Friday, January 23, 2009
Format of the Business Letter
If you need more info on the format of the business letter, try this website (from UW Madison): http://www.wisc.edu/writing/Handbook/BusLetter_Block.html
Active vs. Passive Voice
Transitive verbs appear in either the active or passive voice. In the active voice, the subject of the sentence does the action; in the passive voice, the subject receives the action.
Active:
The committee reached a decision.
Passive:
A decision was reached by the committee.
The problem? Although both voices are grammatically correct, the active voice is usually more effective because it is simpler and more direct. Consider a familiar phrase as evidence:
She sells seashells by the seashore.
Seashells are sold by her at the seashore.
To transform a sentence from the passive voice to the active voice, make the actor the subject of the sentence. Do so with the following sentence.
For the opening flag ceremony, a dance was choreographed by Mr. Martins to the song “Two Hundred Years and Still a Baby.”
Although this rule is generally true, there are a few situations where the passive voice is particularly useful. First, use the passive voice to express an action where the actor is unknown.
An error has been found in your bank statement.
Second, use the passive voice to express an action in which it is desirable not to disclose the actor.
The jewels were stolen last night.
Third, if the action rather than the actor is to be emphasized, the passive voice is appropriate.
The actress was celebrated and applauded by the audience.
Active:
The committee reached a decision.
Passive:
A decision was reached by the committee.
The problem? Although both voices are grammatically correct, the active voice is usually more effective because it is simpler and more direct. Consider a familiar phrase as evidence:
She sells seashells by the seashore.
Seashells are sold by her at the seashore.
To transform a sentence from the passive voice to the active voice, make the actor the subject of the sentence. Do so with the following sentence.
For the opening flag ceremony, a dance was choreographed by Mr. Martins to the song “Two Hundred Years and Still a Baby.”
Although this rule is generally true, there are a few situations where the passive voice is particularly useful. First, use the passive voice to express an action where the actor is unknown.
An error has been found in your bank statement.
Second, use the passive voice to express an action in which it is desirable not to disclose the actor.
The jewels were stolen last night.
Third, if the action rather than the actor is to be emphasized, the passive voice is appropriate.
The actress was celebrated and applauded by the audience.
Ethos, Pathos, Logos...
If you would like additional information on the elements of persuasion, try this website: http://courses.durhamtech.edu/perkins/aris.html
Otherwise, try these definitions below:
Logos: The Greek word logos is the basis for the English word logic. Logos is a broader idea than formal logic--the highly sybolic and mathematical logic that you might study in a philosophy course. Logos refers to any attempt to appeal to the intellect, the general meaning of "logical argument." Everyday arguments rely heavily on ethos and pathos, but academic arguments rely more on logos. Yes, these arguments will call upon the writers' credibility and try to touch the audience's emotions, but there will more often than not be logical chains of reasoning supporting all claims.
Ethos: Ethos is related to the English word ethics and refers to the trustworthiness of the speaker/writer. Ethos is an effective persuasive strategy because when we believe that the speaker does not intend to do us harm, we are more willing to listen to what s/he has to say. For example, when a trusted doctor gives you advice, you may not understand all of the medical reasoning behind the advice, but you nonetheless follow the directions because you believe that the doctor knows what s/he is talking about. Likewise, when a judge comments on legal precedent audiences tend to listen because it is the job of a judge to know the nature of past legal cases.
Pathos: Pathos is related to the words pathetic, sympathy and empathy. Whenever you accept a claim based on how it makes you feel without fully analyzing the rationale behind the claim, you are acting on pathos. They may be any emotions: love, fear, patriotism, guilt, hate or joy. A majority of arguments in the popular press are heavily dependent on pathetic appeals. The more people react without full consideration for the WHY, the more effective an argument can be. Although the pathetic appeal can be manipulative, it is the cornerstone of moving people to action. Many arguments are able to persuade people logically, but the apathetic audience may not follow through on the call to action. Appeals to pathos touch a nerve and compel people to not only listen, but to also take the next step and act in the world.
Otherwise, try these definitions below:
Logos: The Greek word logos is the basis for the English word logic. Logos is a broader idea than formal logic--the highly sybolic and mathematical logic that you might study in a philosophy course. Logos refers to any attempt to appeal to the intellect, the general meaning of "logical argument." Everyday arguments rely heavily on ethos and pathos, but academic arguments rely more on logos. Yes, these arguments will call upon the writers' credibility and try to touch the audience's emotions, but there will more often than not be logical chains of reasoning supporting all claims.
Ethos: Ethos is related to the English word ethics and refers to the trustworthiness of the speaker/writer. Ethos is an effective persuasive strategy because when we believe that the speaker does not intend to do us harm, we are more willing to listen to what s/he has to say. For example, when a trusted doctor gives you advice, you may not understand all of the medical reasoning behind the advice, but you nonetheless follow the directions because you believe that the doctor knows what s/he is talking about. Likewise, when a judge comments on legal precedent audiences tend to listen because it is the job of a judge to know the nature of past legal cases.
Pathos: Pathos is related to the words pathetic, sympathy and empathy. Whenever you accept a claim based on how it makes you feel without fully analyzing the rationale behind the claim, you are acting on pathos. They may be any emotions: love, fear, patriotism, guilt, hate or joy. A majority of arguments in the popular press are heavily dependent on pathetic appeals. The more people react without full consideration for the WHY, the more effective an argument can be. Although the pathetic appeal can be manipulative, it is the cornerstone of moving people to action. Many arguments are able to persuade people logically, but the apathetic audience may not follow through on the call to action. Appeals to pathos touch a nerve and compel people to not only listen, but to also take the next step and act in the world.
Tuesday, January 6, 2009
Due dates for the Persuasive Essay
All homework must be typed to be considered
Monday, January 12th:
Clearly stated problem (must be focused);
Proposed solution (Identify what should be done and by whom); Audience identified.
Only day in media center for research. Your homework is your ticket in.
Friday, January 16th:
Copies of your two credible sources printed out and annotated for information that you can use to build your case.
Name and address of the audience of your letter
“A” Day January 20th or 21st:
Introductory paragraph.
Acknowledgement of opposition and refutation.
Friday, January 23rd:
Body paragraphs with embedded citations.
Monday, January 26th:
Conclusion.
Friday, January 30th:
Completed copy of your letter for peer review.
Monday, February 2nd:
Due date for letter to be eligible for bonus opportunity.
Tuesday, February 3rd and Wednesday, February 4th:
Letter accepted for full-credit. No bonus opportunity.
Thursday, February 5th:
Letter accepted for half-credit.
Monday, January 12th:
Clearly stated problem (must be focused);
Proposed solution (Identify what should be done and by whom); Audience identified.
Only day in media center for research. Your homework is your ticket in.
Friday, January 16th:
Copies of your two credible sources printed out and annotated for information that you can use to build your case.
Name and address of the audience of your letter
“A” Day January 20th or 21st:
Introductory paragraph.
Acknowledgement of opposition and refutation.
Friday, January 23rd:
Body paragraphs with embedded citations.
Monday, January 26th:
Conclusion.
Friday, January 30th:
Completed copy of your letter for peer review.
Monday, February 2nd:
Due date for letter to be eligible for bonus opportunity.
Tuesday, February 3rd and Wednesday, February 4th:
Letter accepted for full-credit. No bonus opportunity.
Thursday, February 5th:
Letter accepted for half-credit.
Monday, December 15, 2008
Trimester 2 - Antigone
The graded discussion on Antigone will be on B-day during the third week of tri 2, with the summative test for Antigone coming the Friday that follows (the last day of class before break). If you will be absent during either day, make sure to arrange an alternate date for assessment ahead of time.
Below are the graded discussion questions that we will be using on B-day. Like always, the class will be split in two groups, and each group will have a chance to respond to four of the eight questions (to be divided up in class on the day of the discussion). Make sure you consider responses for several questions so that you will be well-prepared for the discussion. Notes and books will be allowed.
Below are the graded discussion questions that we will be using on B-day. Like always, the class will be split in two groups, and each group will have a chance to respond to four of the eight questions (to be divided up in class on the day of the discussion). Make sure you consider responses for several questions so that you will be well-prepared for the discussion. Notes and books will be allowed.
Antigone Graded Discussion questions
- Loyalty or obligation to family: Throughout the text, there are numerous cases where the value of loyalty and obligation to family is tested. In the end of this text, nearly all family ties have been broken for one reason or another. Why is this value important to the characters in this text? How and why are these family ties tested and broken? What does the text teach us about the importance of family?
- Obedience to civil law: Creon states that anarchy is the greatest of evils, and that good lives are made through discipline and lawfulness (3:42-47). How does this line of thinking explain Creon’s judgments? Discuss how Creon’s emphatic support of this value is a positive and negative quality as a leader.
- Observance of religious law: Antigone was originally written by Sophocles to be performed at a religious festival. How does this relate to author’s intent and the text’s treatment of the importance of observing religious law? Provide specific examples from the text to defend your answer.
- If “personal dignity” is defined as “an individual’s own self-respect,” many characters in Antigone work to maintain theirs. Conflict occurs in the play when one character’s personal dignity interferes with what another character thinks is right. Keeping this in mind, explore what the play teaches us about the importance of protecting your own personal dignity as well as that of others.
- Some people say freedom is a state of mind. Other people say that freedom is the right to choose actions for yourself. Still others say freedom is a basic human right. Keeping these things in mind, examine the topic of freedom using Antigone as your guide. Be sure to look at the words and actions of particular characters to see what we in the 21st century can learn from this ancient text.
- Thebes has undergone an extremely stressful time before the play begins. Oedipus’ family seems plagued by the gods. The city has been in the state of civil war since Etocles would not surrender the throne to Polyneices as promised. Creon comes to the throne untested, and he rules with “an iron fist.” Explore how effective Creon’s rule of Thebes is - keeping in mind the gains and losses he, his family, and the city have experienced.
- This play includes many allusions. An allusion is a reference to a person in literature the author expects the audience to know. Explore how the use of allusion is used in the play and how its use deepens the understanding of the text.
- Scene Three shows the conflict between Haemon and Creon. How does this conflict illustrate the characters’ differences in values? How does this one scene act as microcosm of the play as a whole?
Thursday, November 13, 2008
Assignment and Assessment Dates
Remember, the courageous/cowardly notes, the character notes, the mind-map, and the blue archetypes worksheet will be collected on Friday, 11/21 - in addition to the final test and graded discussion on Kindred.
Final test: Friday, 11/21
Final test: Friday, 11/21
- 50 points; multiple choice, matching, true/false, short answer. No notes or books allowed.
- 50 points; contributions will be assessed on claim, evidence, warrant, originality, and respectful participation.
- Discussion questions will be given to students on Monday, 11/17 so that students can prepare responses ahead of time. Notes and books are allowed during the graded discussion. If students have concerns about their ability to successfully participate in the graded discussion, they may choose to respond to two questions in written format ahead of time instead of orally. If students choose to do this, their responses are due at the beginning of class on the day of the discussion.
Tuesday, November 4, 2008
Kindred Mind Map directions
here are the directions for the mind map that we worked on in class on A-day (11/4-5). These will be collected at the end of the Kindred unit, and can (and should) be used to study for quizzes, tests, and graded discussions.
Mind Map
Show each of Dana’s trips between California and Maryland.
1. Where does Dana go each time?
2. What happens there?
3. What does Dana bring back with her?
Map of the Weylin Plantation
1. Include all of the significant locations on and near the plantation.
2. Include the key events and locations in the story.
“Family” Portrait
1. Who are the members of the “slave” family in Maryland? Arrange them by their “kin.” (Put families together).
2. Who are all the Weylin family? Include white employees in this portrait. Also include nearby neighbors.
3. Who are in the “California” family? Include Dana’s and Kevin’s relatives and friends.
Symbols of Survival
1. Look for tangible items in the text that could represent how characters survive in the story. Recreate them. Be able to identify the components of each symbol. Think of characters who work at survival besides Dana.
2. You should find a minimum of five survival symbols—some should illustrate how it is courageous to survive and others should illustrate how it is cowardly to survive.
Remember: Everything you use for illustrations must be appropriate for the classroom.
Mind Map
Show each of Dana’s trips between California and Maryland.
1. Where does Dana go each time?
2. What happens there?
3. What does Dana bring back with her?
Map of the Weylin Plantation
1. Include all of the significant locations on and near the plantation.
2. Include the key events and locations in the story.
“Family” Portrait
1. Who are the members of the “slave” family in Maryland? Arrange them by their “kin.” (Put families together).
2. Who are all the Weylin family? Include white employees in this portrait. Also include nearby neighbors.
3. Who are in the “California” family? Include Dana’s and Kevin’s relatives and friends.
Symbols of Survival
1. Look for tangible items in the text that could represent how characters survive in the story. Recreate them. Be able to identify the components of each symbol. Think of characters who work at survival besides Dana.
2. You should find a minimum of five survival symbols—some should illustrate how it is courageous to survive and others should illustrate how it is cowardly to survive.
Remember: Everything you use for illustrations must be appropriate for the classroom.
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