Eh 124 Spring 2011:Week Two Day Two

50 + Minute Class Plan

Your homework for today was to do the following:

Identify and bring in examples of the following: One visual and one written argument. Write one page assessment for each that addresses the argument’s traditional or consensual characteristics, its evident rhetorical situation, and its ethical or unethical characteristics.

Let’s look over this work for a moment, and underline what we see as being the most important comments or claims.

Group Work: (Suggested: 5-7 Minutes)

Summarize and share your findings. Each group will present one visual and one written argument to the class.

Group Presentations: (Suggested: 5-7 Minutes)

Mini-Lecture:

Foundation for our communication: Nuts and Bolts

Sentences:

Simple [1 independent clause]: The dog made a mess on my dress. [subject [dog] +Verb [made] expressing a complete thought: dog poops on dress.

Compound [2 independent clauses joined by a comma and a conjunction]: The dog made a mess on my dress, and I had to postpone the wedding.

Complex [1 dependent clause and 1 independent clause joined by a comma : The day before my wedding, the dog made a mess on my dress.

Compound Complex [At least 1 dependent clause and 2 independent clauses joined by a comma and a conjunction: The day before my wedding, the dog made a mess on my dress, and I had to postpone the wedding.

Paragraphs:

Here is what they look and sound like: 6-8 sentences, and develops a single idea.

Here is what they do:

1) made a claim, 2) provide evidence for the claim, 3) explain how the evidence supports the claim.

Mini-Lecture in Action: (Suggested: 5 minutes)

Look at your writing for today. Identify five different sentences. Identify a well-developed paragraph. Now do the same in the writing of two of your peers.

Homework: Read Chapter two. Write a two page response to Judy Brady’s “Why I want a Wife,” essay at the end of the chapter.

Day 1: Rhetorical Terms, Readings: Chapter 2