February 26, 2014
February 12, 2014
By examining ________ (topic/approach), we can see that ________ (claim that’s surprising), which is important because ______________.
Although readers might assume _______(the commonplace idea you’re challenging), I argue that _________ (your surprising claim).
January 28, 2014
Outline speech: (98)
Main points and supporting points
Note coordination vs. subordination
Is it an argument about past (forensic), present (epideictic), future (deliberative)
Kinds of argument
- Argument of fact: where did they come from? Are they reliable?, Is there a problem?, where did the problem begin and what caused it?
- Argument of definition: What exactly is the issue? Define education. What should the university be?
- Argument of evaluation: What is the criteria being used to judge the issue?
- Proposal arguments (what actions should be taken): What do you propose? What evidence are you basing your proposal on? What evidence do you have that implementing your proposal will lead to the results you want?
Identify three strongest arguments from the other three positions
Come up with evidence from your essay to refute each of these positions
Elect one person to state your group’s position
Homework: Read Catherine Savini’s “Looking for Trouble”
and Tom Eblen’s “Short Street Long on Lexington History”
Write at least one paragraph in your notebooks analyzing Eblen’s article using Savini’s method for analysis.
January 21, 2014
Just in case it wasn’t clear in class and you’re still having trouble:
1. Go to blackboard, not the publisher website
2. Logon with your university email and remove .g if you have that in your email address
3. Go to “tools” and click on it
4. Click on Pearson’s My Lab/Mastering
5. Click on MyCompLab Course Home
Sometime along the way, you will be prompted for the code you purchased at the bookstore. Let me know if you continue to have problems, but that should do it.