Monday, March 5, 2018

Review of RHETORICAL MODES for the argument unit / AP exam:

We learned about the classical mode of writing an argument (the Toulmin method).  In that mode, the information is arranged in a specific order.

When analyzing rhetoric, in particular in the multiple choice section, you may be asked to analyze the organization or arrangement of a text. Sometimes authors arrange according to purpose. These patterns of development may organize an entire text or specific paragraphs.

Here are some rhetorical modes/ patterns of development you may find with your research project AND the AP exam:

Narration 
The purpose is to explain information about your topic as a series of events in story format.

Description 
The purpose is to create a picture in words (vivid, specific details) to help the reader visualize something a writer has seen, heard or done

Process Analysis 
The purpose is to explain a process by giving directions or information about how to do something or how something is done.

Exemplification/illustration-
The purpose is to discuss  topic by using examples to clarify points

Comparison and Contrast 
The purpose is to show how two or more areas of your topic are similar (compare) or different (contrast) or both.

Classification and Division 
The purpose is to break topic into groups of categories and explain

Definition
The purpose is to define a word or concept about your topic using synonyms, essential definition or extended definitions

Cause and Effect 
The purpose is to explain what caused (cause) something to happen (effect) in specific topic


Thursday, February 15, 2018

ALL ARTICLE SUMMARIES ARE DUE THE CLASS AFTER BREAK. Here is the format:


MLA citation:






SUMMARY of the text
Focus on the claim statement (if there is one) and the topic sentences in each paragraph. Try to summarize each paragraph in a sentence. Go through the original again, this time crossing out any underlined material that you realize is not essential. Draft your summary in your own words.















KEY WORDS:



Tentative planner for FEBRUARY

February





1
MEDIA CENTER unless otherwise noted
Library orientation
2
MEDIA CENTER unless otherwise noted
Library orientation
5
Library orientation, day 2
What assumptions do you have about the education process?
Develop research question
6
Library orientation, day 2
What assumptions do you have about the education process?
Develop research question
7
SNOW DAY
8
Search 
Lesson on databases 
Homework:
Journal:  MLA citation, summary, and keywords for each piece read
9
Search
Lesson on databases
Homework:
Journal:  MLA citation, summary, and keywords for each piece read
12
Database search / journal check
Journal:  MLA citation, summary, and keywords for each piece read due 2/27
13
Database search / journal check
Journal:  MLA citation, summary, and keywords for each piece read due by 2/26
14
Continue searching, reading, and annotating
15
CLASSROOM
(math test)
Continue searching, reading, and annotating
16
Continue searching, reading, and annotating

WINTER VACATION:  Journal due upon return-- 

26
CLASSROOM
Collect COPY  of research journal-- 

Next steps...
In class writing:  work through the Stasis Theory worksheets in your green packet

27
CLASSROOM

Collect COPY of research journal

Next steps...
In class writing:  work through the Stasis Theory worksheets in your green packet
28
Work day




Tuesday, February 13, 2018

Considering an INTERVIEW for your project?

Your interview should have a clear purpose. The purpose might be gaining the perspective of an expert, explaining a technical issue, or providing the reader with information normally unavailable in database articles. You may need to find the interview subject early in the writing process and set up the time in advance. It is sometimes more convenient to arrange for the interview to take place over the phone or via e-mail if that is preferable to both parties.

REMEMBER:

Prepare your questions in advance before meeting with the interviewee.

This interview is for academic purposes.  Collecting sound bites is not your purpose here. You are not inflating your project with neat-but-empty catchphrases; you are seeking to understand something better as a part of your argument. You are seeking to become an expert on the subject at hand.

WHEN YOU FIRST CONTACT THE INTERVIEWEE TO SET UP THE INTERVIEW:

1. Explain who you are, why you want to talk to them, and what you wish to find out. The purpose of that interview should be made clear to the interviewee before you meet them.

2. The interviewee should know in general what sort of questions they will be asked, and approximately how long the interview will last.

3. Arrange a time to meet, a time to call them on the phone, or a date for an e-mail exchange.

4. Ask to obtain permission in writing to quote the respondents, to cut-and-paste e-mail responses they write, or to use a tape-recorder during the session if you will be doing any of these activities. Here is an example:

"I [respondent's name] hereby give my permission for [student's name] to interview me and quote my responses in a scholarly research paper. I understand that this research paper will be submitted to a teacher at Niskayuna High School. I understand that I waive any claim to copyright to this material should the student ever publish it in a scholarly journal or in electronic format online. I understand that the author [will / will not] maintain my anonymity as a part of this interview. I hereby give my permission in the form of my signature below."
Signature______________________ Date___________________________

5. Ask if the interviewee has any questions to ask before you begin.

WHEN PREPARING THE INTERVIEW

1. Plan to wear appropriate apparel for the interview.

2. Prepare a list of questions in advance. Decide if you want an informal, chatty interview (which often puts interviewees at ease), or a more formal, structured interview (which often is more time-efficient and covers material more completely).

3. Be prepared to record responses in some way. Take a notebook for jotting down answers, or, even better, bring along a tape recorder and ask permission for the interview to be recorded (see note above).

WHEN YOU FIRST MEET THE INTERVIEWEES:

1.    Explain any issues of confidentiality. Explain who will get access to their answers and how their answers will be analyzed.

2. If these comments are to be used as quotes, get written permission to do so.

3. Explain the format of the interview. Explain the type of interview you are conducting, its purpose, and its nature.

4. Explain how to get in touch with you later if necessary.

WHEN ASKING QUESTIONS:

1. Ask only one question at a time. Don't jumble the response by trying to combine multiple questions at once.

2. Attempt to remain as neutral as possible. Often researchers suggest that the interviewer should not show any strong emotional reactions to their responses to avoid altering the responses.

3. Don't let the respondent stray to another topic; gently steer them back to the topic at hand with your questions.

4. Phrase your questions in such a way as to ensure an open-ended response.

5. Keep questions neutral in tone. Avoid judgmental wording or language.

6. Word the questions clearly. Make them concise.

7. Use caution when asking "why" questions. This type of question suggests a cause-effect relationship that may not actually exist. These questions may also invoke a defensive response, e.g., the interviewees may feel they have to justify their response, which may inhibit their responses to future questions.


AFTER YOUR INTERVIEW:

1. Go over your notes and make sure you can read your writing while it is still fresh in your memory.

2. It is polite to send a thank-you card or letter expressing your gratitude to the individuals interviewed and offer them a copy of the final paper if they wish to have one.

3. Be sure to include an entry for the interview in the Works Cited page of your final essay.

Considering a SURVEY for your project?

Here is a link to SurveyMonkey

Think about the scope of your survey-- how many people would you like to survey?  How will you interpret the data?

Mrs. Favata may be a good person to ask about that...


Friday, February 9, 2018

Using THE METHOD to analyze texts (THE MODEL)

MLA (8) citation: 

Turner, Cory. “School Vouchers 101: What They Are, How They Work - And Do They Work?” NPR, NPR, 7 Dec. 2016, www.npr.org/sections/ed/2016/12/07/504451460/school-choice-101-what-it-is-how-it-works-and-does-it-work. Accessed 8 Mar. 2017.

Use The Method to help you “control in condensed form a wealth of information.”  
Apply "The Method" to the text.


Step 1: 
Locate exact repetitions—identical or nearly identical words or details—and note the number of times each repeats (x 3, for example).

School choice:              7
Civil rights:                   2
Voucher:                      16
Federal:                         5
State:                             7
Research / evidence:     5
Money (variations):      10
Low-income:                 4
Race:                             3

Step 2: 
Locate repetitions of the same or similar kind of detail or word—which we call strands—and name the connecting logic (comparison, cause and effect, classification and division, etc.)


Money / Federal / State:  Classification and division

Voucher / School choice:  Definition

Low-income / Race / Voucher:  Cause and effect

Research-evidence/ School choice / Voucher:  Analysis
Step 3: 
Locate details or words that form or suggest binary oppositions, and select from these the most important ones, which function as organizing contrasts.




Idea of school choice (voucher) / Funding

Vouchers  / State and Federal laws

Research / Voucher system





Step 4: 
Rank the data within your lists to isolate what you take to be the most important repetitions, strands, and binaries.  Then write a paragraph—half a page or so—in which you explain your choice of one repetition or one strand or one binary as central to understanding whatever you have been observing.






One of the most important binaries is that of school choice VS funding.

According to the article, “Trump has pitched repurposing $20 billion in federal education dollars, distributing them to states as block grants. States can then pass the money on, as vouchers, to the nation's 11 million students who live in poverty…Trump has said he wants parents to be able to use these vouchers at the school of their choice, even if that school is private and/or religiously affiliated.”

Many questions remain:  where will students go, if not to a private / religiously affiliated school?  Public schools have finite resources and space, not to mention teaching staff.  The idea of “choosing” a religiously affiliated school seems to fly in the face of the separation of church and state.  And what will happen to schools where students are leaving to attend other schools?  Will they be able to stay open?  There is much tension with this binary.

Step 5: 
Search for anomalies—data that do not seem to fit any of the dominant patterns.




None.
Observations---

Ask "SO WHAT?"— these are the IMPLICATIONS:



The article, while from NPR and relatively unbiased, does imply that the Federal government cannot cover the costs of school choice.  States cannot make up the difference as they are still trying to recover from the Recession.
Implications---

Ask "SO WHAT?" again— these are your CONCLUSIONS




The voucher system will not work and should not be attempted in its current state, if at all. The research cited in the article from the Rand Institute, Micah Wixom, Josh Cunningham, and the Center on Education Policy supports this.