We will take up the Orwell questions and then I want to talk to you about the essay you’ll be writing. It will be either argumentative or persuasive so first let’s review the difference between argumentative essay and a persuasive essay. I will say a statement and you decide whether that statement is representative of a persuasive essay or argumentative essay.
In groups, I will have you brainstorm what you have to do to write an effective persuasive essay or argumentative essay. Then we’ll talk about what you need to learn in order to meet those expectations.
Heads up: we will be doing a test where you have an essay sight passage and questions about rhetoric, logic, Orwell’s rules, thesis, supporting details. We will discuss a date for this.
Today we will continue with Politics and the English Language. Here’s what you need to do:
- Submit the questions for Politics and the English Language
- Create a meme for the Orwellian rule that you think is the most important. Try using this site and post it here:
- Bonus: Find a tweet or quotation by a politician that breaks one of Orwell’s rules and share it here:
Return to Politics and the English Language. (dun dun DUN!!!!!)
Ms. Armstrong has an evaluation she would like you to do.
Today you’re going to apply what you’ve learned about literary theory by applying each theory to a different film clip to analyze the implicit meaning of the clip. See Google Classroom for a reflection to complete after the exercise.
PS You need to be logged in to your gotvdsb account to see the site.
Today Ms. Armstrong will finish the literary theory power point with you. Bring your books for silent reading.
We’re putting Politics and the English Language on hold for now. Yes, I know it’s long. You can handle it. Trust me.
Today we’re returning to literary theory. just to “firm up” your understanding of the six different theories. The information in this presentation will be necessary for you to complete an assignment on Tuesday.
Hi folks, both Ms. Armstrong and I are away today but we’re leaving you in good hands. Here’s what you’re going to do:
Start with 15 minutes of silent reading. Then….
Have a look at the following terms:
- Correctional facility
- Friendly fire
- Collateral damage
Discuss the meaning of these terms with a partner and be prepared to share your responses. Is there a problem with these terms?
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.
We’re continuing with debates today. Then we’ll move on to the lesson on logical fallacies posted yesterday. Have this done before class tomorrow.
Ms. Armstrong is going to continue taking you through a debate exercise today. If you were away on Thursday, you will be added to the existing debate teams.
After that, Ms. Armstrong is going to teach you about logical fallacies and you will conclude class by reflecting on the logical fallacies you or your team used in the debates. Why do you think knowing about logical fallacies would be useful in a debate? Where else might it be useful?