art and argument

+

Art and Argument

AP Language & Composition Fall 2014-2015

+Unit Goals

n  Using effective rhetorical strategies and techniques when composing

n  Writing for a variety of purposes

n  Responding to different writing tasks according to their unique rhetorical and composition demands and translating that rhetorical assessment into a plan for writing

n  Revising a work to make it suitable for different audiences

n  Creating and sustaining original arguments based on information synthesized from readings, research, and/or personal observation and experience

n  Demonstrating understanding and control of Standard Written English as well as stylistic maturity in their own writing

+How is the unit set up?

n  Fiction as a Means of Persuasion (Nov 3-6) n  Advertisements

n  Op-ed

n  Magazine article

n  The Power of Speeches and Rogerian Argumentation (Nov 7-13) n  Rogerian vs. Classical argumentation

n  Various political speeches

n  From Swift to Screwtape: the Effectiveness of Satire (Nov 14-Dec 11) n  Weekly World News and The Onion

n  Essays

n  The Screwtape Letters

+What are the major assignments?

n  Group Advertising Campaign

n  Satirical Newspaper

n  Essays (in-class and at home)

n  Speech competition

+Monday, November 3rd

n  Today’s Goals: n  Review the expectations for our second major unit of study.

n  Begin examining the ways in which the literary and the non-literary intersect.

n  DO NOW: n  Create a new subject in Notability for Unit 2: Art and Argument.

n  As your first note, jot down some ideas: What are some of the ways in which you know the literary and the non-literary to intersect? Have you seen them combined in any way?

+Argumentation on the AP Test

n  You’ve analyzed the ways in which arguments can be put together. Now is the time to create your own arguments about important social, political, philosophical, and historical topics. n  What structures and organizational patterns are best to use for a

particular topic?

n  How should I address Aristotle’s appeals in my own writing?

n  What other rhetorical strategies should I use in a given situation?

n  What kind of evidence is appropriate for a given topic, audience, and situation?

n  What style of writing is appropriate for a given topic, audience, and situation?

+Sample Assessment

For centuries, prominent thinkers have pondered the relationship between ownership and the development of self (identity), ultimately asking the question, “What does it mean to own something?”

Plato argues that owning objects is detrimental to a person’s character. Aristotle claims that ownership of tangible goods helps to develop moral character. Twentieth-century philosopher Jean-Paul Sartre proposes that ownership extends beyond objects to include intangible things as well. In Sartre’s view, becoming proficient in some skill and knowing something thoroughly means that we “own” it.

Think about the differing views of ownership. Then write an essay in which you explain your position on the relationship between ownership and sense of self. Use appropriate evidence from your reading, experience, or observations to support your argument.

+Sample Assessment

Consider the distinct perspectives expressed in the following statements.

If you develop the absolute sense of certainty that powerful beliefs provide, then you can get yourself to accomplish virtually anything, including those things that other people are certain are impossible.

William Lyon Phelps, American educator, journalist, and professor (1865–1943)

I think we ought always to entertain our opinions with some measure of doubt. I shouldn’t wish people dogmatically to believe any philosophy, not even mine.

Bertrand Russell, British author, mathematician, and philosopher (1872–1970)

In a well-organized essay, take a position on the relationship between certainty and doubt. Support your argument with appropriate evidence and examples.

+Closing

n  Tuesday, November 4th n  IN CLASS: Review the allusions in “Mr. Darcy

Comes Courting” and evaluate their effectiveness.

n  HOMEWORK DUE: Read and annotate “Mr. Darcy Comes Courting” (286)

n  Wednesday, November 5th n  IN CLASS: Compare the function of literary

allusions in “The End of White America?” to “Mr. Darcy Comes Courting.”

n  HOMEWORK DUE: Read and annotate “The End of White America?” (289)

+Tuesday, November 4th

n  Today’s Goals: n  Dissect “Mr. Darcy Comes Courting.”

n  Assign Group Ad Campaign.

n  DO NOW: n  Open to “Mr. Darcy Comes Courting.”

+ “Mr. Darcy Comes Courting” n  Explain the arrangement of the piece. Is it effective?

n  Methods of Organization

n  Illustration (quotations as evidence) n  Compare/Contrast: political figures, political vs. literary figures

n  Structure/Order of ideas n  Background info: political candidates (Clinton and Obama)

n  Draws analogy to P&P

n  Pick out several elements of style in the piece. Are they effective? n  Very subjective and biased—surprising? n  Informal, slang, invented words “Hillaryites”

n  What is the argument of the piece? (Invention) n  Quotations as major method of support

n  Some not reliable (mocking? Who is the voting public?)

n  Opinions from others (rumor has it?) n  Statistics/polling: increases reliability

n  Important to recognize audience: Democratic, older, educated audience n  Overall pro-Obama, but he needs to appeal to more voters—give Obama a chance

n  Compare/contrast the way the literary is used in this piece versus how it is used in the advertisements we examined yesterday. n  Literary allusion central to the piece: Does it cut out certain readers? Is the piece primarily for female readers?

n  Used as an analogy

n  What about those who have not read the novel? (assumptions about her readers) n  New York Times readers—older, educated, well read

n  Interesting comparisons to characters—references the novel (limits audience?)

n  In the ads—poetry used to create a feeling about the produce; here it is part of the invention, literary connects and support argument

+ Advertising Campaign Group Project

n  Print/Web advertisements

n  Each member of your group is responsible for coming up with a different advertisement

n  Create your advertisements digitally or using any number of hard copy techniques.

n  In some way, use a literary element (visual allusion, textual allusion, write your own poem, etc.)

n  All advertisements should be in some way linked—it’s a CAMPAIGN! (Maybe the literary element would be a good link depending on your situation/audience?)

n  Each member of the group will receive a grade for the advertisement that he/she creates

n  The group will receive an overall score for the ad campaign presentation (Think about the Mad Men video we watched!)

+Closing

n  Wednesday, November 5th n  IN CLASS: Compare the function of literary

allusions in “The End of White America?” to “Mr. Darcy Comes Courting.”

n  HOMEWORK DUE: Read and annotate “The End of White America?” (289)

+Wednesday, November 5th

n  Today’s Goals: n  Dissect “The End of White America?”

n  Discuss Group Ad Campaign.

n  DO NOW: n  Get into yesterday’s groups.

+ Advertising Campaign Group Project

n  Print/Web advertisements

n  Each member of your group is responsible for coming up with a different advertisement

n  Create your advertisements digitally or using any number of hard copy techniques.

n  In some way, use a literary element (visual allusion, textual allusion, write your own poem, etc.)

n  All advertisements should be in some way linked—it’s a CAMPAIGN! (Maybe the literary element would be a good link depending on your situation/audience?)

n  Each member of the group will receive a grade for the advertisement that he/she creates

n  The group will receive an overall score for the ad campaign presentation (Think about the Mad Men video we watched!)

+“The End of White America?”

n  Talk through your reactions to the piece. Do you agree with it? Do you disagree with it?

n  Who is the audience? Is the piece effective for the intended audience? How might unintended audiences interpret the piece?

n  What is the argument of the piece? (Invention)

n  Compare/contrast the way the literary is used in this piece versus how it is used in the advertisements we examined yesterday.

+Closing

n  Thursday, November 6th n  HOMEWORK DUE: Research your company and

publishing format for the Group Ad Campaign.

+Thursday, November 6th

n  Today’s Goals: n  Dissect “The End of White America?”

n  DO NOW: n  Try googling about “The End of White America?” See what you

find!

n  Response to the end of white america

n  Analysis of the end of white america

+ “The End of White America?” n  Talk through your reactions to the piece. Do you agree with it? Do you

disagree with it? n  Bold, controversial, biased n  Surprising examples—generalizing, sensationalized—is there truth to it? n  Confusing—contradictory? Tangential ideas? Argument unclear?

n  Who is the audience? Is the piece effective for the intended audience? How might unintended audiences interpret the piece? n  Older, white Americans, educated—examples not necessarily consistently

appropriate n  Older people might care more—they have seen more changes? n  Audience will either agree or disagree—polarized opinions

n  What is the argument of the piece? (Invention) n  “…a bridge and we crossed it..” n  America is becoming more diverse (author’s position not completely clear)

n  Compare/contrast the way the literary is used in this piece versus how it is used in the advertisements we examined yesterday.

“Whether you describe it as the dawning of a post-racial age or just

the end of white America, we’re

approaching a profound demographic tipping

point” (291).

Allusions to The Great

Gatsby

White America of the past: Mainstream and Majority

American present and future:

Increasing diversity “beiging”

White supremacy

1923 Supreme Court Case: US v. Bhagat

Singh Thind

Assimilation to white culture is no longer the norm, nor is it expected: “the culture is being remade in the

image of white America’s multiethnic, multicolord heirs” (292)

Pat Buchanan: irrational fear and anxiety of “Third World

America” (293) (author condemns this viewpoint)

Tom Buchanan

Nick Carraway driving across

the Queensboro Bridge into

Manhattan (293)

Hip-hopàCombs as a specific example—celebrates his position

as opposed to assimilating: “a hero of the new cultural

mainstream” (294)

So what does this mean about being white in America if that identity is changing? Is it a bad thing? Do white Americans need to grasp a new and different identity? Will race no longer factor into identity? (note

advertisers on p. 303)

What does it mean to live in a post-racial

society?

The end comes back to the title: It is not the

end of anything; we are moving from one thing

to another.

“Whether you describe it as the dawning of a post-racial age or just the end of white America, we’re approaching a profound demographic tipping point” (291).

“beiging”

White supremacy

1923 Supreme Court Case: US v. Bhagat Singh Thind

Assimilation to white culture is no longer the norm, nor is it expected: “the culture is being remade in the image of white America’s multiethnic, multicolord heirs” (292)

Pat Buchanan: irrational fear and anxiety of “Third World America” (293) (author condemns this viewpoint)

Tom Buchanan

Nick Carraway driving across the Queensboro Bridge into Manhattan (293)

Hip-hopàCombs as a specific example—celebrates his position as opposed to assimilating: “a hero of the new cultural mainstream” (294)

So what does this mean about being white in America if that identity is changing? Is it a bad thing? Do white Americans need to grasp a new and different identity? Will race no longer factor into identity? (note advertisers on p. 303)

What does it mean to live in a post-racial society?

The end comes back to the title: It is not the end of anything; we are moving from one thing to another.

+ The Ending… The problem of the 20th century, W.E.B. DuBois famously predicted,

would be the problem of the color line. Will this continue to be the case in the 21st century, when a black president will govern a country whose social networks increasingly cut across every conceivable line of identification? The ruling of the United States v. Bhagat Singh Thind no longer holds weight, but its echoes have been inescapable: we aspire to be post-racial, but we still live within the structures of privilege, injustice, and racial categorization that we inherited from an older order. We can talk about defining ourselves by lifestyle rather than skin color, but our lifestyle choices are still racially coded. We know, more or less, that race is a fiction that often does more harm than good, and yet it is something we cling to without fully understanding why—as a social and legal fact, a vague sense of belonging and place that we make solid through culture and speech.

But maybe this is merely how it used to be—maybe this is already an outdated way of looking at things…For the young Americans born in the 1980s and 1990s, culture is something to be taken apart and remade in their own image…This moment was not the end of white America; it was not the end of anything. It was a bridge, and we crossed it.

+What works about the piece? n  Varied sources are used, and the sources are explicitly introduced.

n  Wide range to appeal to larger audience

n  There is a linking thread throughout the piece: allusions to The Great Gatsby. n  Distances himself from Tom Buchanan—makes the reader side with the author because Tom is

so appalling! (Edwards)

n  Sentence structures are varied: questions are included at particularly controversial moments.

n  Data and statistics included—makes author more credible

n  Does not shy away from controversy

n  Great visual at the opening of the article! Seemingly disconnected images that come together in the layout and composition of the image n  Maybe helps clear up some of the confusing terminology? (“whiteness”) n  Grey color used

n  Good idea to include pop culture references

n  Effective opening below the title to get the reader focused on the subject of the piece—”giant hook” (Amos)

+What is problematic about the

piece?

n  While Hsu indicates that mainstream culture is changing because of majority/minority shifts, the way he develops his idea indicates that mainstream culture has turned against white people: a contradiction! n  “white people feel under siege right now” (from a quotation) n  “…the demographic shifts of the next 40 years are likely to reduce the power of

racial hierarchies…”

n  Hsu reduces race relationships and identities by trying to cover too much and yet still not covering enough. n  Tangential topics? n  Generalizing

n  Undefined terms or misused terms: “beiging,” “whiteness” n  “…we can call this the triumph of multiculturalism, or post-racialism”

n  Are allusions to The Great Gatsby contradictory, too? The pieces he has picked out support his argument, but the novel as a whole works against it!

+Questions We Are Left with

n  Is race entwined with culture? If a person is a particular race does that mean he or she also has a particular culture associated with that race? (This is a premise of the piece.)

n  Would a demographic shift necessarily imply a power shift? n  Minority and Majority as numbers vs. sociological definition of social

power

n  Is the piece divisive? Does the choice of topic and the intended audience matter in this particular conversation?

n  Is the evidence used to imply that we are moving towards a post-racial age sufficient? Or is it superficial? (Smirnoff ads, 50 Cent, Sean Combs, Dora the Explorer, marketing shifts)

n  Is his definition of culture too simplistic?

n  If a particular culture moves into a position of power, does their culture become more nebulous?

+Closing

n  Complete rough drafts of your ads by Tuesday, November 11th.

+Monday, November 10th

n  Today’s Goals n  Start to learn about Rogerian argumentation.

n  Invention

n  Arrangement

n  DO NOW: n  Make a list of as many controversial topics as you can think of.

+Rogerian Argumentation

n  Present the problem

n  Establish oneself as being open-minded

n  Elaborate on the value of opposing positions

n  Show instances when your assertions are valid (and when your audience will see them as valid)

n  Present your claim in a nonthreatening way

n  Search for a compromise and call for a higher interest

n  Arguments may be more about moving the audience towards being convinced than fully convincing them.

+Closing

n  Complete rough drafts of your ads by Tuesday, November 11th.


n  Today’s Goals: n  Continue our discussion of Rogerian argumentation.

n  DO NOW: n  Go to the Resources page on HC.

n  Export the PDF entitled “Science Courses Key to Future Jobs” to Notability.

n  Read and annotate.

+“Science Courses Key

to Future Jobs”

n  What is the author’s argument and what kinds of support or logic does she use to support her argument?

n  What kind of a relationship does the author develop with the audience?

n  Is this an example of Rogerian argumentation? Why or why not?

+Writing a Rogerian Response

n  Write a Rogerian response to Ford. 1.  Summarize her argument.

2.  Validate her argument.

3.  Present your argument (likely a counterargument to Ford) in a way that is nonthreatening.

4.  Make a suggestion that likely all could agree on, hopefully moving Ford toward your stance.

+Closing

n  Be ready to discuss ad presentations on Thursday, November 11th.

+Friday, November 14th

n  Today’s Goals: n  Write a Rogerian response to Catherine Ford.

n  DO NOW: n  Write down several qualities you believe a Rogerian response

should have.

+Comparison of Arrangement

n  Introduction

n  Exordium (universal opening)

n  Narratio (background)

n  Propositio (argument)

n  Partitio (outline)

n  Confirmatio (proof)

n  Refutatio (refutation of opposing arguments)

n  Peroratio (conclusion)

n  Introduction (state the problem to be resolved)

n  Summary of opposing views (give fair judgment)

n  Statement of understanding (present situations that validate the opposing view—Concede something!)

n  Statement of position (delayed thesis!)

n  Statement of contexts (describe specific situations in which your views could be valid or honored)

n  Statement of benefits (end hopeful—appeal to what would benefit your audience or appeal to a higher interest)

Classical Rogerian

+Closing

n  Ads and presentations Tuesday!!!


n  Today’s Goals: n  Peer edit Rogerian letters.

n  DO NOW: n  Read the Speech Assignment posted on Homework Central

(Resources page)

n  Copy/Paste your Rogerian letter into Notability.

+Peer Editing

n  Be honest and provide constructive criticism. n  Accuracy of language

n  Complete sentences? n  Correct commas and semi-colons? n  Correct capitalization?

n  Style and pathos n  Has vocabulary been used so that Ford would feel welcome and open to shift

her perspective? n  Invention and logos

n  Has Ford’s argument been accurately summarized? n  Has the argument of your peer been clearly communicated?

n  Arrangement n  Rogerian? n  Letter layout?

n  Ethos n  Does your peer come across as empathetic, understanding, and

nonthreatening? n  Does your peer come across as reliable?

+Paper Feedback

n  Context?

n  Justification for analyzing the texts you’ve chosen? n  Do they all emphasize the importance and possibility of the

pathetic appeal?

n  Are they all WWII texts?

n  Does choosing texts of diverse genres prove your point more strongly than texts of the same genre?

n  Do you have a focus on propaganda?

n  Does narrative have a unique power?

+Closing

n  Ads and presentations Tuesday!!!


n  Today’s Goals: n  Ad presentations!

n  Introduction to C.S. Lewis.

n  DO NOW: n  Take out hard copies of ads to turn in.

n  Go to the Resources page on Homework Central.

n  Download the Classwork link on C.S. Lewis and export to Notability.

+Closing

n  Download a version of The Screwtape Letters.

+Friday, November 21st

n  Today’s Goals: n  Peer editing!

n  DO NOW: n  Sit in peer editing pairs!

+Peer Editing

n  Be honest and provide constructive criticism. n  Accuracy of language

n  Complete sentences? n  Correct commas and semi-colons? n  Correct capitalization?

n  Style and pathos n  Has vocabulary been used so that Ford would feel welcome and open to shift

her perspective? n  Invention and logos

n  Has Ford’s argument been accurately summarized? n  Has the argument of your peer been clearly communicated?

n  Arrangement n  Rogerian? n  Letter layout?

n  Ethos n  Does your peer come across as empathetic, understanding, and

nonthreatening? n  Does your peer come across as reliable?

+Friday, November 21st

n  Today’s Goals: n  Continue building background for The Screwtape Letters:

Respond to C.S. Lewis.

n  DO NOW: n  We will be starting with paper feedback. Take out Q1 papers

handed back yesterday.

+Paper Feedback

n  Context?

n  Justification for analyzing the texts you’ve chosen? n  Do they all emphasize the importance and possibility of the

pathetic appeal?

n  Are they all WWII texts?

n  Does choosing texts of diverse genres prove your point more strongly than texts of the same genre?

n  Do you have a focus on propaganda?

n  Does narrative have a unique power?

+Group Discussion

n  Get back into ad groups.

n  Discuss and take notes on one of the the C.S. Lewis quotations you’ve been given. Your choice! n  What is his basic argument?

n  Do you agree? Disagree? Provide specific examples from personal experiences, history, literature, television/film, etc.

+Closing

n  Download a version of The Screwtape Letters. Must have on Monday!!!

n  Take out a piece of paper. Set the timer for 40 minutes. n  Choose one of the C.S. Lewis quotations from

the handout.

n  Write an essay in which you agree, disagree, or fall somewhere in between.

n  Support your argument with specific examples.


n  Today’s Goals: n  Score our own argument essays!

n  DO NOW: n  Go to the Resources page on Homework Central.

n  Download the argument essay samples from the 2013 AP Exam, and export to Notability.

n  Read and take notes as needed.

+2013 AP Exam Argument Essay

For centuries, prominent thinkers have pondered the relationship between ownership and the development of self (identity), ultimately asking the question, “What does it mean to own something?”

Plato argues that owning objects is detrimental to a person’s character. Aristotle claims that ownership of tangible goods helps to develop moral character. Twentieth-century philosopher Jean-Paul Sartre proposes that ownership extends beyond objects to include intangible things as well. In Sartre’s view, becoming proficient in some skill and knowing something thoroughly means that we “own” it.

Think about the differing views of ownership. Then write an essay in which you explain your position on the relationship between ownership and sense of self. Use appropriate evidence from your reading, experience, or observations to support your argument.

+The Argument Essay for the Exam

n  Embody and employ the conventions of a particular text type.

n  Be specific in the examples you provide. n  Choose diverse examples.

n  Thoroughly explore and examine the examples you choose.

n  Employ stylistic and rhetorical devices as needed.

n  Take a clear position.

+Period 2 Activity

n  In a group of three (your choosing), select one quotation from C.S. Lewis.

n  Develop an argument in response to the C.S. Lewis quotation.

n  Create a GoogleDoc.

n  Each person in your group should write one body paragraph supporting the argument you’ve come up with.

+Closing

n  Tuesday, November 25th n  IN CLASS

n  Begin The Screwtape Letters.

n  HOMEWORK DUE

n  Read and annotate “How C.S. Lewis Conceived of ‘The Screwtape Letters’” (386).

n  Log onto www.turnitin.com and read the overall comment on your speech proposal.

+Tuesday, November 25th

n  Today’s Goals: n  Build background on The Screwtape Letters

n  Begin reading!

n  DO NOW: n  Read the letter on page 362.

+The Screwtape Letters

n  Christian apologetic novel n  Rational basis for the Christian faith n  Defends the Christian faith against objections n  Can be based on historical evidence, philosophical arguments, or

other arguments from other disciplines n  Christian polemic is a branch of apologetics that criticize other

belief systems

n  Satirical n  Critique of human folly of fault, critique of something social or

politcal

n  Epistolary n  A novel written as a series of documents (letters, diary entries,

newspaper clippings…) n  Related to the word “epistle”: letter

n  Fiction or non-fiction?

+Central Characters

n  Wormwood: junior devil

n  Screwtape: senior devil

n  The patient: a human a particular devil works with

n  The Enemy: God

n  Our Father Below: the devil

n  Values and things that Screwtape reacts to positively are actually bad and sinful; Values and things that Screwtape reacts to negatively are actually good and righteous.

+Closing

n  Tuesday, December 2nd n  IN CLASS

n  Discuss The Screwtape Letters.

n  HOMEWORK DUE

n  Read and annotate Letters 1-8.

n  Begin researching your speech topic.

art and argument

Documents