September 25th Assignment

Class,

We are working on deconstructing arguments and building our own. Often, part of deconstructing arguments means that we first need to consider the source. This week, we looked at many examples of Fake News, Propaganda, Satire, and Scholarly sources. I hope you found this valuable. When we are working on research, we need to make sure that we are dealing with reliable information. Keep this in mind as we work throughout this year's assignments.

Our next novel is The Giver. Please secure this as soon as possible. I will be assigning your reading out this starting this week.

Your next essay asks you to deconstruct an advertisement. If you cannot find the prompt, I am copying it below. Please bring your ad into class this week. We ran out of time last week before we could examine them.

You will need to bring in a copy of  your rough draft to class on October 8th. Please don't wait to get started on this. :)

Prompt for Essay 1: Deconstructing Advertising (Example Essay)

Considering the issues raised during our class discussions on Plato’s “Allegory of the Cave,” propaganda, and advertising, your assignment is to find a print advertisement from a magazine, newspaper, or website, (or use one of the ads from the PowerPoint) and write a 500-750 word response that analyzes and explains how its images and text work to form an argument.

Brainstorming suggestions/ Questions to consider:

·     Identify the intended audience and primal motivator (fear, guilt, peer pressure, sex, patriotism, etc.) of the ad and address the perception that if that person buys the product presented, he or she will obtain the things, experience the scene, or become the image portrayed in the ad.

·     In your thesis, consider forming your argument around your interpretation of whether a false portrayal in the ad exists. In other words, what differences are there between real life and the images of life presented in the ad? Is the advertisement’s argument convincing? Why or why not?

·     How do the design, colors, images, and/or text suggest and reinforce the “argument” of the ad?

Essay Expectations:

·     An introduction paragraph that states a clear thesis or argument.

·     Two body paragraphs that logically develop and explain your thesis with concrete, specific examples/illustrations and explanations of the evidence you provide. 

·     A brief conclusion paragraph that wraps up your essay.

·     Give your finished essay a descriptive and relevant title.

·     Also, please attach your print ad to the back of your essay for reference (or provide a web link) if you choose an ad not on our PowerPoint.

Important: No outside research is required or should be used for this paper. Please do not include the opinions or ideas of anyone but yourself. This assignment should represent your own arguments and analysis of a text and should not be a report or summary of others’ thoughts or ideas, including mine. 

Paper Format: Please adhere to the conventions of MLA formatting:

·     12 pt. Times New Roman font, 1 inch margins, Double-spaced with heading in top, left corner with Name, Class, Instructor’s Name, Date. (No Works Cited page is necessary for this paper.)

Due Date: Beginning of class, Tuesday, October 16^th. 

Week 8 Vocabulary

1. abstain (v): restrain oneself from doing or enjoying something

2. haughty (adj): arrogantly superior

3. tenacious (adj): not letting go of or giving up on something one holds dear

4. acquiesce (v): accept something reluctantly, but without protest

5. lampoon (v): publicly ridicule

Week 7 Vocabulary

1. cantankerous (adj): argumentative and uncooperative

2. deride (v): to verbally rip apart

3. debacle (n): a disaster

4. temerity (n): excessive or foolish boldness

5. ennui (n): dissatisfaction or exhaustion caused by boredom

September 11th Assignment

Please finish reading The Hatchet and prepare for your literary circle. Remember that you will try out many new positions on your circle, so don't get "stuck" with only one job. Our literary circles help you to expand your thinking beyond your own. These help you to learn to discuss books with other people, to participate with a team, and to open your eyes to ideas beyond your own. Books are generally read independently, but our discussions of them should be done collaboratively.

Next week, you will be asked to write your essay for The Hatchet, so please take good notes in your circles. They will come in handy! Also, please keep up with your vocabulary words.

Week 6 Vocabulary

1. noxious (adj): very harmful

2. bilk (v): to cheat someone out of money

3. replete (adj): well-supplied with something

4. blasphemy (n): profane talk about holy or sacred things

5. absolution (n): formal release from guilt or punishment

September 4th Class Review

Yesterday, we learned about MLA formatting, an academic paragraph, and held our first literary circle. It seemed to go fairly well for the first meeting! This week, read the next five chapters (11-16) of The Hatchet and prepare an academic paragraph. 

There are some simple guidelines for putting our argument together, which I call the Academic Paragraph. While there is certainly some space to work with regarding our own writing styles, good academic writing generally has a claim. This could be taking a stand on a particular side of a debate, or more simply, writing about the most compelling, most confusing, or most controversial (three C's) element in your readings. Usually, if you are working with "the most" you are making an argumentative claim. This is what we want. We aren't just looking for a summary here. I want you to engage a little deeper with your source and think critically.     

Here is a basic outline for a solid paragraph:

     1.    Make a claim. 

     2.    Define what you mean or make a concession.

     3.    Use textual evidence to support your claim.

     4.    Explain how that evidence supports your interpretation.

5. Conclude your paragraph by reminding your reader of your initial claim.

As you can see, your paragraph needs at least five sentences. I will have examples posted to this page as our class begins. We will also practice these in class so that each of you knows what is expected. 

Here's an example paragraph:

                                           Ideologies, Adolescence, and Struggles 

         John Green’s Looking for Alaska is a compelling example of adolescent literature, particularly with its exploration of ideology. “Pudge” enjoys sitting in his religion class and his big assignment is to explore what he thinks is the most important question the three main religions seek to answer. This broad assignment not only gives us a glimpse into Pudge’s mind but also introduces how his ideology is formed and tested. When he wrestles with finding a conclusion, he abandons the formalities and tells us what he thinks and he says, “People, I thought, wanted security. They couldn’t bear the idea of death being a big black nothing, couldn’t bear the thought of their loved ones not existing, and couldn’t even imagine themselves not existing. I finally decided that people believed in an afterlife because they couldn’t bear not to” (100). With this novel, we participate in the struggle with him to find meaning in life and death. These ideologies will later be tested with the loss of his first love, and those ideologies he struggles to define will become some of the most important issues he will face. 

You'll notice that the quote I used in this paragraph is followed by the page number in parenthesis. This is the standard MLA documentation style for quotations. The text is italicized. Remember, short pieces like poems and song titles, and even short stories, are in quotations. Longer pieces, like novels, albums, and movies are italicized. You can find more about this under the tab "Things I'm Picky About."

When you are adding in a quote, your goal is to embed it into your own original sentence. Avoid dropping a quote in and leaving it filling that space without you somehow working it into your own context. And if you drop a quote in and do not provide an explanation, the quote is awkward and leaves the reader trying to make meaning out of your conversation. Don't give them the opportunity. A good argument provides the interpretation. Let your reader know exactly what this quote proves and its significance. 

Your paragraphs are not limited to five sentences, but that is the absolute minimum for an acceptable length. They can be longer. Here's an example of a longer paragraph that includes all five elements with a little more expansion. :

                                       Huckleberry Finn: First-Person Perspective

         Huckleberry Finn is compellingly told from the first-person perspective, which helps to align the novel with the adolescent literature criteria. The reader is immediately pulled into Huck’s narrative, and through this, we are better able to witness his transition from a playful boy to a compassionate young man. When Huck is lost in the fog, we empathize with his fears and his return to Jim’s side brings relief; however, his dirty trick of gaslighting Jim into believing it was all a dream reminds us of the child that Huck truly is. It is through Jim’s rebuke that we feel Huck’s shame, remorse, and humility. When Huck says, “It made me feel so mean I could almost kissed his foot to get him to take it back” we see a significant change in Huck (47). He becomes compassionate and thoughtful and we see how his relationship with Jim has changed from one of traveling companions to one of deep respect and friendship. Having this story told through Huck’s perspective brings in a more raw and emotional element than one that would be told through a narrator, and that emotion is what helps connect the reader to this story, adolescent or otherwise.

What happens if you don't have a quote? Well, you still need evidence. Here's an example of an academic paragraph that has no quotations but uses evidence in another fashion. How is my claim supported? 

Probably one of the most famous portrayals of the bumbling Southerner is the classic and popular show The Beverly Hillbillies (1962-1971). The Clampetts have strong southern accents, dress in stereotypical Appalachian attire, and present a diminished view of education and its importance. In one episode, the family realizes that they have completely forgotten to send Jethro, who appears to be at least 18, to school, in which he would have been in the fifth grade. This portrayal suggests that education is just not all that important in the South. Unfortunately, the lower standardized test scores in the South reinforces this stereotype despite the many other factors involved. Jethro has become the poster child for a Southern education or the lack of one. 

Your house points this week will come from a written review of Wise Owl Academy on our facebook page. You may need your parent's help with this. :) 

Week 5 Vocabulary

1. bovine (adj): in the manner of a cow

2. facetious (adj): treating serious issues with inappropriate humor

3. contrite (adj): deeply remorseful for a bad action

4. erudite (adj): showing great knowledge or learning

5. anomaly (n): something that deviates from what is expected