HW for Tuesday, Nov. 4:

1. Complete Essay 3 and hand in your typed draft. Seriously, do it. Stop being late!

• Attach all pre-writing strategies to the back of the draft (essay on top).

2. For your Midterm revision: continue reading We, the Drowned while using the Organizing Character chart for your own idea organization. 

3. Read Rules for Writers chapter 16 on Wordy Sentence (156-161). We will review a handout on Tuesday.

Essay 3: Outline One Body Paragraph, Then...

Again, before trying to answer everything in essay or in paragraphs, focus on each smaller part that an outline has. In other words, FOLLOW DIRECTIONS and don't jump ahead.


Open up a new Word Document. Put your name at the top left hand side. Label this Essay 3 Body Paragraph Outline. Then go step by step in answering each of the questions. (Don't waste time rewriting these questions, just place the answers in your outline.)


II.  Body Paragraphs

A. Topic Sentence Claim (answer the question to get the claim):  What is one illogical belief/stereotype against your subject group, and what is the biggest reason the belief is illogical?  [use sentence combining techniques to answer both what and why]

Answer:



1. What is further reason that develops from, or relates to, that main reason? (answer in one sentence)

Answer:

• Who/what is an example that fits your reason? Explain how the example fits.
• Answer:

2. What is another reason that your topic sentence claim is valid? (answer in one sentence)

Answer:

• Who/what is an example that fits your reason? Explain how the example fits.
• Answer:

Reverse Outline

Pull out the thesis statement and subtopics from your from your Midterm or Midterm revised introduction.

I.  Introduction:

A. Thesis Statement:

1. Subtopic claim 1:

2. Subtopic claim 2:

3. Subtopic claim 3:


After you outline these points, you are going to work on making them more coherent, more specific, more concise, and more insightful. We are going to critique these as a class, on the overhead, so that we can go through different, directly relevant rhetorical strategies in order to improve these sentences (ideas) based on their individual issues.

Driving Example

Who is a person or a group who represents your issue as a positive role model? What traits and actions make them a great, contradicting example to a negative stereotype (and which negative stereotype)?

Spend 30 minutes brainstorming (word bank?), then draft a descriptive example that can be included in your Essay 3 next draft.

Descriptive Value:

For both Essay 3 and for any revision done on the Midterm, as well as any essay writing you ever do(!!!), you may want to help out the vocabulary of your piece by creating TOPICAL WORD BANKS.

Topical Word Banks, as I call them, are lists of relevant terms you brainstorm, Google (by googling the topic), pull from notes/professors and textbooks that directly relate to the topic and your possible examples to be used.

adjectives
adverbs
nouns
verbs


For instance, in Essay 3, in dealing with SOLVING a PREJUDICE, those two words inspire the start a vocabulary:


oppression, oppressive, misogynist, patriarchal, systemic, social mobility, peaceful protest, Twitter, organize, stage, sit in, privilege, access, historical, agenda, racism, ideology, ideal, cynicism, implicit, explicit, denigrate, exult, equity, equality, justice, humane, decency, moral, immoral, enduring, patient, judgment, better, ...

Aristotle's Appeals

Ethos (ethics/people)

• Making an appeal using one's own credibility/character
• Using things about yourself (personal history, age, race, religion) to make an argument

How to attempt:

• Describe what you think are moral or positive characteristics and actions of a specific person/group of people if you want to show their goodness or authority.

• Describe immoral actions and negative characteristics and actions of a person/group of people if you want to put them in a 'bad light' or have them lose authority.

Logos (logic/facts)

• Making an appeal using your logic, your reasoning skills.

How to attempt:

• Cite facts. Basic facts of life that can found anywhere, or specific facts that give a view of the situation. 
• Explain what your facts mean. Interpret them for your audience. Never let a fact speak for itself! Facts can be distorted into different truths.

Pathos (apathy/empathy/sympathy/feelings)

• Making an appeal to the readers' emotions. 

How to attempt:

• Describe an event that represents an idea to you, and try to describe the actions and details that help build a particular emotion. 
• Using figures of speech like hyperbole (gross exaggeration), anaphora (repeat an important phrase for emphasis), and metaphor may be helpful.
• Try to use words to draw an image. 
• Use dialogue or quotes that represent things said that illicit emotion. 
• Pose questions that illicit an emotion.
• Huge generalizations and huge consequences. Formulate these in a way that comes off syntactically as possibilities. 
• Make sure something or someone is impacted by somebody else's actions, but make sure that you specify who each someone is!

Kairos

• Using time and setting to give context to your argument! What's going on in the world, recently, currently, historically, that supports your points?

How to attempt:

• Write about an event and its known impacts...
• Write a point about the historical aspects of the event--is what is going on today a reoccurrence?
• or, talk about an event and what the results could be if the world doesn't act (and act the way you urge them to!).

***Many times, we mix and match our appeals, and that is fine and dandy. It's most important that you are very conscious about trying to appeal to your audience, thinking of your audience and using language to affect them. 

Writing Gestures in Argument/Persuasive Essays

ATactful, Courteous Language:

• Avoid large, sweeping statements (Everyone, Nobody, All, . . .)
• Avoid boxing in you, your readership, or those with differing viewpoints into overly general teams/categories.
• Avoid personal attacks (ad hominem) or bold judgments of anyone you are speaking about!

• However, one might consider a persuasive way of describing the action of a person/group in regards to TONE
• How do academics like bell hooks  get away with using profanity and obscenity, then? Because they are analyzing that language! One cannot write about an ugly phrase if one doesn't identify the phrase, right? 

Point Out Common Ground: if there is something within the larger argument that you agree with, it is effective to make reader see your open-mindedness.  

• Discussing in your argument where you agree with others will logically be followed by your contrasting interpretation of what sides agree upon.

• Quick Brainstorming:  Write down a couple of ideas that you may share with "the opposition." Specify who this person/group is...

Acknowledge Differing Viewpoints: start with the different viewpoint and use a change in direction transitional word/phrase (however, while, although, in contrast, …) and then go into your viewpoint.

• You may also start with the proper transitional phrase and differing viewpoint, insert the comma at the end of that point, and then go into your viewpoint

Make Reader Aware of the Merits of Differing Viewpoint: beyond just stating different views, adding some of the positives of that other view will enable you to compare and contrast the positives of the other side with the positives of your side! 

Quick Brainstorming:  Write down what you feel is "good" or "right" about "the opposition's" point of views.

Rebut Differing Viewpoints (even published critics/authorities): Many large issues have common arguments made for either side. After acknowledging a differing view, make arguments for why the view is less valid than your own.

• Quick Brainstorming:  Write down what you think "the opposition" is missing or ignoring in their own point(s).