AP Institute Presentation Lambert High School October 21, 2016 …drgingrich.weebly.com/.../2016_presentations_synthesis.pdf · 2018. 9. 7. · AP Institute Presentation Lambert High

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AP Institute Presentation

Lambert High School

October 21, 2016

Randy Gingrich, Ph.D.

Cambridge High School

[email protected]

http://www.drgingrich.weebly.com

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Analysis Preparation guide (read directions then spend rest of time writing; select one of the prompts to write about) R. Gingrich

Reading (highlight, underline, make notes in the margin)

1. What is author’s purpose? You might find this in the prompt.

2. What is the context?

3. Who is the audience? How does the author feel about the subject? Why is this significant?

4. What key words are repeated in the passage? Annotate the Text for Rhetorical Devices.

5. What is the tone of the passage? Look at the tone sheet which I gave you. Why does the author

strike this tone?

6. Which three or four devices do you believe are most prominent?

Writing the Essay

Organize:

A. Opening (issue, what you are trying to do, gain audience’s attention)

B. Body (three paragraphs at least, focused on one issue: topic, devices, chronology)

C. Closing (bring ideas together)

1. Ways to organize the entire essay. Focus on one of these. How is the paper organized? Why do

you think this is the best way to organize your essay?

A. Chronology point by point through the essay, paragraph by paragraph

B. Devices

C. Topics/subjects/issues/themes (what are some of the subjects of the essay you are analyzing)

2. What type of introduction will you use (minding the gap, paradox, question, narrative, inverted

triangle)?

3. Body paragraphs (around 3) should be at least 7 sentences and should contain all of the

following though not necessarily in this order.

Elements

*Tone look at handout on tone. Why is the author using the particular type of tone?

Diction: word selection. Discuss specific types of words and how they are used. Connect the wording

back to the author’s points. Do not just say they used diction discuss the type of diction used. Diction

could often be connected to the tone of the passage.

Syntax: sentence structure. Discuss the particular types of sentences that the author uses (simple,

complex, compound, complex). Why does the author use particular types of sentences? Do they vary the strategies? To what effect

Argumentative Strategies:

Logos (cause and effect, syllogism, definition, compare and contrast)

Ethos (validity of the speaker, authority of the speaker)

Pathos (emotions, value-right or wrong)

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Logical Fallacies:

Logical Fallacies Definitions: Use the chapter from Everything is an Argument for further definitions and examples.

1. Assertion is the simplest form of propaganda. It consists of simply stating a debatable idea as a fact, with no explanation or justification. Assertion relies on the premise that people are essentially gullible and like to believe what they are told.

2. In modern usage, the term “bandwagon effect” refers to any situation in which people attempt to be part of a successful or popular endeavor merely for the sake of its popularity.

3. Card stacking is a technique in which the propagandist gives an unfair advantage to one point of view, while presenting the counterpoint in its weakest form, if at all. While arguments that use the card stacking technique are usually honest in terms of the information shared, they may be misleading because they present information out of context or obscure important facts.

4. Glittering generalities is a colorful term for the appealing but vague words that often appear in propaganda.

5. The false dilemma is a popular technique used in propaganda. This fallacy is known by many names, including “black-and-white thinking,” “false dichotomy,” and “false choice.” Most commonly, it consists of reducing a complex argument to a small number of alternatives and concluding that only one option is appropriate.

6. While most false dilemmas offer a “good” and a “bad” alternative, the lesser of two evils technique is a specific type of false dilemma that offers two “bad” alternatives. This technique is often used when the propagandist is trying to convince people to adopt a perspective they will be hesitant to accept.

7. Name-calling is the use of negative words to disparage an enemy or an opposing view. Insulting words are used in place of logical arguments, appealing to emotions, rather than reason. Using the name-calling technique, a propagandist will attack the opposition on a personal level, often appealing to the audience’s preconceptions and prejudices rather than appealing to logic. Also referred to as ad hominem argument (attacking the person rather than the argument).

8. Pinpointing the enemy: Propagandists often oversimplify complex problems by pointing out a single cause or a single enemy who can be blamed. For everything from unemployment to natural disasters, identifying a supposed source of the problem can he lp the propagandist achieve his or her agenda.

9. People tend to distrust those they perceive as outsiders, and the plain-folk technique takes advantage of this instinct.

10. Testimonials are a form of propaganda that is familiar to nearly everyone. Almost everything that is advertised comes with some sort of testimonial, from music to hair gel to politicians. Testimonials take advantage of the fact that there are certain people we tend to trust—even if that trust is based on mere recognition, rather than true credibility.

11. Also known as “association” and “false connection,” transfer is closely related to the testimonial technique. In this method, the propagandist encourages the transfer of feelings and associations from one idea, symbol, or person to another.

12. Begging the question: no support is offered by the arguer who begs the question, simply restates the argument over and over.

13. Red herring: provides irrelevant or misleading support that pulls the audience 14. Non sequiter is Latin for does not follow. In this type of argument, the conclusion does not

follow from the evidence and warrant.

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15. Straw man involves attributing an argument to an opponent that the opponent never made and then refuting it in a devastating way.

16. Post hoc: is the fallacy of faulty cause, claiming something caused something when it clearly did not.

17. Hasty generalizations: jumping to a conclusion based on too few examples. Stereotyping is a form of a hasty generalizations.

18. Ad hominem: attacks a person’s character rather than their ideas. 19. Guilt by association: claims that a person’s character can be judged by the characters of those

with whom they associate. 20. Slippery slope: scare tactic that suggests that if we allow one thing to happen then we will be

going down a slippery slope to disaster. 21. Creating false needs: telling people that they need something that they really don’t

Rhetorical Devices see handouts from web page 1-8:

Structure

How is the paper organized structurally by sentences within paragraphs or by the connection between paragraphs. What types of transitions occur in the paper?

Purpose-Audience-Situation make references usually in the introduction to whom the author is writing, what is occurring at the time of the writing, as well as the purpose for the writing.

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Article Analysis (Formative 50 points)

Dr. Gingrich, AP Lang and Comp, Spring 2016

During the course of the semester we will be analyzing various examples from print media for

argumentation, visual argument, rhetorical devices and logical fallacies. There will be two components:

an oral presentation of the analysis, bring in copies of the article (the copy is due on the Monday you are

presenting and I will make copies; if you don’t have the article by Monday your group will lose 10 points,

don’t blame it on one person you can all bring a copy). Presentations will be on Thursdays and there

will be two or three groups going each week. The article can be in any magazine or newspaper, online or

print, which is school appropriate. The article should include print and visual elements. Presentations

will begin on January 21st, 2015.

The write up should include the following analysis and should be two pages, typed, double -spaced with both of your names on it.

A: argument-What is the central claim of the article and what type of claim is it? (policy, value, definition, fact) Who is the author of the text? What is the message? Who is the audience?

B: proofs and appeals: What types of proofs do they use (emotional, logical, authoritative)?

Give specific examples of at least two different types of proofs. How effective have they been at using the proofs and appeals?

Logical Proofs (Definition, Syllogism, Cause and Effect, Comparison)

Emotional Appeals (Motivation, Values)

Ethical Appeals (Character, Trustworthiness, Credibility, Authority)

C. rhetorical devices: What are examples of rhetorical devices? How does the author use these to

connect to their purpose?

D. Logical fallacies: what logical fallacies occur in the text?

Either-or, Slippery Slope, Bandwagon, Ad Hominem, Stacking the Deck,Hasty Generalization

Begging the Question, Non Sequitur, Straw Man, Red Herring, Faulty Analogy

E. How do the visual elements contribute to the argument?

F. What is the overall effectiveness of the article?

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Rubric for Article Presentations, 50 points formative

Names of Presenters:

Title of Article:

Score Oral Presentation maximum of 20 points

Article Review maximum of 30 points

Superior Insightful and poised presentation of the key

ideas 20

Outstanding essay which captures key ideas in

rhetoric and/or argument and thoroughly and thoughtfully represents

the focus and insight of the article 30

Effective Clearly addresses the key issues and shows and understanding of the key

elements in the article 18

Well written and thoughtfully composed response which considers

intelligently the uses of rhetoric and

argumentation 27

Adequate Clear and concise hits on some issues

Writing discusses some of the key elements but is

not as insightful as the higher scoring responses

Inadequate Limited understanding of

article and shows some but not complete

discussion of rhetoric or arguments

Article is missing some

elements and show little evidence from the article

(examples to connect to the uses of rhetoric or

argument)

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Activity One for Unit on

Animals in Captivity

AP Language and

Composition, Fall 2016

Prereading

View the scenes on the gorilla in the zoo from NPR, NBC, and NY Times Online

http://www.npr.org/sections/thetwo-way/2016/05/29/479919582/gorilla-killed-to-save-boy-at-

cincinnati-zoo

http://www.nbcnews.com/news/us-news/outrage-grows-after-gorilla-harambe-shot-dead-

cincinnati-zoo-save-n582706

http://www.nytimes.com/video/us/100000004455672/no-charges-for-mother-over-dead-

gorilla.html?rref=collection%2Ftimestopic%2FZoos&action=click&contentCollection=science&re

gion=stream&module=stream_unit&version=latest&contentPlacement=6&pgtype=collection

What are the significant issues being raised?

Based on what you know should the gorilla have been shot? Should the mother be tried?

Reading

Read and annotate the articles including the pictures on the deaths of the child and the gorilla at

the Cincinnati Zoo. For each article annotate the following

What is the thesis of the article?

Review Everything is an Argument Chapter One

o What type of argument is being made?

o What is the occasion of the argument?

o What is presented as evidence for the argument?

What types of appeals are made (ethos, pathos, logos)? Underline specific examples of these

for each article?

What is most effective about the arguments? Why are they or are they not convincing?

Writing

Write a letter to the Zoological Society of America about whether or not the gorilla should have

been killed or whether or not the mother should have been charged with child e ndangerment . Your letter should include three pieces of support and 2 quotations from the articles.

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Animals in Captivity

Letter Rubric

Names: ____________________________________________ Class Period:

________________

Element

Does Not Meet Standard

Approaches Standard

Meets Standard

Exceeds Standard

Use of sources Draws inaccurate or highly debatable information from one or more sources; does not acknowledge discrepancies.

Draws debatable information from one or more sources; may identify or acknowledge discrepancies.

Synthesizes accurate information from two or more sources; identifies and acknowledges discrepancies.

Expertly synthesizes accurate information from at least two sources sources; identifies and acknowledges complexities, discrepancies.

Organization and Structure

There is a lack of organization which makes it difficult to identify or focus on the thesis.

Thesis and organization rarely work together to give your letter focus.

Thesis and organization inconsistently work together to give your letter focus.

Thesis and organization consistently work together to give your letter focus.

Voice

The text does not incorporate the individual voice; writing is generic.

Portions of the text incorporate the individual voice.

Text incorporates the individual voice in sentence variety and style.

Text highlights the individual voice in sentence variety and style.

Grammar, Mechanics, and Formatting

Major flaws in the category of proper English usage and control of grammar, sentence and paragraph structure, diction, and syntax. Format is incorrect or missing major elements.

Several minor flaws in the category of proper English usage and control of grammar, sentence and paragraph structure, diction, and syntax. Minor flaws in paper format.

Demonstrates an understanding of proper English usage and control of grammar, sentence and paragraph structure, diction, and syntax. Basic formatting (double space, MLA Header, etc.)

Demonstrates a skillful understanding of proper English usage and control of grammar, sentence and paragraph structure, diction, and syntax. Appropriate formatting (double space, MLA Header, etc.)

TOTAL: __________/40 Formative

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Animals in Captivity Simulation in connection to

100 points formative

AP Language and Composition

Faircloth, Gingrich, McDearmon

Fall 2016

“The greatness of a nation and its moral progress can be judged by the way its animals are treated.” ― Mahatma Gandhi "Let Us make man in Our image, according to Our likeness; and let them rule over the fish of the sea and over the birds of the sky and over the cattle and over all the earth, and over every creeping thing that

creeps on the earth." Genesis 1:26

General Guidelines:

For your simulation you are first to read the articles and reference the film Blackfish. You should then

find at least two other articles which you may use to support your position.

Opening:

Zoos and circuses have held animals in captivity for centuries; other animals have been used

for domestic purposes both as pets and laborers. Many people argue that animals should only be left

in the wild and should never be held against their will. Other people argue that animals are to serve

people in whatever purposes people deem acceptable. For this activity you will be debating whether

or not animals should be held in captivity (zoos, aquariums, circuses, as pets, for labor etc.) and what

the most significant factors are in determining whether they should be held in captivity. You will

argue from one of six position which you will be given: pro or con.

Roles and Guidelines

1. Create some background identity for the generic individual you are given.

2. List what factors are most important in considering whether an animal should be in

captivity (at least three).

3. Give an opening argument.

4. Respond to the positions of the other groups via questions or responses

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5. Present a closing argument which summarizes your position, responds to questions or

arguments of other groups.

You must make at least three references to the film and the articles. You must also reference at least

two other articles during your presentation.

Written responses to 1-3 should be posted to google classroom prior to the debate.

This is the order and time frame for the debate portion. We will begin on Thursday and finish on

Friday (check that your group members will be here for the days they are to present).

1. Present a description of the biography and experiences of the character (one page)

2. List the three most important factors and explain why they are the most important (2 minutes)

3. Present an opening argument for your position (3 minutes)

4. Provide responses or questions to the other group’s openings (3 minutes)

5. Present your closing argument (3 minutes)

Each member should familiarize themselves carefully with the readings looking at key aspects. They

should be prepared to respond from the perspective of their group’s figure to the situation.

Positions

Group A: Pro, a zoologist at the San Diego Zoo

Group B: Con, an animal rights activist

Group C: Pro, a big game hunter who has large game on their property

Group D: Con, the spouse of an animal trainer who was injured at an amusement park

Group E: Pro, a minister of tourism for a country which is dependent on individuals travelling to the

country to see animals, some that are in captivity

Group F: Con, a marine biologist who studies sea life in

the wild

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Group Members:

Scoring Guide for Blackfish Simulation/Position:

Category Inadequate 65-74

Adequate 75-84 Effective 85-90 Exemplary 91-100

Stays in Character Biography posted to google classroom (10 points)

Little Knowledge of Character

Clear Knowledge of Character

Thoughtful Representation of Character

Insightful and fully developed representation of character

Knowledge of the Readings/Clarity of

Most important Issues

(factors posted to google classroom)

20 points

Little evidence of readings

Shows knowledge of readings and key ideas

Effectively supports ideas through examples from readings

Displays thorough knowledge of readings by synthesizing information from multiple source

Initial Arguments (opening posted to google classroom) 25 points

Unclear arguments

Clear and logical arguments

Thoughtful and well supported arguments

Insightful and persuasive arguments

Response to Other Teams/ Questions 20 points

Little knowledge of oppositional arguments and ability to respond Unclear questions

Careful knowledge and ability to respond; signs of active listening Adequate Questions

Responds to and critiques/elaborates on other teams’ positions Clear and well thought out questions

Sophisticated analysis, critique, and elaboration upon the arguments of other teams Superior questions show close analysis of other group’s presentation and sophisticated knowledge of key and issues

Final Response 25 points

Unclear arguments

Clear and Logical arguments

Thoughtful and well supported arguments

Insightful and persuasive arguments

Total score

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Synthesis Argument Practice: Trigger Warnings, Patriotism, Cheating

1. Read all 4 of the articles for your group use the links for your topic.

2. List the three most important factors to consider in making a decision on your group

3. Write a statement of your position on the argument

4. Write an introductory paragraph (the issue, the context, why you think it is important, what

your position is and why)

5. Write one body paragraph

Includes a thesis statement (claim)

Includes examples from two of the documents (evidence)

Explains why those examples connect to your argument in this paragraph (analysis) Post parts one through 5 to google classroom

Topic One: Americans and their Flag

Colin Kaepernick, the San Francisco 49ers quarterback, has created an uproar among football

fans and others by refusing to stand for the national anthem. “I am not going to stand up to show pride in a flag for a country that oppresses black people and people of color,” he said.

Why are national symbols, staples at many sporting events, so important to Americans?

Statement: Not standing during the national anthem shows a lack of patriotism and love of

country. (take a position pro or con)

http://www.nytimes.com/roomfordebate/2016/09/01/americans-and-their-flag

Topic Two: Honesty and Cheating

Volkswagen’s blatant cheating on auto emissions is only the latest example of dishonesty by corporations and others, many of whom have gone unpunished. Banks have admitted to massive

fraud with no executive going to jail. And even some of the most powerful officials in some of the wealthiest states have been charged with or convicted of corruption.

Has the pervasiveness of cheating made moral behavior passé? Is honesty for suckers?

Statement: Being honesty puts an individual at a disadvantage with respect to having success.

(take a position pro or con)

http://www.nytimes.com/roomfordebate/2015/09/29/is-honesty-for-suckers

Topic Three: Trigger Warnings

Jay Ellison, the dean of students at the University of Chicago, made national news when he informed the incoming freshman class that the school is committed to “academic freedom” and

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does not support “trigger warnings.” Some students argue that a “little heads-up” about content that will be discussed in class that might be painful for some to hear doesn’t inhibit free speech.

But lost in all the debate is this question: Do trigger warnings actually help students who have

experienced trauma or suffer from post-traumatic stress disorder?

Statement: Schools should support the exclusion of trigger warnings from the school environment. (take a position pro or con)

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Persuasive Paper Using Rogerian Argument The oral portion will be done with a partner

The written portion may be done with that partner or individually

Go to the following web page in order to get more information on topics if you are still searching

http://sks.sirs.com/cgi-bin/hst-issues-display?id=SSKSAB-0-1647

The following topics may not be used

Global Warming

Abortion

Death Penalty

Genetic Engineering

Drug Legalization/underage drinking

Gun Control

Topic Written as a question Wednesday, October 24th (we will be in the media center)

Ann. Bibl. Due: Monday, November 5th 10 points (at least six sources, three per person)

Rough Draft Due: Friday, November 9th 10 Points

2nd Draft Due: Friday, November 16th 150 Points

Speeches Week of November 26th 50 Points

Media Center Dates:

Tuesday and Wednesday, October 23rd and 24th

Lab 2314 November 5th, 9th, and 16th

Write an essay of 1500 to 2000 words (5-7 pages) on an issue of your choice (choose a topic that you

have some interest other than the following: drug legalization, alcohol age, guns, and abortion). This

issue must be one of which there are at least two sides. The purpose of the paper is to find a place for

negotiation and acceptance of the multiple viewpoints on the issue. In the essay you must do the

following. The essay should include logos, ethos, and pathos. You should use at least five sources; these

should represent at least two different positions. Include the following components in the essay.

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1. Introduction: Introduce the issue. Bring readers into the topic. Should include an attention-grabber, background of issues/topics to be discussed, and discussion of organization of essay.

2. Exposition: Explain the key arguments for each of the multiple perspectives (show contexts in which the opposition’s views may be acceptable).

3. Personal Position: Write a clear transition from the various positions, explaining your position or views on the issue.

4. Reconciliation—Negotiate a solution that would be acceptable to the multiple positions. The thesis will occur as part of the reconciliation.

In your essay cite/directly quote each of the six sources. Use parenthetical documentation. Include a works cited page. Underline book titles; place essays and articles in quotation marks.

Here is how it should be written equitably if it is done collaboratively.

Person A

Person B

1. Introduction Person A

2. Presentation of Side One (Person A or B)

3. Presentation of Side Two (Person A or B)

4. Person A or B presents their personal beliefs which may include a critique of the arguments from 2

and 3

5. Person A or B presents their personal beliefs which may include a critique of the arguments from 2 and 3 above

6. A negotiation/reconcialition of the arguments

Review—Toulmin’s Components of Argument:

Claim also known as thesis, proposition, conclusion, main point

Support—evidence, opinions, reasons, examples, facts, data, grounds, proof

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Warrants –assumptions, general principles, widely held values, commonly accepted

beliefs, presuppositions, generally accepted truths

Backing—support or explanation for warrants if warrant are contentious

Rebuttal—oppositional support

Qualifiers—limitations of argument, arguments are not absolute, these are circumstances

that serve as restraints for the argument, conditions under which the argument is supported

Types of Claim: Fact, definition, cause, value, policy

Logical Proofs: Definition, Cause and Effect, Syllogism, and Analogy In critiquing the arguments consider the logical fallacies and works of propaganda see other sheets.

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Rogerian Persuasive Speech Guidelines:

The speech is worth 50 points.

The speech should be rehearsed. You should use note cards. On the note cards you should highlight the

key points that you would want to make. Generally, in order for an individual to process information the

person has to hear a concept more than once. Therefore, you may want to restate during the course of

your speech your claim and the key highlighted supporting arguments. The speech should be 5 to 7

minutes in length and you will be timed. Five points will be deducted for every 30 seconds that you are over or under that time.

In the speech there are several key components to consider

A. Introduction, conclusion (including visualization and call to action)

(1) The introduction and conclusion: The introduction obviously should introduce the audience to your topic. But as important, the introduction should gain the attention of the audience. This may be done by

a. Rhetorical questions b. Scenarios—placing the audience in the situation c. Engaging ideas, a shocking statistic or occurrence, an event from the news d. Strong sensory images—a metaphor, allusion, or analogy e. A powerful story f. Generating an idea that directly relates to the audience, a personal anecdote

(2) The conclusion should emphasis the claim, clarify that you have defended your claim logically. These should be the point of negotiation.

(3) Within the introduction and conclusion the speaker should also include a clear visualization and a call to action.

A visualization is sentence or two which helps the audience to visualize what would happen if they did or did not do what you are attempting to persuade them to do.

The call to action simply tells the audience what to do once the speaker has completed the speech.

B. The Proofs for both sides—use logical proofs to support the key ideas. You have a

limited amount of time (five to seven minutes) so be sure to emphasize the key points which you consider critical. Show what the key arguments are for both sides.

Each key argument should be highlighted, emphasized and clarified for your audience. You should they unpack these clearly through examples, statistics, etc.

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The audience should be able to state decisively your claim and your supporting evidence

at the end of your speech.

Types of logical proofs:

Argument from Deduction also called argument from principle:

Argument from Definition: If the audience accepts the definition, the claim should be accepted by definition.

Argument from Cause: Places the subject in a cause-and-effect relationship to show that it is

either the cause of an effect or the effect of a cause.

Argument from Sign A specific visible sign is sometimes used to prove a claim.

Argument from Induction: Provides a number of examples and draws a claim, in the form of a conclusion, from them.

Argument from Statistics: describes relationships among data, people, occurrences, and events in the real world, only they do so in quantitative terms.

Argument from Historical, Literal, or Figurative Analogy

Historical Analogies: These explain what is going on now in terms of what went on in similar cases in the past.

Literal Analogies: These two compare two items in the same category: two school systems,

two governments, two religions, two individuals.

C. Style and Audience Awareness

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The first and most important thing is to be aware of who your audience is. Your are attempting

to persuade a group of people of a particular claim using logic. What types of ideas and support

will they find most logically persuasive?

Maintain the audience’s attention

Vary speech patterns including tone, volume, and speed

Maintain eye contact

Use some gestures to highlight points

Speak from notes without appearing to read

You may want some type of visualization to keep the audience focused

The more prepared you are the less nervous you will be and the better this will go.

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Annotated Bibliography Rogerian Argumentation—you

need at least 5 sources

Dr. Gingrich, AP Lang and Comp

1. Bibliographic information for each of the entries in MLA format

5 sources (all sources must have an author and be published sources)

Indent second line—the author’s name should be the only thing on the left margin. Double space the MLA citation.

2. Annotation

Double space after the citation; single space the annotation.

150-200 word explanation per source A. Summary of the source B. Critique of writing style/persuasiveness of the articles

position—what are their arguments and what are the strengths and weaknesses of each

C. Explanation of how you will use this in your paper D. One direct quote from the source

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Editing Checklist for Persuasive Essay using Rogerian

Argument Writer’s Name: Editor’s Name:

Title and Introduction ____ Your title refers to the topic you address in essay

____ The essay begins with an opening sentence or

two that hooks the reader into wanting to read on

____ The topic of your argument is clearly introduced

_____ You mention the presence of a range of

argumentative positions related to your topic

_____ Context for your argument is provided, either in a

few sentences in the introduction or in a more

comprehensive way in paragraph immediately after

the introduction

What type of introduction do they use? Is this effective? (inverted

triangle, narrative, question, paradox, mind the gap, etc.)?

Body Paragraphs

____ Clearly states the positions; both sides are adequately

addressed _____Strengths of each position are acknowledged and support for each position explained

_____ A transition is made between the differing position and your own position

______ Backing for your argument is present, believable and either logically or

emotionally persuasive

______ You build on the strengths of the differing point of view and reach a place of

negotiation

_____ You suggest why readers may want to adopt your argument over others

What type of claim is being made?

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Argumentation _______ The paper makes cogent arguments to support the case

_______ Uses a range of arguments

Which types are most prevalent and most effective?

Logical Proofs/Appeals

Definition

Syllogism

Cause and Effect

Comparison (Literal Analogies and Figurative Analogies

Pathetic (Emotional) Appeals

Motivation (Fear, Anger, Hope, Pleasure, Pain, Sympathy, etc.)

Values (Right and Wrong)

Ethical Appeals (Speaker Centered)

Character

Trustworthiness

Credibility

Authority

Types of Claim do they use? Is this effectively connected to their arguments?

Claims of Fact: Did it happen? Does it exist?

Claims of Definition: What is it? How should we define it?

Claims of Cause: What caused it or what are its effects?

Claims of Value: Is it good or bad? What type of criteria will help us decide?

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Claims of Policy:What should we do about it? What should be our course of action?

Conclusion Mechanics and Format

__Remind readers of importance of your topic ___Subject

verb agreement is correct

___Emphasize why your argument is sound ___Quotation

marks are properly placed

____Emphasize the relevance of your ____Authors and

citations are correct point of view ______What type of rhetorical devices were used in

Conclusion? (echo the introduction, challenge the reader,

Look to the future, pose a question, end with a quotation)

What are the major strengths of the Paper?

What are the areas that need the most improvement?

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1=needs a lot of work (missing) 2=adequate 3= effective 4-exemplary

Speech Preparation Guide

Name:

Topic:

Content

Is the thesis clearly defined?

Does the speech present coherently both sides of the argument?

Are support and contexts provided and detail?

Are the arguments engaging? Are they presented objectively without critique?

Does the listener leave the speech accepting the speaker’s argument?

Organization

Are the introduction, body, and conclusion clearly defined?

Are there appropriate transitions between parts of the speech? (introduction, both sides of the argument, speaker's position, conclusion with claim and support)

Style

Has the speaker grabbed the audience’s attention during the course of the speech?

Does the speaker address the audience fluently? Does the speaker use appropriate rate and volume?

Does the speaker use rhetorical devices (examples, questions, scenarios) to maintain interest?

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Does the speaker show that they have memorized the speech or they speak from note cards without reading?

Is the speech at least five minutes but no longer than seven?

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Rogerian Argument Rubric

“4” Paper

Has the following characteristics A clearly defined thesis, with an intense focus on that thesis, supported by superior

development and details

Presents a clear and thorough explanation of both arguments

Develops a sophisticated negotiation of common ground

Has elaborate details, supporting well researched arguments Is highly organized with sophisticated transitions between different components of the

paper Is very original, with a unique and powerful voice that explores the author’s views on issues

Mechanics, usage, and grammar are used in a highly effective manner

This paper will be highly persuasive to the reader

“3” Paper

Has many of the following characteristics:

A clearly defined thesis, strong focus, and strong supporting details Clear and thorough explanations of both arguments

Solid negotiation of the common ground

Strong details supporting the argument, showing evidence of thoughtful research Well organized with transitions between different components of the paper

Clear and thoughtful voice, expressing personal consideration of topic Mechanics, usage and grammar are used effectively

The paper will be very persuasive to the reader

“2” Paper

May have several of the following characteristics A clearly defined thesis

Uneven explanation of both sides of the argument

Adequate support and details

Solid organization

Use of research though not as elaborate and developed as in a stronger paper

Some mechanics or grammatical problems

Limited persuasiveness, perhaps through a lack of logic or development

27

“1” Paper

Has some of the following characteristics:

Lack of clarity of topic

Extremely limited support or a lack of research Disorganization

A failure to clearly explain both sides of the argument A lack of development

Frequent grammatical errors

28

Annotated Bibliography Rubric

Dr. Gingrich

Name

Find five sources. Sources should all have authors. 1. Give a brief summary of

the sources

2. explain how the source relates to your topic and analyze the arguments

within the source 3. Provide at least one direct quote from the source which you

integrate into your paragraph 4. Explain how you will use the source in your

paper

Category Superior Adequate Inadequate Sources 5 points All sources are

preset; the appropriate types of sources are used

Missing one source

Missing two or more sources

Annotations 20 points possible (4 points per source)

Annotations sufficiently, succinctly, and effectively summarize and evaluate, and reflect on the sources including direct quotations

Annotations adequately summarize, evaluate, and reflect on the sources including direct quotations

Annotations inadequately summarize, evaluate, or reflect on the quotations; direct quotations are missing or not integrated into the paragraphs

MLA Citations and grammar 5 points (1 point per citation)

No errors in grammar or citations

1-2 errors in grammar or citations

Citations and grammar are correct

29

Appendix One:

Appendix One: Zoos and Gorillas

Palm Beach Post Pro-Con: Should the Cincinnati Zoo have killed Harambe the gorilla? June 2, 2016 | Filed in: Animals, National.

PRO: Howard Goodman, Editorial Writer

No one could have wanted to keep that Silverback gorilla alive more than the zookeepers. No one could have known the gorilla better. No one would have had a

better ability to communicate with him.

If the people closest to Harambe judged that he had to be shot because the little boy’s life was in danger, then you have to think that their reasons were extremely compelling.

Yes, we have seen gorillas acting kindly and protective to human children in other zoos at other times. And maybe Harambe, too, intended nothing but loving kindness toward

that 4-year-old.

But a 450-pound gorilla is many times stronger than a human, and when you see the video of him dragging the tiny boy through the water, the speed and violence of it is

shocking. It looks like the kid can be snapped in two in an instant. You hear onlookers say: “Oh, my god!”

As the zoo’s director, Thane Maynard, said Monday: “It was a life-threatening situation and the silverback gorilla is a very dangerous animal.”

“We stand by our decision and we’d make the same call today.”

It is a terrible thing that a beautiful animal is dead. But animal rights activists are off

base in criticizing the zoo for their handling of this wrenching situation. When a human life is in danger, it is the human life that must be saved.

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CON: Kristyn Wellesley, Digital Editor

CNN’s Laura Coates doesn’t understand Cincinnati’s reaction to Harambe’s death on

Saturday. I will try to explain it.

Cincinnatians — and being born and raised there, I am proudly in that group — have a

storied history with our gorillas, and it’s important to understand that to really understand the reaction to Harambe’s death.

It began with Penelope, a western lowland gorilla like Harambe, who came to the

Cincinnati Zoo in 1957. Born in Africa, Penelope was a gift to a group of Cincinnatians who had travelled to Africa to give famed humanitarian Dr. Albert Schweitzer a herd of

Nubian goats so he could help his patients who were dying of calcium deficiency. Schweitzer had adopted the then-3-year-old Penelope when she was orphaned and gave her to the group in gratitude for their help.

In Cincinnati, Penelope was introduced to King Tut, a 475-pound silverback gorilla who had also been born in Africa and was enamored with her, faithful to her his entire life.

The pair had four children together and that family became the foundation for opening the $4 million Gorilla World at the Cincinnati Zoo in 1978, so our families could share with their family.

When King Tut died in 1987 from complications with dental surgery, the entire community mourned and were outraged when his body was sent to a Los Angeles

museum for display. Instead, there is a bronze plaque in memory of this gorilla patriarch in Gorilla World. Penelope passed two years later in 1989. Their daughterSamantha is 46 and still lives in Gorilla World.

Cincinnatians hold a very special place in their hearts for these gorillas.

So for Zoo officials to have to kill one is especially devastating to the community.

Thane Maynard, the Zoo’s Director, said tranquilizing Harambe, as the Palm Beach Zoo did recently when one of their male Malayan tigers attacked zookeeper Stacey Konwiser, would have taken too long. But were there no other alternatives?

The Cincinnati Zoo is known for its enrichment programs with the gorillas. There is a relationship between the gorillas and their trainers, and these are very intelligent

creatures. Was Harambe given the opportunity to turn the child over to rescuers before he was killed? Did the rescuers make the call too quickly?

Looking at the video, Harambe seemed afraid of the screaming crowd — who were

understandably screaming — and dragged the child away from the noise. When the other two gorillas followed the trainer’s command to return to the habitat, Harambe went

into the moat to get the child. Was he protecting it? Did he see it as a threat? We can never know those answers.

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This is a child whose life could have been in danger, there is no question. How the child was able to access the enclosure or why he wasn’t being supervised closer by his

parents are questions that need to be answered, but even those aren’t necessarily points of blame. No zoo can prevent every scenario that might occur. Every parent has

turned away distracted for that split second.

But should Harambe have had to die for others’ mistakes? No.

It isn’t that Cincinnatians, or even the animal rights’ groups who are protesting, aren’t as

concerned with human life as an animal’s life, as Coates’ suggests — far from it. It’s that we feel deeply for these animals and want to know that there really was no other

alternative that could have preserved and protected both lives.

Zoos need to find ways to change their protocols to better protect their animals so no other animal falls victim to the same fate as Harambe.

The Independent (UK)

However unfortunate the loss may be, it was right to kill Harambe the gorilla

It was obviously right to take firm, decisive action to save this four-year-old

child’s life

Harambe was a 17-year-old silverback western lowland gorilla Twitter/Cincinnati Zoo

In the internet age – where The Independent now proudly, and solely, resides –

it is common for local stories from around the world to achieve something like

global fame. It is also common for videos of animals doing remarkable things to

go viral. Put the two together and throw in social media, and you have a recipe

not only for news that loses its moorings, but views that are frankly unhinged.

And so it is with Harambe the gorilla.

In case you missed it (or should that, in Twitter parlance, be “ICYMI”?): on

Saturday, a four-year-old boy climbed into a gorilla enclosure at Cincinnati Zoo

in the US. He was there for around 10 minutes, during which time he was

dragged hither and thither by Harame, a 400-pound, 17-year-old Western

lowland gorilla. The boy was dragged violently around a moat. Then, while still

between the gorilla’s legs, staff at the zoo shot the animal, killing it to protect

the boy.

Animal behaviour experts suggests zoo did not have to shoot gorilla

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The internet nearly melted over the weekend, so widely was video footage of

the incident, caught on camera phone, shared. But now there is an even more

rapacious online backlash, with hundreds of thousands signing petitions and

launching tirades online to denounce the zoo workers. Still photos from the

saga, which appear to show Harambe with his hand near the boy’s hand, have

been mobilised to argue that he was in fact trying to look after the boy. This

conveniently overlooks the fact that, seconds later, the boy was violently thrown

across the water. Nevertheless, petitions have been signed, hashtags have been

typed, and outrage has been expressed.

This is all getting rather silly. It is a great shame that Harambe was killed, the

more so because the four gorilla subspecies living in the rainforests of central

Africa and its western lowlands are the most numerous and yet still endangered.

But the idea that a tranquiliser dart could have been used is immature: it would

have taken several minutes to take effect, during which time the vast ape,

already agitated, could have done terrible harm.

It was obviously right to take firm, decisive action to save this four-year-old

child’s life. To argue otherwise, other than for want of titillating readers, is to

show a shameful and flagrant disregard for the superior worth of human life to

that of our nearest relatives.

Pittsburgh-Post Gazette The death of a gorilla: Harambe should have been tranquilized, not slain

June 2, 2016 12:00 AM

By the Editorial Board

What happened at the Cincinnati Zoo last weekend was stupid and senseless and tragic — and lessons should be learned.

A young boy crawled through the railings surrounding the gorilla enclosure and fell into a moat within the enclosure. Harambe, a majestic 17-year-old silverback gorilla, jumped into the water and went to the child, as the child himself and a horrified crowd screamed. It now seems clear that the gorilla was reacting in a protective way. A video shows Harambe and the child holding hands before Harambe dragged him away from the noisy, what probably seemed a threatening, crowd.

Experts say that the animal would have beaten its breast and approached the child peripherally had he meant him harm. But the zoo decided to shoot and kill the gorilla.

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Zoo officials should not have done that. They misjudged the animal’s actions. Zoo and law enforcement officials could have used a tranquilizer dart, which, if employed properly, would have put the animal down quickly. The tranquilizer and someone who knew how to shoot the dart, and in the proper dosage, should have been readily available at the gorilla exhibit. The scenario is one that zoo officials should have drilled for over and over, so that reasoned, rational measures could be employed in an emergency.

The zoo director, Thane Maynard, says he would do the same thing if he had it to do over again. And for that, above all else, he should be fired.

You cannot be human and not make mistakes. But we have to recognize our mistakes, own up to them, and ask: What can we do differently now? All of us who are parents have had bad parenting days and made poor judgments. Most of us have lost a child, if only for seconds. The mom whose child wandered, crawled, and fell needs to take stock. Harambe would not be dead but for her irresponsibility. The child could have died as well. What if the bullet had missed Harambe, enraging instead of killing the animal?

There was a design flaw at the Cincinnati Zoo that made the enclosure permeable. That has to be fixed immediately. For future safety, perhaps zoos also should limit the number of children admitted with each adult.

Mr. Maynard must go, first, because the wrong thing was done and the buck stops with him. Harambe wasn’t going to hurt the boy; he should have known that. The proper tranquilizer, quickly applied, would have saved both lives.

But Mr. Maynard also refuses to consider how he could have done things differently. The very least we can ask of someone who exacts such a toll from a bad decision is that he be willing to learn.