Unit 1

1. Unit 1 RWS 100 Fall 2015 San Diego State University Instructor: Susan Lee Duba

2. Let’s Review What we’ve learned in week one – some basics: • Why we study argument • Developing a rhetorical self consciousness • Thinking about texts rhetorically (what they do, not what they say) • “Text” can mean anything that can be “read” (yay visual rhetoric!) • Rhetoric is everywhere and multi-faceted depending on purpose

3. More Week One - Rhetoric Basics • Rhetorical appeals (ethos, pathos, logos) – remember that an appeal is NOT the strategy, but the result of a strategy the author uses • Rhetorical Triangle (rhetor, audience, argument) • Rhetorical Situation (context around the argument) • Rhetor, message, audience, social and historical context, and the broader conversation

4. Argument • Elements of an argument • claims • subclaims • evidence, • strategies • assumptions

5. Claims and Assumptions in Kristof Claims • Par. 2 • Par. 4 Assumptions • Par. 2 – that guns should be regulated • Par. 4 – that the way things are handled now isn’t rational • Par. 15 – that the audience will be persuaded by examples from other countries • Par. 15 – that there is a correlation between regulation and a reduction in gun crime/death

6. Macro-charting of Kristoff • Par. 1-7: Placing gun violence in a framework of public health • Par. 8-10: Rebuttals • Par. 11-19: Solutions • Par. 20: Conclusion

7. Some other things in Kristoff: • Prolepsis (addressing and countering a possible opposing argument) • Par. 9 & 10 • Appeals to pathos (not a strategy) • Par. 11 • Par. 20

8. An introduction to Clive Thompson Technology writer for the New York Times Magazine and columnist for Wired, Mother Jones and Smithsonian. Specializes in the technology and how the average person uses them About his book: Thompson on CBS This Morning

9. Homework due Wed 9/2 Read Chapter 2 (pp. 27-38) in EOA Reading Response on Thompson (on BB Discussion) (due 9/2) • Identify and explain Thompson’s main claim and subclaims • Identify and explain three types of evidence Thompson uses to support these claims • Identify and explain the techniques

10. Working with Thompson Wednesday, September 2

11. “Public Thinking” is an apologia (a written defense) • Project: an apologia/defense of the phenomenon of the new writing being produced online • Larger conversation: technology and writing and the overall effect of one on the other, and on society as a whole

12. Macro-charting Thompson pp. 45-51 (middle) – Introduction and background of conversation and situation pp. 51-58 (middle) – First four subclaims pp. 58-61 – Last subclaim and a concluding claim pp. 66-69 – continuation of previous claim support

13. Toulmin Analysis of “Public Thinking” Primary Claim: The vast increase in public writing inspired by the internet is good for society. • Claim written another way: The increase in internet writing is a good thing • Data/Reason/Grounds: because it stimulates public thinking. • Warrant (unspoken assumption): We believe that good thinking is connected to good writing. • Another warrant: Public thinking is valuable to society & culture (a basic democratic value) (collectivist concept more valuable than individualist) • Backing (the support for the warrant): belief in democracy and that people’s ideas are important

14. Micro-charting Thompson In small groups, micro-chart your group’s assigned section. Focus on identifying claims, subclaims, evidence, and if you see any rebuttals. If you notice something makes an appeal, make a note of it on your text. Group 1: 45-47 Group 2: 48-51 (middle at the break) Group 3: 51-57 (up to new paragraph) Group 4: 57 (middle) – 61 Group 5: 66-69

15. Micro-charting Topics • Main argument in Thompson • Five primary claims • Subclaims • Evidence for each claim • How does he establish ethos through the text? • Techniques

16. Homework for Fri 9/4 • Finish charting/annotating Thompson (can be a chart on the text, argument map, list, rough outline). Doesn’t have to be everything in the text (just do a few for now), but bring something to Friday’s class. • Claims, Evidence, Rebuttals • Techniques • Potential problems with the text (if you notice any) • Read TSIS Part One (pp. 1-51) on paraphrasing, quoting, and summarizing * Very important for writing paper

17. Working with Thompson Friday, September 4th

18. Some of the claims in Thompson Public thinking is good for society because it: • clarifies our thinking (epistemic – related to knowledge – nature of writing (51) • is audience centered (52), which can be transformative (56-57) • improves memory (57)  a throwaway • creates audiences in non-democratic countries (57), starting with small talk (58) • enhances connections (theory of multiples) (58), although most of these examples come from pre-internet times (58-9)

19. Rhetorical Situation of “Public Thinking” Some questions to consider: • Who is Thompson and what type of writer is he? What stance is he taking? What are his beliefs, values, and assumptions? • What is the text’s message? How is it constructed? How does the text create meaning? How are these meanings influenced by Thompson? • What is Thompson’s audience? Why? What is the purpose for writing? • In what historical context was the text written? How does the context affect the text’s meaning?

20. Potential problems with the text? • Democratizing china – argument of direction (although not a negative outcome like usually thought of with slippery slope fallacy) • Qualifiers (Probably, etc.) – can be helpful or hurtful depending on what you expect • Non-democratic countries and internet connection doesn’t always work • ISIS uses social media for recruiting (Used for non-democratic means)

21. Paper 1 Prompt In “Public Thinking,” Clive Thompson considers the role of social media, particularly blogging, in changing the way we create, share, and think about arguments in civic discourse. In this essay, you will be identifying important features of Thompson’s argument and evaluating the extent to which those features help him persuade his audience to accept the argument’s main claim. Your essay should be in the 4-6 page range and engage in the following work:

22. First, describe Thompson’s argument, including what you see as his central claim and the most important or interesting sub-claims leading up to that larger idea, explaining how those sub-claims relate to the overall claim. Second, identify and analyze three different types of evidence Thompson uses that are connected to those claims. Evaluate both the strength and weakness of each particular piece of evidence in the context of the sub-claim it supports and the argument as a whole.

23. Third, analyze the ways in which Thompson uses two different techniques to develop and/or organize his text and evaluate the extent to which those techniques help guide the reader’s understanding of the argument and persuade the reader to accept Thompson’s argument. These techniques might include: • establishing significance • answering possible objections • responding to the larger conversation • use of metadiscourse and transitions, etc.

24. Important Dates: • September 11th: hard copy of rough draft due in class for Peer Workshop • September 14-16th: Conferencing – Class canceled on Sept 14th and Sept 16th(draft must be a revision from the rough draft – no credit if same as rough draft; bring both rough draft and revised draft to conference) • September 18th: Final draft due to Turnitin (Bboard) and hard copy in class

25. Homework for Wed 9/9 Due: Complete outline or map of your paper with: Selected claims, evidence, and techniques you will analyze (Bring a hard copy to turn in to me at the end of class.)

26. Drafting Paper One Wednesday, September 9th

27. Last time: • Group work breaking down the text into the major claims, evidence, and some techniques in “Public Thinking” Today, you should have brought with you: A complete plan, map, or outline of your paper with: • selected claims • accompanying evidence • and specific techniques you will analyze

28. Plan for today: • How to turn your plan/outline into paper one • What a rhetorical analysis paper looks like • Introductions • Using quotations • Conclusions

29. Drafting Paper 1 Turning your outline into a paper: Your paper should have all the basic elements of an academic paper such as: Introduction (rhetorical moves in the intro are important) Body paragraphs with clear topic sentences, textual evidence to illustrate your points Conclusion

30. Rhetorical Analysis Body Paragraph Structure • Topic sentence establishing the main point of the paragraph • Context to guide the reader (explain the claim you’re analyzing from Thompson, and the identification and explanation of the connection to his overall argument should be explained here, which sets up the example you’ll provide) • Quote sandwich (still applies even for summary and paraphrase, but different) • Will be the example from the text to illustrate your point (will need some context from the text because quotes shouldn’t be too long) • Explanation of the illustration – what do you want your readers to get out of this example? Use the prompt to guide you (you can explain three claims and three pieces evidence, as in one per claim, or have one claim with three pieces of evidence, or a combination) How many claims will dictate how you structure your essay • Explain how the claim you’ve identified, even if it’s the same one – making that connection for your reader about the claim and the evidence is important. • Conclude each paragraph by discussing the effectiveness of that piece of evidence as it supports the argument as a whole

31. Sample Paragraphs online

32. Quote Sandwich Top slice = introduction & framing (advance your point or interpretation of the author’s claim, or what the author is doing) The meat/tofu = the actual quotation Bottom slice = explain, restate, discuss significance. Why is it important, and what do you take it to say?

33. Writing Introductions Specifically, based on conventions for introductions in academic writing, you will: Introduce to the topic and its significance Introduce Thompson’s project text and central claim (including him, the title of the text, and his overall argument) State your own clear thesis (a thesis about the text – you may not have this for the first draft so use a placeholder) and a project statement, which clearly says what you will do in the paper (In this paper, I will analyze…)

34. Quick Guide to Quotations 1. Choose Carefully- Choose what you want to use carefully. Make sure you need the quotation to illustrate your point, and that it connects closely with the point you are making. 2. Introduce or “frame” - You should ‘set up’ or introduce quotations – don’t just insert them into your text without providing some background. This means they should be introduced with your own words. You should use introductory phrases that provide context or say what the author is doing in the section of the text the quotation comes from– for example, “Author X is concerned about global warming, and describes her alarm in the following terms. She writes, [insert quotation]… 3. Integrate- Make the quoted words fit the language (part of speech and verb tense) of your writing. You may need to carefully select parts of the quotation to do this.

35. 4. Explain and analyze - EXPLAIN the relevance of any direct quote you include to the analysis you’re doing within that paragraph or section. Never just leave a quote hanging on its own (aka the “dangling” or “drive-by” quotation, as Graff and Birkenstein put it.) 5. Always Cite - Always cite the text, author, page number, etc. you are using.. 6. Maintain Your Voice (handle attributions) - Sometimes when a writer is paraphrasing the ideas of others the viewpoints get mixed up and the reader finds it difficult to know who is saying what. The writer needs to provide good "cueing" so that the reader always knows the difference between what the writer believes and what the source believes.

36. Writing Conclusions All conclusions will: • Reiterate the topic and the significance (so what?), highlighting the ways that this essay has made that clear. Don’t summarize the paper or restate the thesis. Specifically, this prompt requires you: • Conclude with an evaluation of Thompson’s overall argument and its significance

37. Fri 9/11 Due Friday: • Before you begin writing, read TSIS Ch 7 (“So What? Who Cares?” • Bring a completed rough draft hard copy of your paper for Peer Workshop. Only papers that meet this requirement will be given full credit. • It must include an MLA header, page numbers, and be stapled • Do NOT lose this paper once your peer returns it to you – you turn it in to me with the final draft for credit. • There is NO credit for missing the Peer Workshop and having someone else review it outside of class. Also, your final paper grade will suffer if you miss the workshop/don’t do a rough draft.

38. Don’t forget to turn in your outline plan homework

39. Paper One Peer Review Workshop Friday, September 11th

40. Peer Review Workshop To receive full credit for the workshop, remember to: • Have a full draft for your peer to review. • Write your name on the worksheet (Author: Name) • After exchanging both documents, write your name as the reviewer at the top of the first page of the paper and sign and date it next to your name (Reviewer: Name). Also write your name as a reviewer on the worksheet. • Bring the worksheet your peer completed and your paper with comments to your conference.

41. Next Week: • Conferences in lieu of class Monday and Tuesday • If your conference is Wednesday, I expect a more complete revised draft than if it’s Monday. You’ll only have two days to revise again before it’s due. • Friday: The final draft of Paper One is due – online to BB’s Turnitin and hard copy to me in class. Failure to bring the hard copy or to submit the Tii version will be considered late and it will affect your grade. • Library Day – Will not be on Friday, so meet in normal classroom. Library Day date TBD.

42. Submitting to Turnitin • Go to BB • Select “Assignments” from the left panel • Click “View/Complete” and upload the FINAL draft of your paper

43. Submitting Hard Copy: • Follow MLA, particularly heading in the upper LEFT corner of paper, include page numbers with your last name in upper RIGHT of the HEADER (do not manually type this on every page). • Staple it. There are staplers in the library and at the bookstore. Buy one if you do not have one. • Include a Works Cited page (not bibliography or references) • Include your first draft with peer comments, peer review worksheet, and the revised draft with my comments from conference along with your hard copy final draft. Put them in order from newest to oldest.