We’re skipping silent reading today but please remember I’m expecting you to comment on one of your classmates’ blogs this week.

We will return to developing the success criteria for your essay.

Then we’ll work on brainstorming ideas for the essay. You will have a work period tomorrow. A completed outline will be due by the end of class tomorrow.

Today we’ll begin with some silent reading as usual and then quickly review errors in logic. Then I’ll have you identify errors in a sample essay.

Our next step is to apply what you’ve learned about persuasive and argumentative essays by writing one.

But before we do that I need to discuss your literary theory projects (which I’m almost done marking) and the concept of assessment criteria.

Here’s what I need to know that you can do:

We are learning to write an essay that demonstrates our understanding of Orwell’s writing rules and rhetorical strategies.

I will know I am successful when I can….

• have an effective introduction that includes a clearly stated thesis
• use logos, pathos, and ethos effectively to persuade/convince my reader
• avoid obvious errors in logic that would allow a reader to poke holes in my thesis
• follow all six of Orwell’s rules:
  • don’t use pretentious diction/jargon
  • never use a long word when a short one will do
  • never use the passive when you can use the active
  • never use a metaphor you’re used to seeing
  • if it’s possible to cut a word out–do it
  • break a rule if following these rules makes your writing sound awful
• express my ideas concisely
• support my ideas with sufficient evidence
• use MLA format (citations, indenting paragraphs, double spacing, etc.)
• include citations if necessary (if I used a quotation or referenced a fact or idea that is not my own)
• include properly formatted Works Cited if I used citations
• demonstrate the difference between an essay of argument or a persuasive essay
• use correct spelling, grammar, and punctuation
• express my ideas in well-developed paragraphs: state, illustrate, explain
• have an effective conclusion that restates the thesis (and if the essay is persuasive, prompts readers to change their thinking)

PS: You’re writing an essay anyway, why not make some money?

Essay contest #1

Essay contest #2

 

Today we’ll start with silent reading and then discuss blog posts. By the end of this week I would like you to have commented on at least one blog post. So what makes a good comment?

Good blog post comments…

• Extend the conversation;
• Begin with a compliment;
• Make specific reference to something in the post;
• Ask clarifying questions/make connections;
• If you disagree you are encouraged to say so but do it in a way that is polite and constructive.
• Are 2-3 sentences.

Next we will discuss the difference between an essay of argument and a persuasive essay.

The Persuasive Essay

• its purpose is to gain the audience’s assent (agreement)

• does not try to present a balanced point of view – not obligated to be “fair” but may anticipate arguments

• frequently appeals to the reader’s emotions rather than to logic

• may use the tools of propaganda: repetition, hyperbole, vivid analogy, imagery, appeal to authority, connotation

• an effective persuasive essay uses strong sincere reasons, vivid illustrations and sound comparisons

• it presents its points logically and clearly, but its greatest appeal is to emotion – uses responsible appeals to emotion

• begins with a concise statement of position on the issue

• supports its position with valid evidence and logical arguments (see methods of proof)

• ends in a way that prompts readers to change their thinking

Methods of Proof

Persuasive essays, indeed, all essays must use proof that stands up to careful scrutiny, even if the proof is only supporting an opinion.  Readers must continually ask themselves if the proof is reasonable under the circumstances.  What follows are some methods of proof.

• historical reference: events from the past that support an idea, must relate in some way
• illustrations: contrast, similarities, scenarios, current events
• quotations: from a knowledgeable source, appropriate
• opinions: personal beliefs that are reasonable and logical
• reference to authority: experts, wise or experienced individuals, recognizable, incontrovertible (beyond doubt)
• personal observation: clearly explained links
• facts: research, accepted truths, statistics
• anecdotes: stories, incidents which illustrate point
• rhetorical question: focuses the reader, writer goes on to answer the question almost like an authority
• analogy: a comparison which illustrates the point
• literary devices, diction, humour, figurative language: may be used to sway reader
• emotional appeals: often not valid, may be used legitimately to create a sympathetic ear in the audience; use of inclusive terms, not usually a method of proof to which a thinking reader gives much weight.

Use a Venn diagram, to illustrate the similarities and differences between an essay of argument and a persuasive essay.

Then identify the logical errors in the following essay. On-Death

 

 

Let’s talk  about logic:

 

Logical Thinking and Argument

You will apply your knowledge by writing a paragraph arguing for or against one of the following positions:

• Hunger Games style tournaments should be held each year in London.
• Twilight represents the pinnacle of literary achievement.
• Cats are better than dogs.
• Vegetarians are morally superior to the rest of the population.

Include at least 3 examples of faulty logic and be prepared to identify them.

PS please have your blog post done before Monday morning. See Wednesday’s post for details.

Silent reading

Share tweets that you found that are examples of political language “defending the indefensible.”

Take up Orwell questions.

Meme contest:

I want to take Orwell’s 6 rules a good writer must follow and turn them into memes that we can post in our classroom.

You are going to sign up for one of the rules submit your meme to google classroom.

See google classroom for both an exemplar and a link.

There winners of the very best memes will have the honour of having their memes printed in colour and given prominent status in the classroom. They may also have the honour of a sugary treat.

We will start with silent reading and then do a note on the essay of argument and move on to the Politics and the English Language essay. (See yesterday’s post).

Options for this week’s blog post:

Discuss how an aspect of the literary theory of your choice reveals some implicit meaning about your novel.

Discuss the author’s use of logos, pathos, and ethos.

Identify 3 different literary devices and explain how they are used to create meaning.

In this week’s blog post, please try to have 3 well developed paragraphs, specific support from the text, and a picture.

Have a look at the following terms:

• Pre-owned-vehicle
• Correctional facility
• Friendly fire
• Collateral damage
• Coalition of the willing

Discuss the accuracy of these terms with a partner and be prepared to share your responses.

Next, a note on:

The Essay of Argument . . .

1.    Goes for the brain:  its aim is to convince the reader through reason and logic.
2.    Thesis is used as a proposition:  a statement of supposed fact or truth that is being proved or defended.
3.    Argues fact and opinion, not taste.  Support uses careful reasoning and sufficient evidence.
4.    Uses convincing evidence.  Is precise.  Provides facts, statistics or illustrations, personal observation.
5.    Appeals to authority.  Uses relevant, timely statements and opinions of respected authorities to back up proposition.
6.    Appeals to common sense.
7.    Begins with sound premises.
8.    Avoids triviality.
9.    Is organized carefully; begins and ends with stronger arguments.
10.    Controlled tone.  Is moderate, reasonable and considerate.  Avoids sarcasm, ridicule, loaded diction, exclamation points, heavy absolutes (such as, must, at all costs, absolutely necessary).
11.    Avoids logical fallacies.
12.    Recognizes and anticipates arguments from the other side, which lend credibility to its arguments and gives the writing more energy, since the give-and-take of argument produces momentum.

Politics and the English Language questions

We will begin with silent reading.

Your literary analysis projects are due today along with the self evaluation.

I’m also looking for your rhetorical strategies assignments.

Then we will take up the questions from the essay on Thursday.

Next:

Choose one of the following examples, and complete the pattern using the Russell example as a model:

1. I am kind; you are ___________; he is ________________.
2. I have high standards; you are_____________; she is _______________.
3. I am thoughtful; you are_____________; he is__________________.
4. I am proud; you are ____________; she is_______________.

Sentence Fluency

How would you describe the different impressions these sentences leave you with?

One of the ways you can add rhythm and flow to your writing is by using sentence variety and alternating your use of simple, compound, complex, and compound-complex sentences. Have a look at the following interactive element to review the differences between this sentence types.

Sentence Structure