TODAY’S GOALS

• Review important ENC1101 information, including • Rhetorical context• the three rhetorical appeals• wallowing in complexity• reading with and against the grain• and the believing and doubting game

• Think more deeply about the reading and writing system in English

• Begin developing our ability to critically consume information

ENC1101 REVIEW

•Skill: writing as problem solving

• Why is it helpful to think of writing, particularly college writing, as a problem solving activity?

• What is the “problem” that we address in academic texts? Where do we give answers to these problems?

ENC1101-RHETORIC REVIEW

• Rhetoric

• Rhetorical Context• Purpose• Audience• Genre

• Rhetorical Appeals• Ethos• Pathos• Logos

• Angle of vision

(These are the main concepts you should remember from ENC1101. If they are not familiar to you, make sure to review them after class)

JOURNAL/BLOG ENTRY INSTRUCTIONS

• All journal entries should be 100+ words and appropriately labelled with the entry number

• All journal entries will include a topic to focus on as well as several questions. The questions are there to guide your entry but you are not required to answer all or any of them, as long as you stay on the topic of the entry

• Your collected journal entries will be posted online to a blog/journal/social media website of your choosing. As soon as you have created this blog, please email me with the URL

• Note: this should be a blog dedicated to ENC1102 and not one for personal use

• From time to time you will be asked to read and evaluate entries from your classmates’ blogs, so make sure your entries do not contain information you are uncomfortable with others reading

JOURNAL ENTRY 1

• Focus: Rhetorical appeals

• In Enc1101, one of the most important concepts you should have studied was the use of rhetoric and the three rhetorical appeals

• Take a few minutes to free write on your understanding and experience with the three rhetorical appeals: ethos, pathos, and logos (see pg 58 in A&B if you need a refresher).

• What do these strategies mean to you? • Do you use these strategies on a daily basis? If not, who does?• How have you utilized these appeals successfully in the past? (Outside of 1101)• Do you feel stronger or weaker with the use of one appeal when compared with another?

ENC1101 REVIEW

• Believing and doubting

• Reading with/against the grain

• Wallowing in complexity

• What do these terms have in common? What is their ultimate goal? Take a few minutes to think about or review this material before class starts.

BELIEVING AND DOUBTING GAME

“It is not easy to calculate all the costs of English spelling. What is the price of demotivation and turning large numbers of young children off learning at a young age? Teachers are regularly reminded that when it comes to motivation, 'Nothing succeeds like success'. English spelling ensures that many children have to become accustomed to failure from a very young age. Presumably the obverse of success is true of failure, and therefore 'nothing fails like spelling failure'? [...] The most serious drawback of English spelling, however, is undoubtedly that it dooms around 20 % of all learners to guaranteed failure. For about 1/5 of all school children it is quite simply too difficult. When a system is too difficult, large numbers of people inevitably fail to cope with it. We have seen a vast expansion in the use of computers once they became more user friendly. If one country had decided to stick with the DOS system and forbidden the adoption of windows, the use of computers in that country would almost certainly still be very low. The refusal to modernize English spelling has a similar effect. We insist that English spelling must stay fiendishly difficult, even though it is clearly beyond the intellectual powers of many millions (7 mil. in the UK, 40 mil. in the US.) Inability to read and write reduces an individual's life and job prospects in many ways. For example, in the summer of 2000 it was reported in the UK that around 25% of British women fail to take up the offer of free breast screening. How much is illiteracy responsible for this? May functional illiteracy also be the reason why millions of people living in poverty regularly fail to claim the benefits which are aimed at alleviating their problems? How many resort to theft and robbery instead because they cannot cope with filling in an application form? In June 1999 the Los Angeles Times carried a full page advertisement for voluntary classroom reading assistants. This claimed that some US states project future numbers of prisoners from child illiteracy rates. According to a recent audit by the UK's Youth Justice Board, half of all young men in custody in the UK have a reading age of 11 or below. The US and the UK both jail a relatively high percentage of their populations. The UK's rate is by far the highest in Europe. English spelling may well be at least partly responsible for this difference. “

BELIEVING AND DOUBTING GAME

• **The Believing and Doubting Game passage from the previous slide was adapted from “Critical thinking I: Being Skeptical” by Mark Sebba

BELIEVING AND DOUBTING GAME

• Examples of words which may cause difficulties: • Knife/gnome

• Night/Nite/Knight

• Queuing

• Cwm

• Food/good

• Connoisseur

• What factors may lead to these differences in spelling conventions?

UNIT 1 GROUPS

• Group 1• Oscar G• Sarah L• Danielle S• Michael T

• Group 2• Adriana G• Maria G• Vanessa G• Gregory H• Catherine U• Jonathan W

• Group 3• Alexander C• Antonio C• Adrian D• Elimay F• Steven T

• Group 4• Pierangiolo B• Ronald C• Violeta M• Victor R

CLASS DISCUSSION

• What was your experience like with reading and writing growing up? Did the English spelling system pose any problems for you?

• If English was not your first language, what was it like to try and learn the English spelling system after learning a different spelling system first?

• Do you think the English spelling system should be changed? Why or why not?

• How does the author utilize the three rhetorical appeals within the text? How might you utilize the three rhetorical appeals to support the opposing side?

GROUP DISCUSSION: APPEAL PRACTICE

• In your groups select a stance on the believing and doubting game topic we have just discussed. • Should we keep or revise the English spelling system?

• Develop 3 reasons you could use to support others to agree with your perspective, trying to utilize all three rhetorical appeals

• This activity will not be collected but you should have a cogent presentation to the class of your ideas

HOMEWORK

• Consider the following: How is the Believing and Doubting Game related to research? How can we utilize it when doing secondary research? We will discuss the answer next class.

• If you have a portable computer, laptop, or ipad, please bring it (fully charged!) to the next class

• If you have not already done so, please check out the class website at : ProfessorNAnderson.com

• If necessary, review the following ENC1101 material before next class: • Rhetoric (p. 16)• Rhetorical Context (p. 16)

• Purpose• Audience• Genre

• Rhetorical Appeals (p. 58)• Ethos• Pathos• Logos

• Angle of vision (p. 52)• Wallowing in complexity (p. 27)• Believing and Doubting Game (p. 33)