TODAY’S GOALS

• Introduce strategies for synthesis writing and the secondary research process

• Begin analyzing articles for use with the synthesis essays

• Conduct the second round of the class debate

SECONDARY RESEARCH PROCESS

• Working Bibliography/Research Log• As you find sources, write down relevant information so you can find them again when

necessary• Make sure to indicate title, author, and in what search engine or location you found the

article • Do not worry about formatting this information for now. Simply collect it. This will make

writing your Works Cited page much easier

• Quote Bank• Read through each article highlighting and annotating information relevant to your

argument. Look for theses, topic sentences, and important/persuasive pieces of data. More information here is always better. You can eliminate extraneous material later.

• After you read each article, write a shortened version of any quote or important information in your quote bank

• After you have gone through all sources, read through your quote bank and see if you have sufficient material to make your argument

SYNTHESIS WRITING PROCESS

Steps for the synthesis writing process:

1. Explore your texts through summary writing

2. Explore your texts’ rhetorical strategies

3. Examine the similarities and differences in your texts’ ideas and evidence (a quote bank will be very helpful here)

4. Generate ideas of your own

5. Take your position in the conversation: your synthesis

GROUP ACTIVITY 1: SYNTHESIS PRACTICE

• In your new unit 3 topic groups

• Read through the passages “Mobile Phone Tracking Scrutinized” on pg. 218 and “Reach Out and Track Someone” on pg. 219

• Answer the questions below (*adapted from pg. 221)

1. How would you describe each writer’s perspective or angle of vision on cell phones? In one or two sentences, summarize each writer’s main points in these passages

2. List ideas that each of these two articles have in common

3. List contradictions or differences between these

4. Find the 3 most important or powerful quotes from each article that you could use if you were writing a synthesis essay on the topic.

GROUP ACTIVITY 2: ANALYZING TEXT 1

• In your new unit 3 topic groups

• Select and read through a text from the preapproved list for your topic and answer the following questions

1. What is the main idea (or ideas) of the text? If you can identify a clear thesis, write it here as well (word for word if possible)

2. What are the writer’s main strategies to support their argument? Identify which rhetorical appeal(s) may be involved in these

3. How would you evaluate the source’s reliability, credibility, angle of vision, and degree of advocacy?

4. What are the three most important/rhetorically powerful quotes from this text that you might use for your synthesis essays?

5. What is the in-text citation you would use to cite this source? What information would you include in your working bibliography?

DEBATE MODIFICATIONS!

• After both sides of the issue have presented their arguments, a specific and contemporary issue related to the topic will be presented to the group

• You will be asked to provide a solution or defend your position based on this problem/situation presented

• You will have 3 minutes to prepare

• Each side will have 2 minutes to make their case with the pro side going first

DEBATE STRUCTURE

• The pro-group for each issue will open the topic and introduce their first speaking point to prove their argument. They will have 90 seconds to speak.

• The opposing group will then have 90 seconds to refute and bring up their speaking point.

• This will proceed back and forth until each group member has spoken at least once

• After the main speaking points have been covered, the final 2 minute session will begin where each side will have the opportunity to speak on the contemporary issue presented today

• The two groups not taking place in the current discussion will judge and vote for the winning side.

DEBATE GRADING SYSTEM

• Arguments 50%• At least 5 salient main points• Utilize all rhetorical appeals• Arguments are rhetorically sound• Propose a solution(s)

• Counterarguments 20%• Did the group take advantage of any rhetorical weak points?

• Time Management 10%• Are all speaking points adequately explained?

• Individual Participation 10%

• Groupwork 10%• How well coordinated is the group? • Do speaking points overlap?

DEBATE JUDGING AND VOTING

• Write out: 1. Your name2. Your group topic3. Your side on the group topic

4. The group and side that you are voting for (based on which side you think presented the most effective argument)

CONTEMPORARY ISSUES- UBER

• Although many economic and trade law disputes have arisen about the private company Uber, there are still many ethical issues that remain unsolved as well

• Let us consider the hypothetical situation of Clarence. Clarence, like many young people, used Uber to get a ride home from the airport.

• Unfortunately, the driver who picked Clarence up had a criminal record in the UK and Venezuela. Clarence was assaulted and raped by the driver and left for dead on the side of the road.

• Clarence called the police and her assaulter/rapist was found guilty and sent to prison.

• Clarence was left with physical disabilities and emotional trauma after the event, and has decided to sue for considerable (over $5 million) damages in civil court. However, Clarence’s assaulter/rapist has limited financial means, so Clarence has decided to sue the company Uber as well.

• Uber claims that they upheld the requirements for hiring their drivers, particularly in checking the drivers’ CDL, US citizenship, and lack of a felony record in the US.

• Should Uber be held responsible for Clarence’s injuries and trauma? Is the corporation responsible for the criminal actions of one of its drivers? How much of a background check should be required for drivers like this in the future?

CONTEMPORARY ISSUES- DEATH PENALTY

• Let us consider the hypothetical situation of Gar Soneji

• Gary is a serial killer with more than 30 victims in 3 different states in a killing spree that lasted 10 years

• Last month Gary was brought to justice and found guilty of 30 counts of first degree murder

• However, the judge has still yet to decide Gary’s sentence. Gary’s murders took place in Texas, which has the death penalty in place, Vermont, which does not have the death penalty, and Connecticut, which had the death penalty in place but revoked it in 2012 (some of his murders fall into this category and some do not). Worse yet, Gary’s trial was held in Florida where he was finally captured.

• Assuming he committed an equal number of murders in each state, which state laws about the death penalty should take precedence? The federal government is being called to make a decision on this: should he be given the harshest sentence possible (execution) due to the severity of his crimes, or should he be given the most lenient sentence possible, since he is protected from the death penalty by the constitution of Vermont? How should Connecticut’s laws, which changed in 2012, be figured into this sentence?

HOMEWORK

• Read A&B p. 217-237 (very important!), 521-533,

• It is highly recommended that over the weekend you read through two or more sources for your Synthesis essay and create a quote bank and working bibliography for these sources

• A&S Ideas-First Draft• Due Monday 7/27 (or by your conference appointment)• Must have an original thesis• Should include 3+ sources• 500+ words• Submit to Turnitin.com and bring a hard copy to class as well