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After reminding ourselves of the wonders of “Show, don’t (just) Tell,” we’re taking a look at your 1-10 paragraphs. In pairs read them, and point out particularly good examples of showing and places where there might be too much telling. Post at least one good example here. Use the Add Notes function.

Then, we’ll look at the 2nd place winner of the MyTurn College essay contest. We’ll read it out loud and comment directly on the writer’s use of specific examples.

Finally, it’s time for you to start thinking of your essay. Your first essay is the personal essay. In it:

“My Turn” Essay Contest judges look for direct personal experience and observation with a fresh, original point of view. They want engaging, moving, or thought-provoking essays that appeal to a national readership.

When writing your essay, you should follow a three-part format: the introduction, which includes an engaging lead; the body, which contains the central idea; and a conclusion, which sums up and expands on the main or central idea of the essay.

Use this form to start developing ideas for your first essay.

HW: Full pre-write for next Wednesday.  Monday reading book in class.

First Big Day!

We’ll finish memoir presenations today and then we’re off to talk argument.

M: Argument is an intellectual process. Contradiction is just the automatic gainsaying of any statement the other person makes. (short pause) A: No it isn't.

First, chapter 1 in Everything is an Argument.  We’ll read that in class and note some of the categories the writer identifies:

• Arguments to Inform
• Arguments to Convince
• Arguments to Explore
• Arguments to Make Decisions
• Arguments to Meditate or Pray
• Arguments about the Past
• Arguments about the Future
• Arguments about the Present

We’ll also look at the kinds of argument they categorize:

• Arguments of Fact
• Arguments of Definition
• Arguments of Evaluation
• Arguments of Proposal

Then, we’ll take a walk and see what we can see it terms of arguments. Come back and report.

I hope then to give a presentation on argument in class. We’ll take notes and discuss.

HW: Read “The Problem with Obama’s Speech: It’s Bland” and analyze it as an argument. Categorize the types of arguments it uses and the strategies the writer uses.  (200 words in your blog).

Welcome all…

We’re getting right into it. We’ll do some quick introductions and then we’ll really, actually write. I’ll give out a set of common College prompts and ask you to write for 15 minutes on any one you choose.

Then, in small groups, you’ll talk a bit about what you wrote. What comes easy/hard for you in writing? What do you think you do well and what do you want to improve on?  Finally, give me a metaphor; when it’s comes to writing you are like a __________ (a jaguar, a melted milk ball, a fluffy cloud) and explain why.

Next, we’ll look at “What’s the Matter with College.”and answer these questions in a Word document.

1. What does Perlstein mean by the phrase “culture of enervation?” How does this apply to college life?
2. How does Perlstein think college has changed since back in his day?  What evidence does he give for this?
3. Reread the paragraph beginning “Most of my interviewees were happy…”  What is the implicit attitude towards Caroline that the author expresses?  Why does he feel this way?  What does he have against her?
4. What does the debate about the Uncommon application say about the realities of Colleges and economics?
5. What is a college supposed to do? Get you a job? Make you an educated person? Connect you with important people? Give you an excuse to leave your parents behind? Explain how you see the function and value of College.

Let’s get started.  After intros, we’ll look at a short quote and respond in small groups/ then large groups.

Here is your first writing assignment/discussion.

Read the following quote from Kenneth Burke:

Where does the drama get its materials? From the “unending conversation” that is going on at the point in history when we are born. Imagine that you enter a parlor. You come late. When you arrive, others have long preceded you, and they are engaged in a heated discussion, a discussion too heated for them to pause and tell you exactly what it is about. In fact, the discussion had already begun long before any of them got there, so that no one present is qualified to retrace for you all the steps that had gone before. You listen for a while, until you decide that you have caught the tenor of the argument; then you put in your oar. Someone answers; you answer him; another comes to your defense; another aligns himself against you, to either the embarrassment or gratification of your opponent, depending upon the quality of your ally’s assistance. However, the discussion is interminable. The hour grows late, you must depart. And you do depart, with the discussion still vigorously in progress.

Explain how Burke’s metaphor describes his conception of intellectual discussion. What does the metaphor emphasize? What does it value? What does it skim over or miss? If you were to create your own metaphor to describe how intellectual debate works, what would you use? Explain.

You’ll write, discuss in small groups, and then we’ll discuss as a whole.

What makes someone a well-educated person?  Can/should everyone be well-educated?

Next, we’ll read Charles Murray’s Aztecs vs Greeks and answer the following questions in a Word document on your computer.

1. What does Murray mean by the “cognitive elite.”
2. Explain what the Buckley quote means and how it either supports or undercuts Murray’s ideas.
3. Why should high-IQ students get a “light dose of Aztecs and a heavy one of Greeks?” What is his reasoning? Is he right?
4. Reread the first paragraph that begins “The encouragement of reason…” Paraphrase it and then respond to what he says. Is he right?
   
5. Boil down what Murray thinks should happen  to one sentence.
6. What assumptions does Murray make and what evidence does he use to prove his point?
7. Is he persuasive or successful? Be specific and explain why or why not?
8. What are the responsibilities of those who are more highly educated? What should society demand of those who are more intelligent?

HW:  Prepare a short presentation on your memoirs. 1-2 minutes with a PowerPoint presentation. You should quickly summarize each work and provide a short quote that illustrates the style of the writing and be prepared to talk about how that style enhances the author’s purposes.

We’re going to keep on keeping on with the Autobiographical Letter.  The first 2 paragraphs are due as a rough draft today. We’ll have about 30 minutes to draft the last 3 for next Tuesday.  Again, the name of the game is BE SPECIFIC. It’s much easier to write about something real and concrete than blab on about something abstract and immaterial.

Next is 1.3.  We’ll take turns to read the lines and then talk about the set up.

1. Who is Macbeth? What do we learn about him? Is he evil or being manipulated?
2. What motivation drives the witches? How could they know what would happen?
3. What about Banquo? How does his prophesy differ from Macbeth’s and how does he act differently towards the witches?

Then, 1.4. Which we’ll fly through and 1.5. We’ll watch in on the screen and then unpack it a little bit individually.

Hopefully, we’ll go on to analyze 1.6 though I’d be surprised if we make it to 1.7.

HW: Finish the Autobio letter rough and read Act II in Macbeth.

Image Credit: dailyinfo.uk