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Session 23

Session 23. Envision 238-9. Grand/ High Style: Formal structures, ornate language: The educator hurled the writing implement. Middle: less formal, more everyday language: The teacher threw the stylus. Low: closest to spoken language; emphasis on clarity, chatty: She chucked the pen.

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Session 23

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  1. Session 23

  2. Envision 238-9 • Grand/ High Style: Formal structures, ornate language: The educator hurled the writing implement. • Middle: less formal, more everyday language: The teacher threw the stylus. • Low: closest to spoken language; emphasis on clarity, chatty: She chucked the pen. • Book says high style has most rhetoric . . .

  3. Envision Ch. 8 238-9 Type of language (Writing Conventions) • Appropriate/inappropriate • high brow/low brow • types of terminology Police report language

  4. Peer-Editing Essay 2

  5. From Essay 2 Rough Drafts • Need title • Not summary--Rhetorical analysis • If you use an example, you must say what type of rhetoric it is.

  6. From Essay 2 Rough Drafts • Make sure you italicize what needs to be italicized. • Make sure in-text citations and works cited pages are correct. • How many sources are needed?

  7. Commas Goes off the site by tonight or tomorrow morning

  8. Abstracts Abstracts

  9. Rough Draft Workshop Making Sources Make More Sense Part 2

  10. Reasoning Patterns • 1. One-on-one • 2. Side-by-side • 3. Chain • 4. Joint

  11. One-on-one • Evidence therefore Conclusion • E ∴ C The sun is at the highest point in the sky ∴ It is noon.

  12. Side-by-side • Cites several data entries (convergent mapping) that use the same reason or reasoning. • R₁, R₂. R₃, R₄, R₅ ∴ C • The weatherperson says it’s raining. • The computer says it’s raining. • There’s water falling from the sky outside the window.

  13. Chain • Uses a one-on-one pattern as justification. Each conclusion builds on the prior. • (R₁ ∴ C₁) + (C₁ ∴ C ₂) + (C₂ ∴ C₃) =Final C • Engines burn less gas at lower speeds. • Lower speeds means less gas used. • Less gas used means less emissions. • Less emissions means less air pollution.

  14. Joint • The reasons cannot justify a conclusion on their own. They must be taken together. • (R₁ + R₂) ∴ C • It must be raining and freezing for snow. • There must be a warrant and probable cause to search a home.

  15. Evidence and Data • Evidence is data with an agenda. • Data: pieces of information without a value attached.

  16. Data • Accurate: true picture of thing; unbiased report; objective observation • Precise: exact measurement, description • Authoritative: Sound research practice

  17. Appropriate vs Proximate • Appropriate: match context Make a claim about NCLB using data from UK teachers. • Proximate: accurate account Firsthand or secondhand information Make a claim about NCLB in high schools from a survey from superintendents.

  18. Argument Patterns (will be on separate slides) • Cause and Effect • Cause to Effect • Sign • Sample to Population • Population to Sample • Parallel Case • Analogy • Authority • Ends-Means

  19. Cause and Effect • For every cause there is an effect(s). • The causes of autism are . . . • The reasons for childhood obesity are . . .

  20. Cause to Effect • Every effect has a cause(s). • The effects of early intervention programs on teenage drug use are . . . • The impact of layoffs on company morale is . . .

  21. Sign • Identifiable symptoms, signals, or sign precede events and/or actions. • The early warning signs of Alzheimer's disease are . . . • Some of the ways to recognize Asperger's syndrome are . . .

  22. Sample to Population • What is true of the sample is true of the whole. • Based on SAT results, CA students are better prepared for college than students from other states.

  23. Population to Sample • What is true of the whole is true of the sample. • All workers who succeed in accounting have time management skills.

  24. Parallel Case • When two cases are similar, what is true of the first is true of the second. • Students in IL used the same study skills as the students in CA, and they raised their SAT scores too.

  25. Analogy • Because two are alike, then similar conclusions can be drawn. • The functioning of a business is similar to the functioning of a healthy human body. • All the parts must work together (motivational speakers).

  26. Authority • The more a person knows, the more factual the claim. • Someone who has worked concert lighting for 20 years vs someone who’s watched someone push a switch.

  27. Means to an End • The result is directly attributable to performing a named action. • The skills that a successful crisis mediator has . . .

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