In today's class, we started with a quickwrite. The quickwrite questions were as follows:
1. What topic did you choose for your argumentative essay?
2. What side will you be taking on the issue?
3. What attracted you to this topic?
4. What is the biggest difficulty you foresee in the writing of this paper?
I then gave in-class time for students to complete steps 4 and 5 from the argumentative essay assignment sheet. These steps are as follows:
Whatever you did not finish in class for these two steps of the writing process is your homework. Please come to our next class with your outline completed and all of your sources selected. Below, I have attached a template for your essay outline.
In today's class, we started with a quickwrite. The prompt was as follows:
1. Is Kurt Vonnegut making an argument in the story "Harrison Bergeron"?
2. What is he arguing for?
3. What is he arguing against?
After writing on the quickwrite and discussing student answers, we went through the homework questions as a class.
Next, I introduced the technique of counterargument. This technique consists of bringing the opposition's claims and arguments into your argumentative essay and refuting them. Here is the handout I gave on the topic of counterargument:
After discussing counterargument, I introduced the argumentative essay assignment. The attachment below explains the assignment and gives a long list of possible topics. The homework for our next class is to complete the first three steps of the assignment. These three steps are as follows:
Please come to our next class with your topic chosen and well-researched.
In today's class, students turned in their arguments in response to the article on high school start times. Students then participated in a peer critique session reading each others' work and giving feedback centered primarily on the use of the rhetorical strategies of ethos, pathos, and logos. At the end of class, students turned in their peer critique forms and their arguments. I have attached the peer critique form below:
I then handed out a short story with literary response questions for homework. This assignment is due next class:
In today's class, we went over student responses to the article on distracted driving (handed out last class). This discussion focused on the author's use of the rhetorical devices of ethos, pathos, and logos.
Next, I handed out a portion of Dr. Martin Luther King Jr.'s "Letter from Birmingham Jail." We discussed the historical context of this letter. Then, students worked in groups to annotate King's use of ethos, pathos, and logos in the course of his argument. Here is a copy of the text we read and annotated:
Then, I introduced the homework assignment. This assignment consists of an article and an argumentative response involving the use of ethos, pathos, and logos. I have attached the article below. The assignment instructions are on the last page. This assignment is due one week from the date assigned.
In today's class, we discussed an article on school uniforms (handed out last class), and we also discussed an article on the effects of Google (handed out before the two-week break). The focus of these discussions was to recognize and analyze the ways in which the authors attempted to persuade their audiences.
We then began looking at the classical rhetorical strategies of Ethos, Pathos, and Logos. We discussed these concepts. I then handed out an informational sheet on these three concepts and an assignment to practice recognizing them within an argument. The informational page and the assignment are linked below.
Today in class, we took a vocabulary test on words from "The Sentinel" by Arthur C. Clarke. Then, I handed out an article on the issue of school uniforms (linked below). The assignment instructions are at the bottom of the second page. Please bring the completed assignment with you to our next class.
Chris Trompas - English teacher at the Learning Choice Academy in Chula Vista and La Mesa, CA.