Day 15 - Monday

Day 15 - Monday

1) Class Business (10)

* Sign-in Sheet
* Collect Revisions, Bedford Worksheet, and Journals
* Discuss Paper #2 (Hand out assignment and argument outline)
* Discuss Assignment for Wednesday 10/3

2) Introduce the 5 Questions of Argument (15)

Brief Statement of Goal:

* In this exercise I want you to see that arguments are composed of five parts, each with its own function; I want you to see how these parts come up in ordinary conversation; and I want you to see that these questions will strengthen the arguments you make in your papers.

Worst Teacher Game (See LRS Sheet):

* Have class select partners. Now, tell your partner who your best or worst teacher was, and why.

* When the chatter dies down, reconvene the class and ask who heard a really good story from their partner. Ask partner to volunteer the story (more reliable response). If you get multiple volunteers, have all reveal their stories. Have the class select the worst teacher (and best story).

* Ask student if he/ she would mind elaborating on his/ her story by answering some questions: (Write answers on board in order of the parts of argument.)

1) Who was your teacher? Was he/ she good or bad? Claim

2) Why do you say that? What made Mr. X such a bad teacher? Oh? That’s all? Any other reasons? (When evidence is offered instead, ask "What’s so bad about that?") Reasons

3) What makes you say that Mr. X was Y? What do you mean by Y? Examples? Evidence

4) How do you know Y? Could this just be your impression? Did others think the same thing? Are you biased? Further Evidence

5) So you’re saying that any teacher who Ys is a bad teacher? (When students narrow statement, then agree, write on board.) Warrant

6) Raise alternatives: Could it be that X did Y just to …? (Write down summary of question and response.) A & R* Discuss results: Why are these questions those a rational person would ask when asked to believe something that person otherwise would not. How might these questions be more pointed if Mr. X were a colleague or friend. If student anticipated questions and offered evidence or qualifications before I asked, point out that this displays the "naturalness" of the questions. Label the parts of argument on the board.

* Hand out the five questions of argument: read and discuss. For every paper you write for the rest of the semester, I want you to make someone ask you these questions (a classmate, a roommate, a friend).

* Finally, I want you to get into groups of three. Now, draft a brief letter of complaint to the principal of your school making the argument against Mr. X. You have 3 minutes.

* Share the letters with the class. Discuss the strategies.

3) Jigsaw Learning: Groups of 6, Parts of Argument Stations (20)

* Have class count out 1-6 into three groups. (Each 1-6 is a group.)
* All the ones to station one, twos to two, etc.
* The study groups need to learn the information. Give them only 2-3 minutes. Then, after they leave their station, they have 1 more minute to take notes.
* Then, the 1-6 groups should get together, teaching each other the parts of argument.

4) Discuss the Five Parts of Argument (Remain in Groups) (5)

* Check their understanding: ask for volunteers to explain what a Claim, etc. is.
* Review the 5 Questions
* Emphasize that the Claim=Thesis=Answer/ Solution to Problem Statement and should be located in the Launching Point of the introduction.

5) Argument Game (Still in Groups — More practice, if time allows.)

* Pass out index cards with parts of argument. Each group will receive 6 cards, each with a different part of argument written on it.
* Tell students: you will receive your role in an argument on an index card. You may not have the role that you taught your groupmates.
* With your teammates, construct an argument on any topic which interests you. Begin with the Claim card, then move to Reasons, Evidence, Warrants, Acknowledgment, and Response.

6) Return E-mail Questions and Paragraphs

Return to MWF Calendar