Weekly AgendaO Take out your agenda for this week. (If you don’t have yours,

get a new one from the front of the room.)O On the side with the days, draw a vertical line dividing the

days to create 2 columns. Label these columns “do” and “due”

O Write the date next to each day: Monday 1/7, Tuesday 1/8, Wednesday 1/9…

O On Friday, in the “Do” column, write “Map Testing – meet in library”

O On Monday, write the learning target from the board in the “do” column. In the “due” column, write “Frederick Douglass revised essay due January 23” and “Agenda due January 11”

O In the Weekly Goal section, create an academic and personal goal and write them down in the appropriate places.

QuickwriteO What does it mean to write

argument?O Why is it important to write

argument?O What does it mean to read “closely”?O How do you think “close reading”

relates to writing argument?

Writing Literary Argument

Persuasive Argument

vs.Literary

Argument

O Literary Argument Requires Close Reading of a TextO What is “Close

Reading?”O Close Reading comes

from asking questions about the text that extend beyond mere comprehension.O What is the

speaker/author saying? (Between the lines reading.)

O Why are they saying it? (Purpose.)

O Why does it matter? (Universal Truth.)

• In Persuasive Argument, the writer attempts to bring about a particular result.• Examples:

• In Literary Argument, the writer attempts to convey an idea about a text (film, book, article, etc.) and make a statement about a universal truth.• Examples:

Close Reading PracticeO For each of the images to follow,

answer the following questions:O What is the author saying?

(Literal/Figurative)O Why are they saying it?O Why is it important?

What details in the picture back up your answers to

the questions?Jot down your responses to

the questions.

What details in the picture back up your answers to

the questions?Jot down your responses to

the questions.

Weekly Agenda 1/8/13O In the “Do” section, write today’s

learning target:O Apply close reading to FD’s speech:

identifying key details & commentaryO On the reverse side (next week),

label dates 1/14 – 1/18.

What details in the picture back up your answers to

the questions?Jot down your responses to

the questions.

Self-AssessmentO After practicing “Close Reading” with

those images, how is your understanding of close reading changed?

ApplicationO Apply your close reading skills to Frederick

Douglass’s Fourth of July Speech.O What is he saying?O Why is he saying it?O Why is it important?

O What quotations in the text specifically prove your responses?

O Link to the speech: http://www.pbs.org/wgbh/aia/part4/4h2927t.html

ReflectionO What new understanding do you have

about Close Reading?O In reading the original draft of your essay,

list the strengths and weaknesses of your essay in terms of close reading and argument.O Is your argument rooted in the text or just

narrative?O Are you explaining the quotations you chose?O What do you think will improve your essay?

CommunicatingIdeas Effectively

Close Reading Argument Steps

O Steps to writing argument using close reading:O Make generalization about what you

will talk about in the paragraph (topic sentence).

O Introduce and give basic explanation of quotation (motivation, insight, etc.)

O Elaborate on your explanation.O Tie explanation and quotation to

premise of your argument.

Generalizations & Examples

O A generalization makes a basic statement about a text:O Frederick Douglass exposes the hypocrisy of

American ideals in his speech “The Meaning of the Fourth of July for the Negro.”

O An example gives concrete evidence that backs up the generalization.O When he says, “The sunlight that brought light

and healing to you, has brought stripes and death to me,” Frederick Douglass demonstrates the disparity between slaves, who are denied their freedom, and whites who enjoy liberty and freedom from birth.

Elaboration & Commentary

O Once you introduce your quote, you need to elaborate and explain it. (Reading between the lines.)O Hit on particular portions of the quotation or language

that are most important. In the case of this essay, you are looking at rhetorical devices and how they show the hypocrisy.

O Douglass compares white freedom to “sunlight,” demonstrating that it is something that is naturally given to whites, noting that the same sunlight brings death to slaves. In other words, because the slaves do not have access to the sunlight, they wither and die in their situation, as opposed to whites who flourish in life.

Connect to ArgumentO Each paragraph should point back to the

central argument given in the first paragraph of the essay (the “thesis”).

O Why is the information you have given important? You must state it explicitly.

O In comparing freedom to sunlight, Douglass shows the white audience that the freedom they take for granted is elemental to survival, and ultimately, the celebration of freedom that is denied others is a hypocritical mockery of such freedom.

The Final ParagraphWhen he says, “The sunlight that brought light and healing to you, has brought stripes and death to me,” Frederick Douglass demonstrates the disparity between slaves, who are denied their freedom, and whites who enjoy liberty and freedom from birth. Douglass compares white freedom to “sunlight,” demonstrating that it is something that is naturally given to whites, noting that the same sunlight brings death to slaves. In other words, because the slaves do not have access to the sunlight, they wither and die in their situation, as opposed to whites who flourish in life. In comparing freedom to sunlight, Douglass shows the white audience that the freedom they take for granted is elemental to survival, and ultimately, the celebration of freedom that is denied others is a hypocritical mockery of such freedom.

Fancy WordsDemonstrateArgueIllustrateExposePortrayDepictExhibit

O USE YOUR THESAURUS!

•Premise Indicators•Because•Since•Given that•On the grounds that•This follows from•Conclusion Indicators•Therefore•Thus•Hence•Consequently•This shows that•Ultimately

Fancy Words

Weekly Agenda 1/9/13O In the “Do” section, write today’s

learning target:O Use the 4-sentence strategy from 1/8

to build concrete examples and relate to thesis.

O When you have completed your agenda, you may vote for Homecoming Court

ApplicationO In your essay, highlight the

quotations you are planning to use in your argument.

O Revise the argument to make sure it is explained, elaborated on, and connected to your argument.

Sentence StartersTo Introduce Quote (1 sentence) Connecting to Argument (1-2 sentences)

O When Douglass says, “…..,” he is showing…

O In order to show…, Douglass states, “…”

O Through his use of (rhetorical device), Douglass shows the audience…

O Douglass’s argument exposes the hypocrisy by…

Explaining Quote: (1-2 sentences)

O In other words…O In saying this,

Douglass means…

ReflectionO How have you strengthened your

argument? Give specific examples of what you have changed.

O Do you think this method and structure will be easily duplicated in other writing assignments?

O Where do you think your writing weakness is?

Weekly Agenda 1/10/13O In the “Do” section, write today’s

learning target:O Create 3 complete evidence

paragraphs connecting FD’s statements to the hypocrisy of July 4th

O Safety ReviewO By the end of class, you must show

me 3 completed paragraphs. This is for a grade. Ask me if you need help.

Weekly Agenda 1/15/13O Go back to Monday’s “Do” section and write

“MAP Testing”O In Tuesday’s “Do” section, write today’s

learning target:O Create concluding paragraph that connects

Frederick Douglass’s speech to universal truthO In Tuesday’s “DUE” section, write “Conclusion

Paragraph Due Wednesday 1/16”O Set weekly goals and write reflection from

last week

The Conclusion Paragraph

O Not just restating what you have said.

O Must connect to a larger, universal issue.

O The “So What?” – Why is it important that you have covered the topic or shared the information?

O Essentially, summarize evidence and connect to larger meaning.

Basic FormulaO By showing (evidence),O Douglass conveys (idea).O Therefore, (conclusion that can be drawn).

O By showing there is in inconsistency between celebrating the 4th of July while slavery exists, Douglass conveys a new perspective to his white, abolitionist audience. Therefore, it is important to see the whole picture even when one is on the “right” side of an issue.

O This is not a complete conclusion, yet.

Formula of ConclusionO Summarize each of your evidence

paragraphs into a single statement (one word to a few words that capture its “essence”)

O Determine what those words/phrases have in common, so you can create a summarizing statement.O E.g. If all of my evidence shows the

hypocrisy, I will create a summarizing statement like:O Frederick Douglass gives his audience multiple

examples of how 4th of July is hypocritical.

Answer the So WhatO It’s not enough to just make a

summarizing statement. The summarizing statement is generic and needs commentary and explanation.O The northern, white abolitionists listening to

Douglass haven’t been outright confronted by the idea that it is wrong to celebrate freedom when some in society do not hold it. Douglass basically says that by celebrating freedom while some don’t have it, they are as bad as the slaveholders.

Extend it FurtherO Why is it still important to look at

this argument/text? Why/how is it relevant? State and explain.O Although the debate over slavery is

long gone, Douglass’s speech is still relevant. It is important for citizens to look for areas of hypocrisy in society and to see things from the point of view of victims of society.

Tie it TogetherO Tie the text to the universal truth.

O Douglass’s speech shows us today that even when we are on the “right” side of an issue, we must understand the side of the victims in order to see that we might also be contributing to pain and suffering.

The Whole ConclusionFrederick Douglass gives his audience multiple examples of how 4th of July is hypocritical. The northern, white abolitionists listening to Douglass haven’t been outright confronted by the idea that it is wrong to celebrate freedom when some in society do not hold it. Douglass basically says that by celebrating freedom while some don’t have it, they are as bad as the slaveholders. Although the debate over slavery is long gone, Douglass’s speech is still relevant. It is important for citizens to look for areas of hypocrisy in society and to see things from the point of view of victims. Douglass’s speech shows us today that even when we are on the “right” side of an issue, we must understand the side of the victims in order to see that we might also be contributing to pain and suffering.

Write Your ConclusionO Make summarizing phrase for each evidence

paragraph.O Put those phrases together into summarizing

statement.O Answer the “So What?” Give commentary and

explanation of our summarizing statement.O Extend it further. Why is it still important to

look at this argument/text? Why/how is it relevant? State and explain.

O Tie it together. Tie the text to a universal truth.

Weekly Agenda 1/16/13O In Wednesday’s “Do” section, write

today’s learning target:O Create interesting introductory

paragraph for literary argument essayO In Tuesday’s “DUE” section, write

“Introductory Paragraph Due Thursday 1/17 & Final Draft Due 1/23”

The Introductory Paragraph

O Why write it last?O Function:

O Grab the Reader’s AttentionO Provide necessary background

informationO Shape reader’s perspectiveO Present thesis statement

Grab the Reader’s Attention

O Professional writers who write for magazines and get paid for their work use 5 basic patterns:O Historical ReviewO AnecdotalO Surprising StatementO Famous PersonO Declarative

Historical ReviewO Share brief history of the topic. O History must be brief so it doesn’t take over

paper – just the facts, ma’am.O Example:

O The victory brought pure elation and joy. It was May 1954, just days after the Supreme Court’s landmark ruling in Brown vs. Board of Education of Topeka, Kansas. At NAACP headquarters in New York, the mood was euphoric. Telegrams of congratulations poured in from around the world; reporters and well-wishers crowded the halls.From “Integration Turns 40” by Juan Williams in Modern Maturity, April/May 1994.

AnecdotalO What is an anecdote? O If using an anecdote, make sure it doesn’t take over the

paper and it is relevant to the topic. They are not generally used in literary analysis.

O Example:O Mike Cantlon remembers coming across his first auction ten

years ago while cruising the back roads of Wisconsin. He parked his car and wandered into the crowd, toward the auctioneer’s singsong chant and wafting smell of barbecued sandwiches. Hours later, Cantlon emerged lugging a $22 beam drill-for constructing post-and-beam barns– and a passion for auctions that has clung like a cocklebur on an old saddle blanket. “It’s an addiction,” says Cantlon, a financial planner and one of the growing number of auction fanatics for whom Saturdays will never be the same.From “Going, Going, GONE to the Auction! By Laurie Goering in Chicago Tribune Magazine, July 4, 1994.

Surprising StatementO Not used often. Can be surprising because it is

disgusting, joyful, shocking, or because who said it.O Example:

O Have a minute? Good. Because that may be all it takes to save the life of a child—your child. Accidents kill nearly 8000 children under age 15 each year. And for every fatality, 42 more children are admitted to hospitals for treatment. Yet such deaths and injuries can be avoided through these easy steps parents can take right now. You don’t have a minute to lose.From “60 Seconds That Could Save Your Child” by Cathy Perlmutter with Maureen Sangiorgio in Prevention, September, 1993.

Famous PersonO Name Dropping – gives authority or creates

interestO Example:

O The most widely read writer in America today is not Stephen King, Michael Chrichton or John Grisham. It’s Margaret Milner Richardson, the Commissioner of the Internal Revenue Service, whose name appears on the “1040 Forms and Instruction” booklet. I doubt that Margaret wrote the entire 1040 pamphlet, but the annual introductory letter, “A Note from the Commissioner,” bears her signature. From “Dear Taxpayer” by Will Manley in Booklist, May 1, 1993.

DeclarativeO Commonly used to state topicO Example:

O In the College of Veterinary Medicine and Engineering, for example, nearly one-third of the teaching faculty may retire by the year 2004. In the College of Education, more than a third of the professors are 55 years and older. The largest turnover for a single department is projected to be in geology. More than half of its faculty this year are in the age group that will retire at the millennium, says Ron Downey of K-State’s Office of Institutional Research and Analysis. The graying of K-State’s faculty is not unique. A Regents’ report shows approximately 27 percent of the faculty at the six state universities will retire by the end of this decade, creating a shortage of senior faculty. From “The Tuition Tap” by Tim Lendemuth in K-Stater, February 1994.

Background Information

O Scientific, historical, cultural, or personal

O Things the reader needs to know about the topic (but doesn’t) in order to “get” your thesis.

Shape the Reader’s Perspective

O Make the reader realize a need, see themselves in a similar situation, feel sad, angry, pious, or patriotic

Present the thesisO The main idea of the entire essayO Works like a topic sentence works in

a paragraph

What NOT To DoO Apologize. Never suggest that you don’t

know what your talking about. Avoid:O In my [humble] opinion…O I’m not sure about this, but…

O Announce your intentions. Avoid:O In this paper I will…O The purpose of this essay is to…

O Use a dictionary definition. Avoid:O According to Webster’s…

O Dilly-dally. Get to it and move confidently into your essay!