Binary Opposition

Quotes: how and when to use them

Technical information:
https://owl.english.purdue.edu/owl/resource/563/1/

Blending quotes in:
http://writingcenter.unc.edu/tips-and-tools/quotations/

Here is an excerpt from the UNC Writing Center:

GIVING ADDED EMPHASIS TO A PARTICULARLY AUTHORITATIVE SOURCE ON YOUR TOPIC.

There will be times when you want to highlight the words of a particularly important and authoritative source on your topic. For example, suppose you were writing an essay about the differences between the lives of male and female slaves in the U.S. South. One of your most provocative sources is a narrative written by a former slave, Harriet Jacobs. It would then be appropriate to quote some of Jacobs’s words:

Harriet Jacobs, a former slave from North Carolina, published an autobiographical slave narrative in 1861. She exposed the hardships of both male and female slaves but ultimately concluded that “slavery is terrible for men; but it is far more terrible for women.”

In this particular example, Jacobs is providing a crucial first-hand perspective on slavery. Thus, her words deserve more exposure than a paraphrase could provide.

Jacobs is quoted in Harriet A. Jacobs, Incidents in the Life of a Slave Girl, ed. Jean Fagan Yellin (Cambridge: Harvard University Press, 1987).

Op-ed from the New York Times

https://mobile.nytimes.com/2017/09/24/opinion/dying-art-of-disagreement.html?action=click&module=Opinion&pgtype=Homepage

Sentence Frames for Evaluating Sources

RED FLAGGING

Something about this author’s background that concerns me is…

A study/source cited by the author I need to read for myself is…

I notice an over-reliance on emotional language and generalizations when the author talks about…

I notice a lack of empirical evidence (data, evidence) in the author’s discussion of….

The author’s claim seems to only come from …..

COUNTERING

What this argument overlooks is…

The author assumes that…; this is problematic because…

The problem with this study is that…

The evidence the author uses to make this argument only applies or relates to …

This argument doesn’t apply to (situation, group of people)...

A point the author makes that is true, but doesn’t seem relevant to their argument, is…

The author’s bias is evident in their use of  (sources, language, etc.) …

The author lacks evidence concerning…

While the author makes a good point about ..., it still does not prove that ….

While I concede that …  is a valid point, I must point out that …

Planning a Line of Reasoning

Prompt:  

Part 1:  Claim:

_____________________________________________________________________

_____________________________________________________________________

Part 2:  Rank order your evidence from each article.  Then, select the MOST RELEVANT EVIDENCE that supports your claim (1-4).  Include annotation and article number AND discuss HOW that piece of evidence supports the claim.

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2

3

4

Part 3: Dealing with opposing viewpoints

Next identify evidence that could be used by the opposing argument.  Put that evidence in the first box AND THEN explain how you could counter that evidence in the next box. What countering moves would you use?

Opposing Evidence:

Countering Moves:

Possible sentence frames to use for countering:

Part 4:  Planning a Line of Reasoning

Use this chart to reorganize and restructure your evidence as you determine how to best structure your argument. Consider:

• how the evidence is connected
• logically, what needs to be explained first, second, etc.
• where you would place the evidence AND the countering moves you would use to account for the opposing viewpoint.  

1

2

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REVISED Claim Development Tool

Write your working claim here.     [Place brackets around the important, key words that you’ve included.]

Review your material.

Now that you have come to terms with multiple views on this issue, revise your claim to reflect your informed view. Do the bracketed words above adequately represent your position or is your argument more complicated? What words could you change or add? Write your new claim here.

Circle words in your claim above that would cause another person to disagree with it. ·         What would they say to counter your claim? Write what they would say or what terms they would question here.

What in the countering view or evidence has merit and calls you to seriously consider their points or evidence? Write those points or that evidence here.

How are your claim and the counter views related? What’s the balance? Try to explain it here.

Write a revised claim here that reflects the thinking above.

Adapted Argument essay directions

Directions:

Closely (read) each of the four texts and write a source-based argument on the topic below. (You may use the margins to take notes as you read and scrap paper to plan your response. Write your argument beginning on page 1 of your essay booklet.)

Topic:   The Japanese internment was a clear violation of the right of habeas corpus (which demands that a prisoner be given an immediate hearing or be released), the Fourth Amendment (against unreasonable search and seizure), and the Fourteenth Amendment (mandating equal protection under the law); therefore the United States should make reparations to those illegally interned.

Your Task:

Carefully read each of the four texts provided. Then, using evidence from at least three of the texts, write a well-developed argument regarding whether or not the internment of Japanese-Americans was a clear violation of habeas corpus and if those interned should be compensated for their imprisonment.

Clearly establish your claim, distinguish your claim from alternate or opposing claims, and use specific, relevant, and sufficient evidence from at least three of the texts to develop your argument. Do not simply summarize each text.

Guidelines:

Be sure to:

• Establish your claim regarding whether or not the internment of Japanese-Americans was a clear violation of habeas corpus and if those interned should be compensated for their imprisonment.

• Distinguish your claim from alternate or opposing claims

• Use specific, relevant, and sufficient evidence from at least three of the texts to develop your argument

• Identify each source that you reference by text number and line number(s) or graphic (for example:

Text 1, line 4 or Text 2, graphic)

• Organize your ideas in a cohesive and coherent manner

• Maintain a formal style of writing

• Follow the conventions of standard written English

Ideas for the Education/ Argument unit:

Homework

AP classes / College Board

The effectiveness / cost of textbooks

School lunch reform


EMAIL ME WITH SUGGESTIONS AND I WILL GET THEM ON HERE...

Notice and Focus in three steps:

1. Repeatedly ask yourself, “What do I notice?”  Cite actual details; generate a list.

2. Rank the three details that seem most interesting, significant, revealing, or strange.

3. Discuss why you find these three details most interesting, etc.  

September planner

Monday	Tuesday	Wednesday	Thursday	Friday
			7 Meet and greet for A and B days	8 A day Review syllabus, planner, and toolbox Watch episode of Adam Ruins Everything
11 B day Review blog set up, planner, and toolbox Watch episode of Adam Ruins Everything Q /A:  how can we do this here? Create list of possible topics for this format	12 A day Read Executive Order 9066 and Okita’s poem:  practice Notice and Focus on each; discuss findings with a partner Watch the TED talk by George Takei and take notes Homework: Read and practice Notice and Focus on Takei’s op-ed	13 B day Read Executive Order 9066 and Okita’s poem:  practice Notice and Focus on each; discuss findings with a partner Watch the TED talk by George Takei and take notes Homework: Read and practice Notice and Focus on Takei’s op-ed	14 A day Multiple Perspectives Note-Catcher Class discussion of findings Homework:  finish Note-Catcher for next class	15 B day Multiple Perspectives Note-Catcher Class discussion of findings Homework:  finish Note-Catcher for next class
18 A day Claim Development Tool Peer review claim statement Begin draft of essay	19 B day Claim Development Tool (Peer review of claim statement) Mods 2 and 8:  Little Theater for Junior groups	20 A day Mod 9 for Junior groups Continue draft of paper PAPER DUE THE 28TH	21 NO SCHOOL	22 NO SCHOOL
25 B day Hand write draft of paper:  Zero draft PAPER DUE THE 29TH	26 Writing workshop Review quoting Line of Reasoning tool	27 Writing workshop Review quoting Line of Reasoning tool	28 Collect paper Review Unit 1 materials Discuss the idea of binaries View TED ed talk regarding the Allegory of the Cave and complete a Notice and Focus sheet Begin reading the excerpt; conduct Notice and Focus and Ranking on section Homework:  finish the print activity	29 Shortened blocks Collect paper Review Unit 1 materials Discuss the idea of binaries View TED ed talk regarding the Allegory of the Cave and complete a Notice and Focus sheet Begin reading the excerpt; conduct Notice and Focus and Ranking on section Homework:  finish the print activity

SCHEDULE

	A day	B day
Block 1	Mod 1:  Free Mod 2:  AIS 2 (G294)	AP English 11 Honors (C251)
HR	MEDIA CENTER	MEDIA CENTER
Block 2	Mod 3:  AIS 1 (G294)	Star Wars (C253)
Block 3	Free	Free
Block 4	Mod 7:  study hall (C251) Mod 8:  Free	AP English 11 Honors
Block 5	AP English 11 Honors (C251)	Free