Week 9

1. Week 9

2. Monday March 17thJC #9 What is the meaning of “be a man”? explain • Objectives: /aka what I’m learning ) I can define and identify tropes and schemes and their purpose and usage 2) I can practice writing the scheme or trope of the day 3) review vocab and try to identify it in usage and context 4) silent sustained reading 4) how well my peers can express themselves in a speech 5) how to share observations per presentations 6) how to structure an anlysis of an editorial 7) how to design an efolio 8) how well Ican answer a cx of vocab words • I can read for 10 minutes of SSR • I can practice identifying the vocab words • I can add more terms to review for tropes and schemes and the art of rhetoric • I can listen to some great commencement speeches of my peers • I can share my thoughts on the “Friendonomics” assignment and then hand it in • I can understand the expectations for the article of the week and that this response will be placed in my efolio by Friday • I can understand what an efolio is and can begin designing it having the pages set up by tomorrow lab 240 • I can exchange my cx word with someone else and then complete their cx for me and then hand in my practice • I can have a journal on my novel ready for tomorrow.

3. What vocabulary word am I? sacrilege Treating holy things with disrespect

4. Which is it? metonymy or synecdoche • For example, when Shakespeare had Antony say in Julius Caesar: “Friends, Romans, Countrymen, lend me your ears” he was speaking figuratively of the thing the ears contained — that is, their function, their ability to listen, not some literal component. • metonymy • An image of an angry wife about to bash hubby over the head with a bottle of Grade A, saying “Get away from me or I’ll hit you with the milk”. • That’s metonymy all right, • but you can argue it’s also synecdoche, because milk is an essential component part of a bottle of milk, not just something associated with it.

5. Everyday UseChapter 3 Summary Parallel Structure: Two or more similar ideas expressed in grammatically similar ways. Most obvious when parallel structure is absent. In these moments, Rivka discovers the bitter truth about her husband’s hidden life, her son’s death, and that Herman was not sending her letters all along.

6. Everyday UseChapter 3 Summary Parallel Structure: Correct Parallel Structure: In these moments, Rivka discovers the truth about her husband’s hidden life, her son’s death, and Herman’s deceit about the letters. (all are noun phrases)

7. Everyday UseChapter 3 Summary Parallel Structure: Parallel Structure exists on phrase level and the sentence level. “we cannot dedicate, we cannot consecrate, we cannot hallow this ground…” “government of the people, by the people, for the people”

8. Everyday UseChapter 3 Summary Schemes involving balance: Parallelism Parallelism of words: Scientists argue that exercise benefits a person’s heart and lungs, muscles and nerves, and joints and cartilage. Parallelism of phrases: Scientists argue that exercise helps a person breathe more effectively, move with less discomfort, and avoid injury. Parallelism of clauses: Scientists argue that aerobics is the most efficient class, that aerobics participants gain more stamina, and that aerobics is less expensive. All of these are examples of zeugma.

9. SOAPSTone • Subject: the general topic or main idea • Occasion: time, place, historical context, circumstances that gave rise to it • Audience: individual(s) or group(s) to whom the text is supposed to appeal • Purpose: intended reason and anticipated outcome • Speaker: the voice of the writer – age, social class, education, reputation • Tone: attitude of the writer about or toward subject

10. Tuesday March 18thJC #10 To what degree should parents be able to choose the sex of their child “to be”? Explain. • Objectives: /aka what I’m learning ) I can define and identify tropes and schemes and their purpose and usage 2) I can practice writing the scheme or trope of the day 3) review vocab and try to identify it in usage and context 4) silent sustained reading 5) the topic/theme focus of the next unit 6) how science has changed its view on gender and sex over time 7) how to design my efolio • I can read for 10 minutes of SSR • I can add more terms to review for tropes and schemes and the art of rhetoric • I can read together pages 347 – 348 • I can keep notes on the readings for the unit on the reading log • I can read 349 - 354, take notes record my reactions etc. and make a list of works cited by Gould while using the Cornell note taker understanding these will be possible notes for my essay • I can work on my efolio with the time remaining

11. Everyday UseChapter 3 Summary Figures of Rhetoric: Schemes and Tropes Scheme: artful variation from typical arrangement of words in a sentence. Trope: artful arrangement from typical way a word or idea is expressed. A different way of saying something is also a different way of seeing something.

12. Everyday UseChapter 3 Summary Schemes involving balance: Antithesis Antithesis of words: When runners reach the state they call “the zone,” they find themselves mentally engaged yet detached. Antithesis of phrases: When runners reach the state they call “the zone,” they find themselves mentally engaged with their physical surroundings yet detached from the concerns of their conditioning. Antithesis of clauses: When runners reach the state they call “the zone,” they find that they are engaged with their physical surroundings, yet they are also completely detached from the concerns of their conditioning.

13. Everyday UseChapter 3 Summary Schemes involving balance: Antimetabole Antimetabole: words are repeated in different grammatical forms “When the going gets tough, the tough get going” (adjective becomes noun; noun becomes verb)

14. Which is it? metonymy or synecdoche • Captain Jack Aubrey tells his first lieutenant to “let the hands go to dinner” he’s employing • synecdoche, because he’s using a part (the hand) for the whole man. • “L.A. has lost to New York” • Synecdoche b/c it means that the LA baseball/basketball (context) team has lost to the NYC one. • Word up,I give you my word! • Metonymy a unit of language a promise (to give/keep/break one's word)

15. Wednesday March 19thJD #1 Are there different expectations for sons and daughters? Explain. • Objectives: /aka what I’m learning ) I can define and identify tropes and schemes and their purpose and usage 2) I can practice writing the scheme or trope of the day 3) review vocab and try to identify it in usage and context 4) silent sustained reading 5) identifying big ideas of Gould’s arguments 6) how to write an effective summary of opposing view point in argumentation • I can read for 10 minutes of SSR • I can add more terms to review for tropes and schemes and the art of rhetoric • I can take notes on Gould as per next slides on rhetoric and style • I can enter the information about Gould’s piece onto the reading log for unit 7 • I can take notes from They Say I say and practice it for hmwk • I can practice writing a balanced summary for tomorrow • I can continue working on my efolio

16. Everyday UseChapter 3 Summary Schemes involving interruption: Parenthesis: interruption of sentence to insert an important information Sports night always brings out the would-be jocks – who would expect any different? – ready to show that they’re potentially as good as the varsity players. Sports night always brings out the would-be jocks (who would expect any different?) ready to show that they’re potentially as good as the varsity players.

17. Everyday UseChapter 3 Summary Schemes involving interruption: Expletive: interruption of sentence to insert an exclamatory word, phrase, or clause When sports night is cancelled – oh, sorrowful day! – all the would-be jocks get a case of show-off withdrawal. Appositive: parenthetical phrase, modifies previous element. Joey Wilson, a pioneer in personal weight training, would marvel at the facilities open to today’s athletes.

18. Metonymyme-ton'-y-myfrom meta, "change" and onoma, "name" change of noun or name, transmutation of a word Source:http://rhetoric.byu.edu • Reference to something or someone by naming one of its attributes.  • Examples  The pen is mightier than the sword. • The pen is an attribute of thoughts that are written with a pen; the sword is an attribute of military action • We await word from the crown. • I'm told he's gone so far as to giver her a diamond ring. • The IRS is auditing me? Great. All I need is a couple of suits arriving at my door.

19. synecdoche  si-nek'-do-kee Gk. "to take with something else“ Source:http://rhetoric.byu.edu • A whole is represented by naming one of its parts (genus named for species), or vice versa (species named for genus).   • Examples: • The rustler bragged he'd absconded with five hundred head of longhorns.Both "head" and "longhorns" are parts of cattle that represent them as wholes • Listen, you've got to come take a look at my new set of wheels. • One refers to a vehicle in terms of some of its parts, "wheels" • "He shall think differently," the musketeer threatened, "when he feels the point of my steel." • A sword, the species, is represented by referring to its genus, "steel"

20. Chapter 7 gender: rhetoric and style • 1. framing – intro, conclusion and throughout. The ethos of the novel supported by the author – opening closing cohesion. Paragraph 5 = time period. • 2. Concession – refutation approach ( a model for your counter-argument model, he is a Harvard prof, so my expectations are not as high but a model for you…if you are thinking Ivy League) he must be careful in his attacks since he (Gould is a scientist also) “science is an inferential exercise not a catalogue of facts” • Side note on the Broca part of the brain: controls facial neurons controls speech production and understanding of language • 3. paragraph 3 he questions the scientific method only after establishing Broca’s ethos by 8th paragraph Gould concludes: sound numbers but ill-founded interpretation and by paragraph 16 is the point to Gould’s essay: “I would rather label the whole…highly injurious.” • 4. mostly problem with Broca – must quote the sources in order to indict them – there can be no mistaking their position by letting them speak for themselves! – why no quote from Montessori? • 5. like a researcher he shares his new info w/o undercutting his criticism, it shows he is one who continues to learn and expand his knowledge – it adds by making his example stronger, more influential. • 6. logos – multiple regression, not available to 19th cent researchers – it is step-by-step analysis appeals to reason

21. Chapter 7 gender: rhetoric and style (cont.) • 7.science as a means of expanding and impacting social analyses and policies based on scientific research – think of some other areas of research that are currently impacting policy decisions by govt? Could there possibly be any errors in it? • 8. shows he considers more than one side but he also questions the philosophy itself, that both sides can use the method for their means but it does not justify it • 9. Uses two women scientists and an author to show just how injurious it is. • 10. respond to this video: https://docs.google.com/a/westottawa.net/presentation/d/10kZSTlvOj4qjAHDxbiaLNHaCi-vWdgEkk9WXrAVxlHw/edit#slide=id.p

22. How to summarize in writing an argument and why to summarize • why don’t many writers summarize? - Too much trouble/effort - Fear that others’ ideas will detract from their own • Need to mention what a piece is arguing or saying as well as own response • Balance – too much summary and you say nothing can be boring like a list – no focus/purpose • A good summary requires balance of original author and writer’s own voice • Summary is true facts, but identify which facts you wish to focus on in your response – but be balanced while promoting your own points

23. An effective summary has these traits • Suspend your own beliefs – try to see the arguments from the person’s pov (why I rarely have heated arguments) • “wishy-washy”? Good arguers have the audience wondering which side you are on – agreeing or disagreeing? • Why? Bias will undermine credibility when writing a summary – not for your argument but only for summary – recognize the pov of the author. • 4. keep it concise – but not boring try for pithy • Tell your audience enough about the writer’s arguments so that they might make judgements independent of you

24. continued • avoid cliché summaries • Listen to what the author is saying – restate that objectively • It should be a conversation – so think, “this is what I think you are saying…then you will go on to your pov. Apply this to the arguments for practice handout – start with David Zinczenko Read, highlight/identify his claims, his warrants and his data – then write a focused summary.

25. Thursday March 20thJD #2 How does the media reinforce stereotypes about gender roles? Why? • Objectives: /aka what I’m learning ) I can define and identify tropes and schemes and their purpose and usage 2) I can practice writing the scheme or trope of the day 3) review vocab and try to identify it in usage and context 4) silent sustained reading 5) who V. W. was and her influence on women’s rights and movement esp through effective writing • I can read for 10 minutes of SSR • I can add more terms to review for tropes and schemes and the art of rhetoric • I can share my practice summarizing yesterday’s reading • I can answer the questions from the next slide in regards to the writer’s summary • I can offer an honest critique for the author and accept a critique of mine • I can hand in my summary practice • I can read with the class “Professions for Women” by Virginia Woolf p. 356 -361 and I can verbally go over the questions that follow. • I can record Woolf in my reading notes. • I can have my AoW ready for tomorrow • I can work on the website prepared for posting material tomorrow.

26. Tropes & schemes practiceantithesis – schemeasyndeton - scheme • A part of speech in which a part is used for the whole or the whole is used for a part • Bill Gates in place of “clever rich man” He’s a real Bill Gates. • Farmer Jones has two hundred hear of cattle and two hired hands. • They came to the New World by means of ten sail. • Answer: • Synecdoche -trope

27. Assessing the summary • Is the summary a list? Does the writer state his or her view point somewher in the summary • Is all they say and I say? • What is the writer’s focus/interest on the subject? • Does the summary reflect points that the writer is interested in or are related to his her slant/pov on the subject?

28. Friday March 21stJD #3 Limited FWF: write a summary of some belief that you strongly disagree with. Then write a summary of the position you actually hold on this topic. Exchange both summaries with someone else – try to guess how that person feels about the topic as their topic while they try to guess how you feel about your topic – if they can’t tell, then you’ve done well!. • Objectives: 1) explain the syllabus and have students agree to it 2) introduce the various logs 3) have students use the logs 4) practice timed writing, focus on use of time. 5) how to prepare for MC test effectively 6) practice MC aspect of test 7) share my work with peers and share my comments on my peer’s work • I can do the FWF • I can hand in my AoW • I can read for 10 minutes of SSR • I can add more terms to review for tropes and schemes and the art of rhetoric • I can place my commencement speech on the efolio and then I can read someone else’s commencement speech and place a comment on it • I can do the MC practice over the weekend

29. Tropes & schemes practiceantithesis – schemeasyndeton – schemesynecdoche - trope • A sentence that does not end with the completion of its main clause but continues with one or more subordinate clauses or other modifiers • I found a large hall, obviously a former garage, dimly lit and packed with cots. • The women moved through the streets as winged messengers, twirling around each other in slow motion, peeking inside homes and watching the easy sleep of men and women. • Answer: • Loose sentence - scheme

30. Everyday UseChapter 3 Summary Schemes involving omission: Used for rhythmic or dramatic effect Ellipsis: omission of words, meaning is understood by context In a hockey power play, if you pass the puck to the wing, and he [passes] to you, then you can close in on the goal. Asyndeton: omission of conjunctions I skated, I shot, I scored, I cheered – what a glorious moment.

31. Week 10