WRT 101S

1. Take quiz 6.
2. Answer as many of the self-evaluation questions (in as much depth as you can using specific examples–no yes or no answers) for your reflection for Essay 3. Post to your blog as your final blog post for the semester!
3. Please complete the teacher survey/evaluation for the class–you should have been emailed this to your student account or should be able to click to complete them at the bottom of the course in D2L.

Presentations Part 2 tomorrow! Bring food to share if you can!

• In groups, go over the types of fallacies we covered in “Fallacies of Argument.”
• Fallacies PowerPoint
• Complete the exercise on pages 8-9 and post to your blog. Opportunity to earn extra credit for correct answers.

Homework for Tuesday, 12/10: Post your final draft of Essay 3 to D2L and to the blog by class time. Post your presentation visual aid to your blog before the start of class. Come ready to present and to listen and provide feedback on your fellow students’ presentations. *For credit for your final presentation (worth 15% of your grade), be in class Tuesday and Thursday next week (be on time and stay the whole time).*

• Go over the Essay 3 and the Final Presentation Prompt.
• Watch: TED Talk on Overcoming Presentation Anxiety
• Sample Speech Outlines
• Call to Action
  • “Functions of the Presentation to Persuade”
  • Call to Action PowerPoint
• Additional support: Organizing Your Argument Paper, Effective Persuasion Presentation
• Images – Copyright (Library Database and Creative Commons)
• Types of Visual Aids:
  • PowerPoint/Google Slides: Using PowerPoint
  • Prezi: Creating Presentations with Prezi
    • 15 Tips and Tricks – Prezi
    • Example: Design
  • Handouts: Effective Handouts
  • Infographics: What Is an Infographic? 
    • Presenting Data Using Infographics
    • Create an Infographic in PowerPoint
    • Example: “A Checklist for More Persuasive Presentations”

• Look over revision suggestions from me and your peers on Google Docs. Ask me any questions you have by the end of class today.
• Go over strategies for revising an argument paper, especially #2.
• In-Class Writing: Similar to the chart (#2) in the “Revising an Argument Paper” document, chart out your claims and your evidence. Ask yourself, do I have enough evidence to support each of my claims and persuade a critical audience of their validity? Refer back to the PIE structure. Make sure you are introducing your sources’ credibility and citing them correctly (helping your reader be able to quickly and efficiently refer to your Works Cited page) to effectively build your ethos.
• Go over: Self-Evaluation for Essay 3

Homework: Keep on working on/revising Essay 3. On Wednesday, we will begin preparations for your presentations (due by Dec. 10).

• Due by class time: Post your second draft (4 pages) of essay 3 to your blog and to D2L. Make a copy on Google Docs and share with me (jspencerlevy@pima.edu) and your peer-reviewer(s).
• In-Class: By midnight tonight, provide peer feedback for 2 classmates. On the Google Doc they shared with you, comment on any:
  • Unsupported claims (highlight in light blue)—for every claim, they need researched evidence to support it.
  • Fallacies (describe what error they have made and give suggestions for how they can amend it)
  • Questions and suggestions you have after reading their paper.
  • *At the end, leave a note and evaluation (1-10 score) of their overall appeals to ethos, logos, and pathos. Also note whether you are their sympathetic, neutral, or hostile audience and if they persuaded you (and why or why not). If they did not, explain what evidence you’d need and/or what concessions they would need to make to persuade you.
• Here is the link to submit nonfiction, fiction, or poetry to PCC’s student literary journal Sandscript by this Sunday, December 1 (read the “2020 Submission
  Guidelines” for Prose and Poetry Submissions): http://aztecpressonline.com/sandscript/
• Here is the link to submit to the Library Research Award by this Sunday, December 1 (you have to sign in with your student username and password to submit): https://pima.academicworks.com/

Have a nice Thanksgiving weekend!

• Take Quiz 5.
• When you are finished, read: “Quoting, Paraphrasing, and Summarizing.”
• In-Class Writing: Pull up your Grammar Guide. Go over your final drafts of Essay 1 and 2 and post the rules to your blog with examples from your essay of grammar edits marked in D2L (first the error, and then the sentence corrected). If you do not have those rules in your guide, read over the rule in D2L and add it to your guide.
• Go over in-text citations and what to include on your Works Cited pages.
• Form your peer review groups. In-Class for Wednesday: By midnight on Wednesday, comment on:
  • Unsupported claims (highlight in light blue)—for every claim, they need researched evidence to support it.
  • Fallacies (describe what error they have made and give suggestions for how they can amend it)
  • Any questions and suggestions you have after reading their paper.
  • At the end, leave a note and evaluation (1-10 score) of their overall appeals to ethos, logos, and pathos. Also note whether you are their sympathetic, neutral, or hostile audience, and if they persuaded you (and why or why not). If they did not, explain what evidence you’d need and/or what concessions they would need to make to persuade you.

Homework due by class time tomorrow: Post your second draft (4 pages) of essay 3 to your blog and to D2L. Make sure you argue for a solution, provide evidence of your proposed solution’s (potential or actualized) effectiveness, and propose a call to action for your classmates. Make a copy on Google Docs and share with me and your peer-reviewers.

1. Go over forming a thesis and testing a thesis.
2. They Say/I Say Templates for the researched argument essay.
3. Drafting Essay 3
4. Quiz Terms for Tuesday
5. Interpreting Turnitin results.
6. In-Class Writing: Submit at least 2 pages of Essay 3 and your Works Cited to D2L. Post to your blog. Share with me on Google Docs if you prefer to get feedback this way.

“So one of the most robust findings in the history of political psychology is this pattern identified by Jon Haidt and Jesse Graham, psychologists, that liberals and conservatives tend to endorse different values to different degrees. So for example, we find that liberals tend to endorse values like equality and fairness and care and protection from harm more than conservatives do. And conservatives tend to endorse values like loyalty, patriotism, respect for authority and moral purity more than liberals do…. People’s moral values, they’re their most deeply held beliefs. People are willing to fight and die for their values. Why are they going to give that up just to agree with you on something that they don’t particularly want to agree with you on anyway? If that persuasive appeal that you’re making to your Republican uncle means that he doesn’t just have to change his view, he’s got to change his underlying values, too, that’s not going to go very far…. So what would work better? Well, we believe it’s a technique that we call moral reframing, and we’ve studied it in a series of experiments…. All these studies have the same clear message: if you want to persuade someone on some policy, it’s helpful to connect that policy to their underlying moral values. And when you say it like that it seems really obvious…. We kept saying when we were designing these reframed moral arguments, ‘Empathy and respect, empathy and respect.’ If you can tap into that, you can connect and you might be able to persuade somebody in this country.” – Robb Willer, “How to have better political conversations” (September 2016)

• Rhetorical strategies: pathos.
• Shared Values
• Lifeboat Challenge
• In-Class Writing: Negotiating the Opposition

Homework: Your first draft (2 pages) of Essay 3 is due by the end of class this Thursday, 11/21.  

In Class:

• Talk to as many peers (your audience) as possible today. Get an understanding of what they know and don’t know about your argument (what are you going to have to explain in depth for them to be on the same page?). Find at least one person who is a sympathetic audience member, one who is neutral, and one who is hostile. Treat each of your audience members with the same amount of respect, regardless of if their opinion is different from your own. Investigate why they hold that opinion further. Maybe they know or have experienced things that you will need to concede to.
• With your “sympathetic” peer, ask them what would help strengthen their belief in your argument. Find out what questions they still have on the topic. Ask them what ideas or experiences convinced them to adopt their belief.
• With your “neutral” peer, try and figure out what would interest them in the topic/help them understand they have a stake in it/get them to heed your call to action. Figure out what they don’t know about the topic and any confusion and/or questions they have about it. Go through your points and discuss with them which ones seem stronger/weaker.
• With your “hostile” peer, try and get a good understanding of where they are coming from. What feelings and beliefs do they have on the issue and where have they heard this information? What experiences have they or their families and friends had? Figure out what concessions need to be made for this audience to come to an agreement with you about some of your well-researched points. Figure out what their most reasonable points are. Ask what evidence you would need to convince them to change their mind about their position.
• Finally, pay attention to how your tone and word choice affects your classmate. Did it change depending on who you talk with? Decide what kind of language was most effective for as wide an audience as possible.
• In-Class Writing: Write a summary of your conversations and what you learned (especially if anything surprised you).

Homework: Your first draft (2 pages) of Essay 3 is due by the end of class this Thursday, 11/21.