1. English I Honors—September 17, 2015
Daily Warm-up: Identify the types of evidence used in the examples below:
1. My neighbor's house and my house are both ranch homes with two bathrooms. They probably both use copper plumbing.
2. Over 75% of the murder victims in cases resulting in an execution were white, even though nationally only 50% of murder victims generally are white.
3. Water is made of hydrogen and oxygen.
4. What if a prisoner who was wrongly accused was put on death row?
5. To thwack a child over the head because he does not get his lesson is about as wise as it would be to rap a watch with a hammer because it does not keep good time.
6. When I dropped out of college, it wasn’t the popular decision. Many criticized me saying that I, “gave up on what could have changed my life.” Today, I make 150,000 a year and I never have to answer to anyone but myself. Homework:
Reading Plus due at 11:59 on Sunday.
Study for Lesson 9 and 10 Vocabulary Quiz tomorrow

2. Lesson 9 Vocabulary blighted—v. spoiled, harmed, or destroyed
incomprehensible—adj. not able to be understood; not intelligible
serene—adj. calm, peaceful and untroubled; tranquil
bemused—adj. puzzled, confused, or bewildered.
ephemeral—adj. lasting for a very short time

3. Lesson 9 Vocabulary
ambivalence—n. the state of having mixed feelings or contradictory ideas about something or someone.
lament—v. mourn (a person’s loss or death).
nostalgia—n. a sentimental longing or wistful affection for the past, typically for a period or place with happy personal associations.
vibrant—adj. full of energy and enthusiasm.
reminiscent—adj. suggesting something by resemblance.

4. Lesson 10 Vocabulary millennium: n. a period of a thousand years
millipede: n. a myriapod invertebrate with an elongated body composed of many segments, most of which bear two pairs of legs.
millionaire: n. a person whose assets are worth one million dollars or more.
millefleurs: n. a pattern of flowers and leaves used in tapestry, on porcelain, or in other decorative items.
millisecond: n. one thousandth of a second

5. Lesson 10 Vocabulary milligram: n. one thousandth of a gram.
milliliter: n. one thousandth of a liter
mile: n. a unit of linear measure equal to 5,280 feet, or 1,760 yards 
millimeter: n. one thousandth of a meter
milestone: n. a stone set up beside a road to mark the distance in miles to a particular place; an action or event marking a significant change or stage in development.

6. Unit 1 EA2— Writing an Argumentative Essay
Your assignment is to write an essay of argumentation about the value of a college education. Your essay must be organized as an argument in which you assert a precise claim, support it with reasons and evidence, and acknowledge and refute counterclaims.

7. Unit 1 EA2— Writing an Argumentative Essay
Skills and Knowledge:
Write a well-developed introduction with appropriate background, a clear explanation of the issue, a claim, and a thesis.
Present body paragraphs that strongly support the central claim with relevant details.
Summarize counterclaims and clearly refute them with relevant reasoning and evidence.
Conclude by clearly summarizing the main points and providing logical suggestions.
Follow a clear organizational structure with a logical progression of ideas and effective transitions that move the reader through the text.
Integrate credible source material into the text (with accurate citations) smoothly.
Use a formal writing style and correct spelling, with excellent command of standard English conventions.

8. EVIDENCE
Facts & Statistics - Numbers from surveys, studies, or observation, as well as pieces of commonly accepted information
Analogy – Comparison between two things to support conclusions about one based on similarities to another

9. EVIDENCE
Personal Experience/Anecdote - True story that describes a person’s experience relative to the topic
Illustrative Example - Description of a specific example to support the validity of a generalization

10. EVIDENCE
Expert/Personal Testimony - Use of a person’s words to support a claim, whether the person is like the audience or an expert
Hypothetical Case - Use of a possible scenario to challenge the audience to consider the claim

11. Texts: America’s Schoolchildren
New school year, old story: Education pays (Pg.
Quotes about education
Five Ways Ed Pays notes

12. A. Types of Evidence/Support B. Example from Class Readings/Viewings
C. Used to. . .(logos, ethos, pathos? In what way?)
Facts and Statistics
Analogy (figurative or literal)
Personal Experience/Anecdote n
Illustrative Example (brief or extended)
Expert/Personal Testimony
Hypothetical Case

13. Why College Isn’t for Everyone/Actually, College is Very Much Worth It
As you read the essays, mark the text for the following:
claim (also write this in the chart on p. 81)
support/evidence (also write this in the chart on p. 81)
counterclaims/refutations (also write this in the chart on p. 81)
conclusion/call to action (a final challenge to the reader to take action)
Answer the Key Ideas and Details questions on a separate sheet of paper.
Answer the following on your paper:
Who is the audience for this essay? Use text support.

14. Identify Elements of an Argument
Why College Isn’t for Everyone
Central Claim
But for many, attending college unequivocally is not the right decision purely on economic grounds.
Support/Evidence
Earnings have nothing to do with college but with other traits.
More than 40% fail to graduate and make little more money but have debts and lost earning accrued while unsuccessfully pursuing a degree.
Earnings vary considerably between different schools and majors.
The number of new college grads exceeds the growth in the number of jobs.
Counterclaims
Does this mean no one should go to college? Of course not.
Refutations/Support
College is more than training for a career and high school students with certain attributes are less likely to drop out of school. Graduates in the top quarter of their class should go to a 4-year program.
Conclusions/Call to Action
Those in the bottom quarter should not go to college (opt for alternatives).
Those in the middle should go to a 2-year program and then transfer to a 4-year school.

15. Identify Elements of an Argument
Actually, College is Very Much Worth It
Central Claim
86% of college graduates still felt it was a good investment.
Data make clear that getting a college education is a good idea—college graduates earn more and are more likely to have a good job in the first place—it is important for some Americans.
Support/Evidence
Anti-college sentiment is nothing new.
Zuckerberg and Jobs’ companies are bursting with college graduates.
Most effective social mobility strategy we have.
College dropouts earn $712 vs. college grads $ College grads have better benefits.
Unemployment was 5.4% for college graduates.
Children from low-income families gain more by going to college.
Counterclaims (Come first in this article)
Lately its become fashionable to question whether it’s really “worth it” to go to college. Americans would be better off skipping college.
Concessions/
Support
“widespread dissatisfaction”, “only 40% of Americans felt that college provide “excellent” value for the money.”, “there are rewarding jobs without going to college.”
Conclusions/Call to Action
There are a lot of benefits for going to college. When people who worked hard to achieve something that benefitted them start telling you that it’s really not all that important or useful—beware.

16. Check Your Understanding
1. Which writer presents the more convincing argument? Why? Cite evidence to support your conclusions.
2. What elements, if any, do you think are missing from either of these pieces? Explain.
3. Why do you think Andrew J. Rotherham disclosed at the end of his article that he is a member of an educational group? How does this disclosure affect your perception of his argument?
4. Look through both articles, and list the types of evidence used to support the argument (facts/statistics, analogy, personal experience, illustrative example, expert testimonial, or hypothetical case)

17. Introductory Paragraph
Write an introductory paragraph to your argument essay about the value of education. Make sure to provide a hook and state your claim in the last sentence of your introduction.