Friday, May 10, 2013

Classical Argument Essay

The Whole Enchilada 

Essay 3 is a classical argument.  You choose your topic from some issue in pop culture you find interesting.  You will develop an argument to prove and use quotes from our text (or any outside sources you find (read:  the interwebs) to help back up your point.

Possible Topics:  How are Men/Women/Hispanics/African Americans/Ethnicity of your choice represented in the media of your choice (television/movies/news/magazines/video games) and is that fair/accurate?  Are Caucasian Americans culturally bankrupt?  Is (insert depiction here) responsible for ( insert social calamity here) [such as, magazine photoshopping responbile for eating disorders in young adolescent girls].  Are social networks (or smart phones) ruining our ability to relate in real life? Is it possible to be ethnically ambiguous and is that positive or negative for the person, and/or our society?  Does violence in TV/movies/video games beget violence (such as Sandy Hook), or is it cathartic?  Etc. 
Classical Argument Format:


Introduction: Stylized and Dazzling
Background: Background information, historical information, groundwork (What is the basis of this argument?)
Argument: Probably 2 solid paragraphs
Counter-Argument: A nod to the other side, usually a brief paragraph
Rebuttal: Countering-the counter argument "They have good points, but I'm still right because..." your best arguments should go here.
Conclusion: Stylized and Dazzling
 Works Cited Page:  MLA format (and the last page of the paper, not a separate document!)

You are required to incorporate 1-2 quotes per body paragraph, and have at least 3 different sources.  


Norming Session Essays:

Example 1

Example 2

Classical Argument Evaluation:


Evaluation of Essay 3 (Classical Argument)

Essayist:__________________________

Title:  Does your title forecast the issue or problem your essay e amines and make  readers want to read on?

 Exceptional__ _____             Proficient__   ______              Needs Work__ ____



Introduction:  Engaging and compelling? 

 Exceptional__ _____             Proficient__   ______              Needs Work__ ____


Background?  Is this background clear and complete?  Does it set up the reason for the argument?

 Exceptional__ _____             Proficient__   ______              Needs Work__ ____


Argument: 

Did the author include a clear point and argument supporting that point? 

 Exceptional__ _____             Proficient__   ______              Needs Work__ ____

Are there 2-3 quotes per paragraph that support the author’s argument?

 Exceptional__ _____             Proficient__   ______              Needs Work__ ____


Counter-argument:  Does the author include a counter-argument that acts as a “nod” to the other side of the argument? 


 Exceptional__ _____             Proficient__   ______              Needs Work__ ____



Rebuttal:  Does the author then rebut (or counter the counterargument) with strong, convincing argument?


 Exceptional__ _____             Proficient__   ______              Needs Work__ ____






Conclusion:   Is it stylized?  Does it end profoundly?

 Exceptional__ _____             Proficient__   ______              Needs Work__ ____

Mechanics and Style:

Does the author provide enough transitions to help the reader see how points are connected?


 Exceptional__ _____             Proficient__   ______              Needs Work__ ____


Are there enough Level #1 examples to illustrate and support your ideas (facts, quotations, statistics, anecdotes from your own experiences. . .).

 Exceptional__ _____             Proficient__   ______              Needs Work__ ____

Style:  Is there a sense of voice in this writing?  Is there a personality behind the writer, or, does this read like textbook writing?

 Exceptional_______              Proficient__   _____                Needs Work__ ____

The author's writing demonstrates careful editing with attention to stylistic choices such as use of strong verbs, use of attributive tags, strategic use of punctuation and unified paragraphs.  Writer uses logos, pathos, and ethos to give their writing depth.

 Exceptional_______              Proficient___   _____              Needs Work_

Careful use of attributive tags and in-text citations: 

Does the author introduce borrowed words or ideas by using attributive tags?  Are all borrowed words and facts noted with in-text citations with the page number? 


 Exceptional__ _____             Proficient__   ______              Needs Work__ ____



Works Cited: 


a.        Is it in proper format? 

Proficient__   ______              Needs Work__ ____


b.       Is the text hanging? 

Proficient__   ______              Needs Work__ ____


c.        Is it in alphabetical order?

Proficient__   ______              Needs Work__ ____

Group Projects

Persepolis Group Projects for Final

Advertisements: For Iran during the Revolution, Iran after the Revolution, Iran during the Iran/
Iraq War, for Marjane’ school abroad. Group 2:  Fabiola, Kimberly, Yelena, Jesenia

Scrapbooks: Iran during the Revolution, Iran after the Revolution, Iran during the Iran/Iraq War,
for Marjane’ school abroad. Group 1:  Annjuline, Krystle, Medina, Maximo

Awards: Create awards to present to all characters.  Group 5:  Denis, Edwin, Cynthia, Maria

Blogs: From Marjane’s POV: Iran during the Revolution, Iran after the Revolution, Iran during
the Iran/Iraq War, for Marjane’ school abroad.  Group 3:  Yaniris, Jessica, Hesham, Isander

Boardgame: That mimics the movement of the story from Marjane’s childhood to leaving Iran for
Good.  Group 4:  Edgar, Martine, Natallia, Larisa

Editorials: Conflicting letters to the editor regarding 3 of these 4 events: Iran during the
Revolution, Iran after the Revolution, Iran during the Iran/Iraq War, for Marjane’s school abroad. 

Stuff to Do in the Lab!

Stuff to do in the lab!
We’ll be in da lab two hours a week for the rest of the semester.  Woot. 
While in the lab you should:
1.)         I sent comments and grades for essay 1 version 1 to your emails.  Check and read.
2.)         Revise essay 1. 
3.)         As you revise, please bring me pieces of your revisions—intro, body paragraphs, conclusions, works cited—to me to look over and steer you correctly. 
4.)         If you are happy with essay 1 and your grade, or if you finish your revision of essay 1, continue to essay 2:  The Classical Argument. 
5.)         Classical Argument:  See blog.
6.)         Do NOT facebook your time away.  If you do, I will revoke your internet privileges.  I have that power.  Bwahahaha. 
7.)         You are required to finish two essays before the end of this class.  An intense (complete) revision of essay 1 will count.  However, you must keep busy in the lab. 
8.)         Let me know if you have questions. 

Monday, May 6, 2013

For FR 5/10

Sorry, you guys!  I posted this on another classes' blog!  :/  

Next week:
p. 310 “Mystical Black Characters”
p.346 “Why Are So Many Films for Latinos Bad?”
p. 275 “Watching TV Makes you Smarter” (re-read)
At 10:20 in M-223

Monday, April 22, 2013

For FR 4/26

Please bring Persepolis and please read and complete Analysis Think Sheets for "The Art of Immersion: Fear of Fiction" p. 366 and "Violent Media is Good for Kids" p. 372.

Thanks!  5 more Fridays to go!  Crazy!

Friday, April 5, 2013

Stuff!

Ok. 

1.)  Final drafts of essay 1 due to me by email (dmghunt at gmail) by 11:59 pm Monday night.  You can always send it earlier.

Email me if you have questions.

2.)  Analysis think sheets due in class next Friday for the following readings in CH 2

"With These Words I Can Sell You Anything" p. 62

"Propaganda: How Not to Be Bamboozled" p. 71

"Selling Down: The Marketing of the Hip-Hop Nation" p. 87

"The Ultimate Marketing Machine" p. 97

Feel free to peruse the advertizements on p. 108-112, too. 

3.)  Get your hands on The COMPLETE Persepolis ASAP.  Have it in class for 4/ 19.

4.)  Yay. 

Saturday, March 23, 2013

MLA Template


Have a good break!  Don't forget to bring hard copies of your essay when I see you next!

In case this helps:  MLA