prompt, and synthesize them into a cogent argument of your own design.

1.26 notes: Synthesis Today you will be . . .
Given a brief description of the issue. Presented with (typically) seven sources, at least one of which is always visual. Tomorrow you will write an argumentative essay that incorporates and synthesizes at least three of the sources in support of your position on the topic. Let’s look at this in context. I’d like you to consider . . .

1.26 notes: Synthesis

1.26 notes: Synthesis What is your position on college?
Is it worth the expenditure? Should everyone go to college? What are your options if you don’t go to college?

1.26 notes: Synthesis INTRODUCTION: Many recent college graduates have faced record levels of unemployment. This situation has led people to question what they value about higher education. Some high school students and their parents are wondering if a college education is worth the cost. Others, however, believe that a college education prepares students for more than just a job or career. ASSIGNMENT: Carefully read the following six sources, including the introductory information for each source. Then synthesize information from at least three of the sources and incorporate it into a coherent, well-developed essay that evaluates whether college is worth its cost.

1.26 notes: Synth intro Take a clear stance.
Make sure, in other words, you decidedly express your claim on requiring all students to read certain texts. You aren’t disagreeing or agreeing with required reading. (Sorry, you can’t be against reading here.) Rather, you are arguing whether or not college is worth the cost.

1.26 notes: Synth intro Your argument is based on the sources.
You are required to synthesize the sources. You’re not merely paraphrasing or quoting. Just quoting using a source is not really synthesizing. The only grounds your are using is what you find in the sources. Again, be sure to cite the sources. If you are going to discuss your experiences with college (an older brother who graduated; a friend who dropped out), make sure you do so to support the grounds you’ve identified in the sources not as substitution for the sources.

1.26 notes: Synth intro 3. This is an argument, not an opinion.
Now you might have an opinion on this; you might not. It doesn’t really matter. The task isn’t to advance your opinion, but to advance your biased claim (that college is or is not worth the cost). There’s nothing wrong with bias.

1.26 close: Writing bootcamp
Over the next three classes, then, we’ll be writing and refining this essay. 1.27 (day 1): You’ll write the essay in class. HW: Take the essay home and type it. No changes will be made. 1.30 (day 2): Using your typed copy, you will make revisions based on notes given to you in class. HW: Take the revised essay home and type it. 2.1 (day 3): Using your second draft, a peer will revise and edit your paper: HW: Take the peer-revised essay home and type it. 2.3 (final day): You will turn in a portfolio of your work. The portfolio will include the initial draft you wrote in class, your self-revised copy, your peer-revised copy and your final draft. I will score the final draft with the rubric that I’ll introduce you to on Monday in class. This will be a 50-point grade. Let’s look at the rubric for this assignment to make sure we’re all on the same page.

1.26 warm-up Analyze this ad.
Identify claim, grounds, warrant. TEXT: The difference between “just smoking” and really enjoying your smoke is the taste of a cigarette. You can taste the difference in the smoother, mellower, more enjoyable taste of a Lucky, and for two important reasons. First, Lucky means fine tobacco, fine mild tobacco that tastes better. Second, Luckies are made to taste better. A month- after-month cigarette comparison measuring those important factors of workmanship that affect the taste of a cigarette proves Lucky Strike is the best made of all five principal bands [of cigarettes]. That’s a fact—established by The Research Laboratory of The American Tobacco Company.

CLOSE and HW 1.26 CLOSE: HW: Campolmi.weebly.com
me: matthew1.campolmi Print the HW tracker. Your first assignment will be tracked on it tomorrow. What is your first assignment? Go back up a couple of bullets.

1.27 Fri warm-up: activity 1: activity 2: close:
HW DUE: You’ve ed me. This goes on the HW tracker as “ .” HW Tonight: Upcoming: 1.27: begin synthesis writing bootcamp 1.30: synthesis writing bootcamp day 2 1.31: topic approval form due 2.3: synthesis bootcamp due 2.6: working bib due 2.8: unit quiz (argumentation terms, rhetorical appeals and rhetorical triangle) 2.10: vocab. log 1 due 2.13: outline due 2.17: unit essay (in-class) 2.21: unit test 2.22: 1st three pages due 2.24: vocab. log 2 due 2.27: Begin The Scarlet Letter (have first four chapters read) 3.3: final rough draft due 3.13: GRAD PAPER DUE

1.27 housekeeping: HW tracker
10 spots. 5 points for a fully completed assignment. 3 points for a fully completed late assignment. 2 points for a half-completed on time assignment. 0 points for half-completed late assignment or (obviously) no assignment. We typically get through two of these (one for each quarter, more or less).

1.27 activity: Writing your essay
60 minutes to read through the sources and write your essay. I recommend ten minutes to read/annotate the sources and fifty minutes to write (I’ll let you know when ten minutes are up). I suggest that you have an introduction with a claim and at least two body paragraphs. A good rule of thumb is to use two sources per body paragraph. You may quote or paraphrase, but you must use information from a minimum of three sources and you must cite. A conclusion is optional—lacking one will not negatively affect your score. When you have finished, let me know and I will come over and sign the bottom of your draft. Take this draft home and over the weekend type it as is.

1.27 close: post-essay writing
If you have a Google drive (and I’m not sure why you wouldn’t at this point) or if you brought a flashdrive or if you have your own computer, you can begin typing your essay with whatever time is left. Once time is called, everyone will follow the instructions on the next slide for registering a turnitin.com account.

1.27 activity: Writing your essay
10 minutes to read/annotate sources, 50 minutes to write essay (60 total) Introduction with clear thesis Minimum two BPs (recommend two sources per BP) Minimum three sources and cite sources Conclusion is optional Go to turnitin.com Register for an account if you don’t already have one. Enroll in this class using the info below. ID: password: whitman

CLOSE and HW CLOSE: HW: Take the essay you wrote today and type it. You should not be making changes to the essay. Type it as is. Topic approval form is due on Tuesday.

1.25 Wed warm-up: introductions and binders

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