Lifeboat Ethics

Obj:  I can evaluate the effectiveness of Hardin’s and Singer’s arguments by comparing and contrasting the techniques they use to persuade.

1. Opener: Check Google Classroom!
2. Hardin: "Lifeboat Ethics"

• What did you think? Were you convinced?
• What was his claim? How did he use counter-claims?
• Questions/Outlines
• Which appeals?
• Diction?

3. Peter Singer's Solution to World Poverty

• Read aloud
• Annotate
• Singer Outline and Questions

Rogerian Arguments

Obj: I can use specific types of reasoning (inductive or deductive) and two different types of evidence in a practice essay.

1. Check-ins
2. Types of Evidence
3. Willing to Compromise: The Rogerian Approach
4. In-Class Essay

H.W.: Read Hardin’s essay “Lifeboat Ethics”

Answer the questions as you read (short), take TONS of margin notes, AND write an outline of the article--one page of delineating his claim, major points, evidence and reasoning.

Types of Reasoning in Argumentation

Obj: I can explain the difference between inductive, deductive and causal reasoning and evaluate an author’s use of these in texts.

1. Poetry Out Loud:

School competition is December 19th at 6:00 PM. Who’s in????

2. JFK Speech Example: Thoughts??
3. Reasoning: Inductive, Deductive, and Causal

• Inductive. Arguing from examples to support a conclusion; includes reasoning by analogy. Examples should be sufficient, typical, and representative to warrant a strong argument.
• Deductive. Deriving specifics from what is already known; includes syllogisms. Premises that lead to a conclusion must be true, relevant, and related for the argument to be valid.
• Causal. Argues to establish a relationship between a cause and an effect. Usually involves a correlation rather than a true causal relationship.

What type of reasoning? My Cousin Vinny

What type of reasoning? Legally Blonde

Take out your arguments from last night--what type of reasoning?

4. Fallacies: arguments that are flawed by their very nature or structure.  There are tons (one source said 125…) but rather than memorize names & definitions, understand that you should critique the argumentation presented--is it valid or fallacious?

• Scare tactics --Hasty Generalization
• Either-or scenarios --Begging the question
• Slippery Slope --Straw Man
• Sentimental appeals --Faulty Analogy
• Bandwagon
• Ad hominem

HW: Read "Love is a Fallacy" by Max Shulman and answer the Q's

Explaining Parts of Toulmin's Argument

I can explain the parts of an argument after studying Toulmin’s argument and the classical arrangement.

1. Speeches!
Take out your speeches and select a portion of it to share out loud with the class. Let’s hear ‘em!

2. Partner Debates
a) Partner up!
b) Partner 1 chooses a number (1-5) out of the hat--that is your issue to debate.
c) Partner 2 flips the coin.  Heads = you argue YES on the referendum; Tails = you argue NO on the referendum
d) Partner 1 gets 2 minutes to convince the audience; then partner 2 gets 2 minutes.

VOTE AGAIN! Did anyone change their minds? Why? What was effective in the debates that you heard today?

3. Toulmin: Big Ideas

• Claim--thesis
• Reasons--support claim--the why or because statement
• Data/Grounds--the factual evidence that supports reasons or claims
• Warrant--the reasoning/connection/assumption that links claim and support--this is often implied or assumed and not explicitly stated *Tip: figuring out the warrant and evaluating its merit can often help bolster or breakdown an argument
• Backing--support for the warrant--explains why it is true
• Rebuttal--counterargument--other side and refutation
• Qualifier--can come at end or attached to claim; qualifies the argument to make it more reasonable or realistic

a) Discuss HW

b) Partner Activity: Identifying parts of Toulmin's argument

H.W.: Using the packet on Toulmin’s argument, find an article of your own and label the parts.

Intro to Toulmin's Argument

Adj: I can explain the parts of an argument after studying Toulmin’s argument and the classical arrangement.

1. Turn in your speeches on google classroom--we will be looking at these next class.

2. Argument vs. Persuasion: Intro to Toulmin

• Watch Monty Python video (3 min)Argument is about convincing audience of your point of view. It is more discussion-oriented or about showing your thinking on an issue. It includes and analyzes different points of view. Persuasion is about changing your audience’s mind. It’s a call to action. It uses select information (only) that favors a your point of view. 
• Read Chapter 1: "Modern Application of Ancient Rhetoric." Make notes in the margins, ask questions, etc. Some of these terms are familiar already from our rhetorical analysis unit, while some of these terms apply more specifically to argumentation.
• Pay particular attention to The Toulmin Scheme at the end.We are going to practice breaking down warrants in order to understand people’s line of reasoning (what are the underlying assumptions they are making in their argument? How do they connect evidence to claims?)
• Do the Toulmin Argumentation Exercise--Identifying parts of an argument. Read and annotate the argument, and answer the questions on the back. Due next class!

Gen Patton Speech to the 3rd Army

LT: I can compare and contrast how rhetorical devices function in two different speeches

1. Opener: Trade essays with a partner and asses using rhetorical analysis rubric

2. Grammar Lesson of the Day: Misplaced and Dangling Modifiers!

3. Last Speech!: Gen Patton's 3rd Army Speech

• Compare to Gettysburg: what rhetorical strategies do the two men use to win over their audience? 

4. Assign Speech: Brainstorm topics

Rhetorical Analysis in-class essay (summative assessment) next class!

Analyzing MLK's "I Have a Dream" Speech

Obj: I can use questions to complete a says/does analysis of a speech and create an outline for a rhetorical analysis essay.

1. Quiz on Rhetoric

2. Watch video/listen to speech and annotate on own.

3. Partners: SAYS/DOES and QUESTIONS

1. Number your paragraphs!!
2. Watch the video/listen to the speech--mark your text for rhetorical devices.
3. ALSO, try to follow his line of reasoning--what is his thesis or main claim and what are his supporting points of argument.
4. THEN, 1) read through the text again completing a SAYS/DOES analysis of each paragraph. What is the paragraph saying, what is its effect?
5. ALSO, 2) answer the questions on the back of your speech--some of these can be marked in your margins, some will be on your says/does chart. Just make sure you cover them all!

5. OUTLINE an essay

Prompt: What is the purpose of MLK”s famous speech and how does he convey that purpose?

Outline:

--Context

--Message

--Main points/arguments

--Techniques

--Textual examples

H.W.: Write the I HAVE A DREAM rhetorical analysis

Analyzing MLK's "Letter from Birmingham Jail"

Obj: I can demonstrate my knowledge of rhetorical terms, strategies, and appeals by analyzing MLK’s “Letter from Birmingham Jail.”

1. Opener: Thesis: Look over your essay, “Vietnam in Me.” Find your thesis statement, bold face it, and post it in CLASSROOM. Then, read each other’s and comment on them! Are they similar, different?

2. → Check for missing assignments and TURN IN!!!!

3. Partners: MLK’s letter

1. You will work in partners.
2. Take turns reading paragraphs (or sections) out loud. Try to hear some of the techniques he is using. Pay attention to diction to get a sense of appeals.
3. Pay attention to syntax to help you follow his argument--his line of reasoning (logos).
4. His arrangement will follow a classical model. Take out your notes if need be!
5. Look for rhetorical devices, as well.
6. Use your SOAPSTone to help you put it all together in the end.
7. FOCUS QUESTION: What is his purpose (point) in this letter and how does he     convey that purpose?

H.W.: QUIZ on rhetoric on Thursday!!!