Weekly Agenda

1. Weekly Agenda • Take out your agenda for this week. (If you don’t have yours, get a new one from the front of the room.) • On the side with the days, draw a vertical line dividing the days to create 2 columns. Label these columns “do” and “due” • Write the date next to each day: Monday 1/7, Tuesday 1/8, Wednesday 1/9… • On Friday, in the “Do” column, write “Map Testing – meet in library” • On Monday, write the learning target from the board in the “do” column. In the “due” column, write “Frederick Douglass revised essay due January 23” and “Agenda due January 11” • In the Weekly Goal section, create an academic and personal goal and write them down in the appropriate places.

2. Quickwrite • What does it mean to write argument? • Why is it important to write argument? • What does it mean to read “closely”? • How do you think “close reading” relates to writing argument?

3. Writing Literary Argument

4. Literary Argument Requires Close Reading of a Text • What is “Close Reading?” • Close Reading comes from asking questions about the text that extend beyond mere comprehension. • What is the speaker/author saying? (Between the lines reading.) • Why are they saying it? (Purpose.) • Why does it matter? (Universal Truth.) Persuasive Argumentvs.Literary Argument In Persuasive Argument, the writer attempts to bring about a particular result. Examples: In Literary Argument, the writer attempts to convey an idea about a text (film, book, article, etc.) and make a statement about a universal truth. Examples:

5. Close Reading Practice • For each of the images to follow, answer the following questions: • What is the author saying? (Literal/Figurative) • Why are they saying it? • Why is it important?

6. What details in the picture back up your answers to the questions? Jot down your responses to the questions.

7. What details in the picture back up your answers to the questions? Jot down your responses to the questions.

8. Weekly Agenda 1/8/13 • In the “Do” section, write today’s learning target: • Apply close reading to FD’s speech: identifying key details & commentary • On the reverse side (next week), label dates 1/14 – 1/18.

9. What details in the picture back up your answers to the questions? Jot down your responses to the questions.

10. Self-Assessment • After practicing “Close Reading” with those images, how is your understanding of close reading changed?

11. Application • Apply your close reading skills to Frederick Douglass’s Fourth of July Speech. • What is he saying? • Why is he saying it? • Why is it important? • What quotations in the text specifically prove your responses? • Link to the speech: http://www.pbs.org/wgbh/aia/part4/4h2927t.html

12. Reflection • What new understanding do you have about Close Reading? • In reading the original draft of your essay, list the strengths and weaknesses of your essay in terms of close reading and argument. • Is your argument rooted in the text or just narrative? • Are you explaining the quotations you chose? • What do you think will improve your essay?

13. Communicating Ideas Effectively

14. Close Reading Argument Steps • Steps to writing argument using close reading: • Make generalization about what you will talk about in the paragraph (topic sentence). • Introduce and give basic explanation of quotation (motivation, insight, etc.) • Elaborate on your explanation. • Tie explanation and quotation to premise of your argument.

15. Generalizations & Examples • A generalizationmakes a basic statement about a text: • Frederick Douglass exposes the hypocrisy of American ideals in his speech “The Meaning of the Fourth of July for the Negro.” • An example gives concrete evidence that backs up the generalization. • When he says, “The sunlight that brought light and healing to you, has brought stripes and death to me,” Frederick Douglass demonstrates the disparity between slaves, who are denied their freedom, and whites who enjoy liberty and freedom from birth.

16. Elaboration & Commentary • Once you introduce your quote, you need to elaborate and explain it. (Reading between the lines.) • Hit on particular portions of the quotation or language that are most important. In the case of this essay, you are looking at rhetorical devices and how they show the hypocrisy. • Douglass compares white freedom to “sunlight,” demonstrating that it is something that is naturally given to whites, noting that the same sunlight brings death to slaves. In other words, because the slaves do not have access to the sunlight, they wither and die in their situation, as opposed to whites who flourish in life.

17. Connect to Argument • Each paragraph should point back to the central argument given in the first paragraph of the essay (the “thesis”). • Why is the information you have given important? You must state it explicitly. • In comparing freedom to sunlight, Douglass shows the white audience that the freedom they take for granted is elemental to survival, and ultimately, the celebration of freedom that is denied others is a hypocritical mockery of such freedom.

18. The Final Paragraph When he says, “The sunlight that brought light and healing to you, has brought stripes and death to me,” Frederick Douglass demonstrates the disparity between slaves, who are denied their freedom, and whites who enjoy liberty and freedom from birth. Douglass compares white freedom to “sunlight,” demonstrating that it is something that is naturally given to whites, noting that the same sunlight brings death to slaves. In other words, because the slaves do not have access to the sunlight, they wither and die in their situation, as opposed to whites who flourish in life. In comparing freedom to sunlight, Douglass shows the white audience that the freedom they take for granted is elemental to survival, and ultimately, the celebration of freedom that is denied others is a hypocritical mockery of such freedom.

19. Fancy Words Demonstrate Argue Illustrate Expose Portray Depict Exhibit • USE YOUR THESAURUS! Fancy Words Premise Indicators Because Since Given that On the grounds that This follows from Conclusion Indicators Therefore Thus Hence Consequently This shows that Ultimately

20. Weekly Agenda 1/9/13 • In the “Do” section, write today’s learning target: • Use the 4-sentence strategy from 1/8 to build concrete examples and relate to thesis. • When you have completed your agenda, you may vote for Homecoming Court

21. Application • In your essay, highlight the quotations you are planning to use in your argument. • Revise the argument to make sure it is explained, elaborated on, and connected to your argument.

22. Sentence Starters Connecting to Argument (1-2 sentences) When Douglass says, “…..,” he is showing… In order to show…, Douglass states, “…” Through his use of (rhetorical device), Douglass shows the audience… Douglass’s argument exposes the hypocrisy by… To Introduce Quote (1 sentence) Explaining Quote: (1-2 sentences) • In other words… • In saying this, Douglass means…

23. Reflection • How have you strengthened your argument? Give specific examples of what you have changed. • Do you think this method and structure will be easily duplicated in other writing assignments? • Where do you think your writing weakness is?

24. Weekly Agenda 1/10/13 • In the “Do” section, write today’s learning target: • Create 3 complete evidence paragraphs connecting FD’s statements to the hypocrisy of July 4th • Safety Review • By the end of class, you must show me 3 completed paragraphs. This is for a grade. Ask me if you need help.

25. Weekly Agenda 1/15/13 • Go back to Monday’s “Do” section and write “MAP Testing” • In Tuesday’s “Do” section, write today’s learning target: • Create concluding paragraph that connects Frederick Douglass’s speech to universal truth • In Tuesday’s “DUE” section, write “Conclusion Paragraph Due Wednesday 1/16” • Set weekly goals and write reflection from last week

26. The Conclusion Paragraph • Not just restating what you have said. • Must connect to a larger, universal issue. • The “So What?” – Why is it important that you have covered the topic or shared the information? • Essentially, summarize evidence and connect to larger meaning.

27. Basic Formula • By showing (evidence), • Douglass conveys (idea). • Therefore, (conclusion that can be drawn). • By showing there is in inconsistency between celebrating the 4th of July while slavery exists, Douglass conveys a new perspective to his white, abolitionist audience. Therefore, it is important to see the whole picture even when one is on the “right” side of an issue. • This is not a complete conclusion, yet.

28. Formula of Conclusion • Summarize each of your evidence paragraphs into a single statement (one word to a few words that capture its “essence”) • Determine what those words/phrases have in common, so you can create a summarizing statement. • E.g. If all of my evidence shows the hypocrisy, I will create a summarizing statement like: • Frederick Douglass gives his audience multiple examples of how 4th of July is hypocritical.

29. Answer the So What • It’s not enough to just make a summarizing statement. The summarizing statement is generic and needs commentary and explanation. • The northern, white abolitionists listening to Douglass haven’t been outright confronted by the idea that it is wrong to celebrate freedom when some in society do not hold it. Douglass basically says that by celebrating freedom while some don’t have it, they are as bad as the slaveholders.

30. Extend it Further • Why is it still important to look at this argument/text? Why/how is it relevant? State and explain. • Although the debate over slavery is long gone, Douglass’s speech is still relevant. It is important for citizens to look for areas of hypocrisy in society and to see things from the point of view of victims of society.

31. Tie it Together • Tie the text to the universal truth. • Douglass’s speech shows us today that even when we are on the “right” side of an issue, we must understand the side of the victims in order to see that we might also be contributing to pain and suffering.

32. The Whole Conclusion Frederick Douglass gives his audience multiple examples of how 4th of July is hypocritical. The northern, white abolitionists listening to Douglass haven’t been outright confronted by the idea that it is wrong to celebrate freedom when some in society do not hold it. Douglass basically says that by celebrating freedom while some don’t have it, they are as bad as the slaveholders. Although the debate over slavery is long gone, Douglass’s speech is still relevant. It is important for citizens to look for areas of hypocrisy in society and to see things from the point of view of victims. Douglass’s speech shows us today that even when we are on the “right” side of an issue, we must understand the side of the victims in order to see that we might also be contributing to pain and suffering.

33. Write Your Conclusion • Make summarizing phrase for each evidence paragraph. • Put those phrases together into summarizing statement. • Answer the “So What?” Give commentary and explanation of our summarizing statement. • Extend it further. Why is it still important to look at this argument/text? Why/how is it relevant? State and explain. • Tie it together. Tie the text to a universal truth.

34. Weekly Agenda 1/16/13 • In Wednesday’s “Do” section, write today’s learning target: • Create interesting introductory paragraph for literary argument essay • In Tuesday’s “DUE” section, write “Introductory Paragraph Due Thursday 1/17 & Final Draft Due 1/23”

35. The Introductory Paragraph • Why write it last? • Function: • Grab the Reader’s Attention • Provide necessary background information • Shape reader’s perspective • Present thesis statement

36. Grab the Reader’s Attention • Professional writers who write for magazines and get paid for their work use 5 basic patterns: • Historical Review • Anecdotal • Surprising Statement • Famous Person • Declarative

37. Historical Review • Share brief history of the topic. • History must be brief so it doesn’t take over paper – just the facts, ma’am. • Example: • The victory brought pure elation and joy. It was May 1954, just days after the Supreme Court’s landmark ruling in Brown vs. Board of Education of Topeka, Kansas. At NAACP headquarters in New York, the mood was euphoric. Telegrams of congratulations poured in from around the world; reporters and well-wishers crowded the halls.From “Integration Turns 40” by Juan Williams in Modern Maturity, April/May 1994.

38. Anecdotal • What is an anecdote? • If using an anecdote, make sure it doesn’t take over the paper and it is relevant to the topic. They are not generally used in literary analysis. • Example: • Mike Cantlon remembers coming across his first auction ten years ago while cruising the back roads of Wisconsin. He parked his car and wandered into the crowd, toward the auctioneer’s singsong chant and wafting smell of barbecued sandwiches. Hours later, Cantlon emerged lugging a $22 beam drill-for constructing post-and-beam barns– and a passion for auctions that has clung like a cocklebur on an old saddle blanket. “It’s an addiction,” says Cantlon, a financial planner and one of the growing number of auction fanatics for whom Saturdays will never be the same.From “Going, Going, GONE to the Auction! By Laurie Goering in Chicago Tribune Magazine, July 4, 1994.

39. Surprising Statement • Not used often. Can be surprising because it is disgusting, joyful, shocking, or because who said it. • Example: • Have a minute? Good. Because that may be all it takes to save the life of a child—your child. Accidents kill nearly 8000 children under age 15 each year. And for every fatality, 42 more children are admitted to hospitals for treatment. Yet such deaths and injuries can be avoided through these easy steps parents can take right now. You don’t have a minute to lose.From “60 Seconds That Could Save Your Child” by Cathy Perlmutter with Maureen Sangiorgio in Prevention, September, 1993.

40. Famous Person • Name Dropping – gives authority or creates interest • Example: • The most widely read writer in America today is not Stephen King, Michael Chrichton or John Grisham. It’s Margaret Milner Richardson, the Commissioner of the Internal Revenue Service, whose name appears on the “1040 Forms and Instruction” booklet. I doubt that Margaret wrote the entire 1040 pamphlet, but the annual introductory letter, “A Note from the Commissioner,” bears her signature. From “Dear Taxpayer” by Will Manley in Booklist, May 1, 1993.

41. Declarative • Commonly used to state topic • Example: • In the College of Veterinary Medicine and Engineering, for example, nearly one-third of the teaching faculty may retire by the year 2004. In the College of Education, more than a third of the professors are 55 years and older. The largest turnover for a single department is projected to be in geology. More than half of its faculty this year are in the age group that will retire at the millennium, says Ron Downey of K-State’s Office of Institutional Research and Analysis. The graying of K-State’s faculty is not unique. A Regents’ report shows approximately 27 percent of the faculty at the six state universities will retire by the end of this decade, creating a shortage of senior faculty. From “The Tuition Tap” by Tim Lendemuth in K-Stater, February 1994.

42. Background Information • Scientific, historical, cultural, or personal • Things the reader needs to know about the topic (but doesn’t) in order to “get” your thesis.

43. Shape the Reader’s Perspective • Make the reader realize a need, see themselves in a similar situation, feel sad, angry, pious, or patriotic

44. Present the thesis • The main idea of the entire essay • Works like a topic sentence works in a paragraph

45. What NOT To Do • Apologize. Never suggest that you don’t know what your talking about. Avoid: • In my [humble] opinion… • I’m not sure about this, but… • Announce your intentions. Avoid: • In this paper I will… • The purpose of this essay is to… • Use a dictionary definition. Avoid: • According to Webster’s… • Dilly-dally. Get to it and move confidently into your essay!