Writing Journal #10: Due Today

You have 5 minutes total for this task

• Find two people who have a different controversial topic than you. Share the topic, two sides, and the source.

• Write down the information shared with you.:• Topic• Two Sides• Source (Org. and date)

• Topic• Two Sides• Source (Org. and date)

Writing Journal #10: Due Today• Look at the 7 controversial topics you have written down. (3

you brought, 4 from your tables.)

A. Make sure they are all controversies of opinion and not controversies of fact.

B. Look at the scope and depth of the controversy. Is this an issue that has many complicated elements to it (you could take the controversy and split it into 5 smaller controversies)

C. Is this an issue that is polarizing? We’ve hear about it all the time, people on both sides have a difficult time understanding or listening to the other side.

D. Is this a valuable educational issue? Is it something that we haven’t thought about before? Is it something you didn’t know or realize was going on? Is it something you think most people aren’t aware of?

“Pentagon Paid Sports Teams Millions For 'Paid Patriotism' Events”

“Controversial Marine Corps Study On Gender Integration Published In Full”

“The Costs of Solar Energy to the Environment”

“A Flawed Marijuana Legalization Effort Fails in Ohio”

“Sinners in the Hands of an Angry God.”

A. Reading through Edward’s speech it seemed that his purpose was to convince the congregation that no matter how involved they are in life and may look to enjoyment of their own lives, they most likely still aren’t living. The people aren’t living as God intended for the human race to live, though they may think they are.

B. The speech delivered by Jonathon Edwards on July 8th, 1741 served primarily to scare or frighten those that weren’t a part of the church.

C. The purpose of Jonathon Edwards speech was to get people to come to god or to be born again.

D. Edwards purpose in this speech was to try to make people think they were sinners and God was going to punish them if they don’t go to church.

Read through the four statements below identifying Edwards’ purpose in his speech. Give feedback to each of the authors of these statements. (One for each.)

“Sinners in the Hands of an Angry God.”

A. Pays attention to detail: Dates and background information. Gets specific with audience, purpose, and structure. (Avoids general statements like, “get them thinking,” “get them to pay attention.”

B. Writes in complete thoughts– any one word responses are developed so they clearly show what you’re thinking.

C. Most importantly: Reflects a deeper understanding of the passage, the purpose, the intended audience, the reasons for speaking, and the important parts of the structure that affect the purpose.

In your tables, compare your SOAPSTones. As a group, revise a new SOAPSTONE that hits all of the requirements below. Everyone on the table should be able to defend your revised product.

Writing Journal #1

Review: A. What is an allusion?

B. What is the purpose of an allusion in non-fiction?

C. What are some categories of allusions? (ex. Pop culture allusions)

Bring me back from Egypt: Connecting Notes

1. You have to have a good thesis statement in order to connect back.Can you connect these ideas?

Marquart depicts the upper Midwest as a bland area that offers hope to some people.

Marquart refers to movies like Coen Brothers’ Fargo.

In spite of the annoyingly monotonous and average characteristics of the Upper Midwest, Marquart presents the area as a place of hope and prosperity.

Marquart compares the roads of the upper Midwest to a “long-held pedal steel guitar note.”

Bring me back from Egypt: Connecting Notes

2. You have to pick strategies that you can see the connection back to the thesis statement.

Marquart depicts the upper Midwest as a bland area that offers hope to some people.

Marquart refers to movies like Coen Brothers’ Fargo.

In spite of the annoyingly monotonous and average characteristics of the Upper Midwest, Marquart presents the area as a place of hope and prosperity.

Marquart compares the roads of the upper Midwest to a “long-held pedal steel guitar note.”

Bring me back from Egypt: Connecting Notes

3. Connecting back takes words, sometimes a lot of them.

Hint: Ask yourself “why does this make the effect I say it makes?”

Why do the words “mission of death” show this is not an accident?

Carson refers to the planes being sent in to kill as a “mission of death” to show how this is not an accident and should never go unnoticed.

Bring me back from Egypt: Connecting Notes

4. You think it’s obvious and you don’t need to spell it out. If you don’t spell it out, you leave the readers to assume what they want

The student is adding in quotes and then adding words from the thesis statement, but they don’t actually understand how the author is appealing to their audience.

Carson refers to the planes being sent in to kill as a “mission of death” to show how this is not an accident and should never go unnoticed.

Bring me back from Egypt: Connecting Notes

5. It helps to have something specific to explain. Use the text to do this.In the first paragraph of Silent Spring, Carson describes the problem that the blackbirds were to the farmers.

Bring me back from Egypt: Connecting Notes

6. Most importantly: Connecting back isn’t a formula, it’s showing your insight. This is hard for students, not because they don’t know how to write the connection, but because they haven’t thought about the strategy in depth.

The goal of rhetorical analysis is to show your thinking abilities. You can’t fake this.

Rhetorical Analysis EssaysBring me back from Egypt:

Rachel Carson then refers to instances and situations where the poison used doesn’t only affect the birds, but also other animals as well as humans. Rachel Carson highlights the fact that Parathion is a “universal killer,” in other words, it kills everyone, a double edged sword so to speak.

Choose one of the paragraphs below. These are from your essays. A. Create a thesis statement that can connect to the strategy the student uses.B. Explain why the strategy Carson used creates that message. Work on depth, insight, and

thoroughness.

Rhetorical Analysis EssaysBring me back from Egypt:

Carson refers to the planes being sent in to kill as a “mission of death” to show how this is not an accident and should never go unnoticed. When portraying to the audience the amount of birds and animals killed, she highlights the work “countless” to create a dramatic effect in hopes that they will take action.

Choose one of the paragraphs below. These are from your essays. A. Create a thesis statement that can connect to the strategy the student uses.B. Rewrite the body paragraph adding in the explanation about why the strategies Carson

used creates that message. Work on depth, insight, and thoroughness.

Throughout the passage, Debra applies diction to illustrate what the Midwest landscape looked like. She inserts words such as “lonely,” “devoid,” “treeless,” “tragic,” and uninhabitable.” These words exaggerate the blandness of the area.

Rhetorical Analysis EssaysBring me back from Egypt:

Throughout the passage, Debra applies diction to illustrate what the Midwest landscape looked like. She inserts words such as “lonely,” “devoid,” “treeless,” “tragic,” and uninhabitable.” These words exaggerate the blandness of the area.

In the first paragraph of Silent Spring, Carson describes the problem that the blackbirds were to the farmers. Then she refers to how the farmers resorted first to killing with poison, rather than a more environmentally friendly solution. Carson exaggerates the farmers’ motives in line 20 saying “the farmers had been persuaded of the merits of killing by poison and so they sent in the planes on their mission of death.” This highlights the problem that poison is, and Carson argues here that farmers should have had a better way to fix their problems

Rhetorical Analysis EssaysBring me back from Egypt:

Throughout the passage, Debra applies diction to illustrate what the Midwest landscape looked like. She inserts words such as “lonely,” “devoid,” “treeless,” “tragic,” and uninhabitable.” These words exaggerate the blandness of the area.

Throughout the passage, Debra applies diction associated with the stereotypical view of the Midwest to illustrate the empty, bland reputation the area has. She inserts words such as “lonely,” “devoid,” “treeless,” “tragic,” and “uninhabitable.” These words create a feeling of emptiness that reinforces the idea that the Midwest has nothing to offer people. Treeless creates an image of a landscape with nothing green or growing while “uninhabitable” reinforces that view of an empty, bland region because we associate treelessness and inhabitability with deserted areas. Words like devoid and tragic help create the negative associations with this emptiness to remind that audience that the loneliness of this area is not a quiet meditative place, but as annoying as the squeal of a never-ending guitar note.

Marquart characterizes the Midwest as _______________ and _______________, yet ________________ and ___________________.

Rhetorical Analysis EssaysBring me back from Egypt:

In the first paragraph of Silent Spring, Carson describes the problem that the blackbirds were to the farmers. Then she refers to how the farmers resorted first to killing with poison, rather than a more environmentally friendly solution. Carson exaggerates the farmers’ motives in line 20 saying “the farmers had been persuaded of the merits of killing by poison and so they sent in the planes on their mission of death.” This highlights the problem that poison is, and Carson argues here that farmers should have had a better way to fix their problems