Final Thoughts on Zen

Your "Zen" journals should be nearing completion. Remember to write entries that are thoughtful and demonstrate your personal reflection on Pirsig's book. In terms of the assessment of the assignment, I will be grading your entries based on how well you addressed the prompts given in class as well as demonstration of personal connection to the experiences of the narrator and other characters. Remember, your personal entries can be inspired by text from the book. In these cases, be sure to cite the passage from which you drew your inspiration. 

As promised, next week we will watch and analyze "Schindler's List." Even though it's been a couple of months since you read and analyzed MAUS and Night, the film will have a very significant impact on your perception of the struggles Vladek Spiegelman and Elie and Chlomo Wiesel endured. In terms of the film itself, our analysis will be in the Socratic style and focus on (but will not be limited to) the following:

1. Spielberg's methods of presentation

2. Appeals to ethos, pathos and logos

3. Examples of rhetoric used by the Nazis, their supporters, and those who opposed them

4. Symbols and symbolism

Remember! Your synthesis essay project is due Thursday. 

Your prompt must incorporate readings from the class this semester (excerpts from the books and/or various essays). Your grade is based on originality of the assignment as well as adherence to the proper synthesis essay format.

1. Specific and original introduction and an assignment on the first page. The directions should be verbatim from AP examples , but the introduction and assignment should be your own.

2. Seven sources (five of these sources MUST be from class readings this semester. The remaining two sources should be visually related: a chart, a photo, an editorial cartoon, etc.) When you are selecting excerpts from books and essay, you should be mindful about the selection. Your written sources should be limited to 350 words, so choose carefully.

3. Proper MLA citation of the sources in the source box at the top of each source page

 

More Zen...and a note about your personal synthesis essay

Today in class...
We read Chapter Seven of Zen and the Art of Motorcycle Maintence. Today's journal entry should focus on the father/son relationship in Part I (not just chapter seven). You need to read Part II by Friday and write three additional journal entries. Your journals are personal, but should be inspired by the book.

Pascal's Wager, Phaedrus, Socrates and Zen and the Art of Motorcycle Maintence

Today's class was so much fun! I really enjoyed listening to your perspectives on religion and philosophy. Remember, religion is a type of philosophy!

One of your journal assignments for this book is to write a response to Pascal's Wager about Christianity. What did you think of his approach to religious belief? Also, you were to read through Part I of Pensees and select five "thoughts" that spoke to you. Explain what you think Pascal meant and why his ideas spoke to you. If you find a thought you adamantly disagree with, you should feel free to write a response to that thought too.

We read and discussed summaries of conversations between Phaedrus and Socrates. I love that we found a lot to agree on with an ancient Greek philospher. (Though I do wonder...what metaphor would work today in place of the winged horses and chariots? Somehow, I don't think a Prius or Smartcar would quite cut it...ha ha!)

For Friday: Turn in your LAST Friday reading of the semester. Hooray!

For Monday: Read the through the first six chapters of Zen. Write a journal entry about the metaphors (and other rhetorical strategies) Pirsig uses to share his advice about life. 

More EOCT...

Thank you, everyone, for being in class to take the EOCT. Some reminders about tomorrow:

1. Bring your copy of Zen and The Art of Motorcycle Maintence.
2. Finish your assignment from Monday.
3. Remember that you are expected to turn in a Friday Reading this week.

End of Course Testing

Today (and tomorrow too!) class time was dedicated to the End-of-Course-Test. At the end of class, all of you should be dedicated to working on Thursday's assignment.

Please remember to be to class on time tomorrow for the second part of the EOCT. Get a good night's rest and eat breakfast!

*While there is no homework tonight, there is a Friday Reading due this week, so if you find some extra time, get a jump start.

Humor and Faith

We read Francis Bacon's "Of Youth and Age" on page 552 of the NR. Yes, this is one of those essays that, though brief, elicits groans of "this is hard to read!" I suggest then, that you think of the words of Samuel Johnson as you read Bacon's essay: "What is written without effort is in general read without pleasure." That being said, we read Bacon as a precursor to the general philosophies, maxims and morals we will associate with Zen and the Art of Motorcycle Maintenence. As we read Bacon's essay, I asked you to take notes on the differences between young and old. We discussed these differences and then read the preface to Prose Forms: Maxims and Morals on p. 737-8 of the NR. In class: Read Benji (OK, OK, Ben...) Franklin's excerpts from Poor Richard's Almanack. Select your five favorite maxims and explain what Franklin meant and how that meaning can translate to your life/our lives today.

Because of our testing schedule tomorrow and Wednesday, tonight's homework assignment is due Thursday when you come to class. Additionally, remember to bring Zen and the Art of Motorcycle Maintenence with you on Thursday! You will also need to bring a one-subject notebook for journaling. Remember, for this assignment, your journals cannot be typed. This writing is meant to be a free excercise that explores your stream of consciousness--and writing your thoughts on the computer often causes you to be too self aware of what you're writing. I don't want you to get caught up in the self editing process for this assignment.

Today's assignment:
Reinhold Niebuhr's "Humor and Faith," p. 1141 in the Norton Reader. Before you read the essay, answer this question: Do you associate religious faith with humor or laughter? Why or why not? (It is essential you answer this question before you read the essay, so your response will not be skewed after reading Niebuhr's essay. All you need to do is jot down your thoughts, so you can respond honestly to the assignment after you read).

1. TAP the essay and answer questions #1, #2.
2. For question #1, identify one appeal to ethos, one appeal to pathos, and one appeal to logos that Niebuhr makes in the essay. For each, give the example and explain how it fits into that category of appeal.
3. While answering question #2, incorporate the strategies of rhetoric Niebuhr uses to convey his views of man and God.

JOURNAL: In your journal, respond fully to the prompt in #3, p. 1150.

Thanksgiving Break

Today, we finished the film and turned in Friday Readings. 

My Thanksgiving gift to all of you is a week free from AP Language work (unless you have not yet met the EOCT practice requirements) to spend with your friends and family. I am personally very thankful to have such a wonderful group of young men and women in AP Language. You truly make my job special and I appreciate each and every one of you. You are hard workers, thoughtful students and people whom I believe will truly change the world for the better.

When we return from the break we will begin reading Zen and the Art of Motorcycle Maintenance. This is an older book, so you should have no problem locating it at the library. It's available in paperback for around $6 (new). 

Enjoy the break!

Synthesis Essay

Today in class:
Students wrote a synthesis essay from the 2008 AP Exam. You had 55 minutes total to complete the essay (15 for reading the six documents and planning your position/40 minutes to write the essay). Keep in mind that when you sit for the AP exam in May, you will only have TWO hours to finish the three essays. I've said it before and I'll say it again (and probably many more times before May): WEAR A WATCH on the day of the exam and plan accordingly!

After the essay, we began reading Virginia Woolf's "A Room of One's Own," p. 1074 in the Norton Reader. As you read, take annotations on the rhetoric Woolf uses to craft her purpose. 

After reading, TAP the essay and, on p. 1084, answer questions #1, #2 and #3.

More Synthesis Practice and More analyzis of Parables

Today in class we...
Continued to review for the end-of-course exam. Please remember the exam is administered over two days, Nov. 30 and Dec. 1. It is vital that you be in class to take the exams because making them up at a later date is not easy and I want you to be in class as we close out the semester.

Today we continued to study the synthesis essay. We practiced taking notes on the various documents and how to best formulate a position. Remember: Taking a position is not the same thing as "choosing a side." It means that you have a well articulated point of view on the subject. Take your time and make sure the documents you use to synthesize your position create an effective argument. The synthesis essay is one where you will use rhetorical strategies to develop your position.


In class today:
Read and analyze the Zen Parables (Norton Reader, beginning p. 1119) and explain:
1. The purpose/lesson/moral
2. One unanswered question
3. Two important symbols. For each, identify the symbol, its symbolism and explain how that symbol helped convey the author's purpose.
4. One additional rhetorical strategy effectively used by the author to convey the purpose. Identify the strategy and evaluate its effectiveness in relation to the purpose.

Prose Forms: Fables and Parables

Today in class we continued our study of the synthesis essay by reviewing previously administered AP English Language and Composition exams.

In the Norton reader, we read page 1110 - 1111 for notes on the purposes behind Fables and Parables. Essentially, the audience is left to figure out the "lesson" or "moral" of the story for themselves. The introduction to this section also raises some additional interesting questions. For example: In a fable or parable, which is more important--the story or the message? Why is the moral hard to extract? Why are their unanswered questions? What/Who are the important symbols of the narrative?

According to the reading, "writers will verge continually on strict prose narrative, but through skill and tact they can preserve the essayists' essential commitment to the definition and development of ideas in relation to experience."

Together, we read Aesop's "The Frogs Desiring a King." We discussed the moral of the fable as well as unanswered questions we may have had and symbols Aesop used to make his point. Additionally, we discussed the symbolism of the various animals in the fable. Remember that we are studying these religious text from a literary standpoint only. Keep this in mind when you are analyzing the text.

Homework:
Read the following fables/parables..
1. Plato's "The Allegory of the Cave" (1112-1115)
2. Jesus Christ's "The Ten Virgins" (1116)
3. Jesus Christ's "The Ten Talents" (1116-1118)
4. Jesus Christ's "The Prodigal Son" (1118-1119)
...and list the following:
1. The purpose/lesson/moral
2. One unanswered question
3. Two important symbols. For each, identify the symbol, it's symbolism, and explain how that symbol helped convey the author's purpose.
4. One additional rhetorical strategy effectively used by the author to convey the purpose. Identify the strategy and evaluate its effectiveness in relation to the purpose.

The Synthesis Essay

Today in class we discussed various approaches for success on the synthesis essay. This essay will be the first essay on the AP exam and will probably be the essay you spend the most time on since you will have several documents ro read through before preparing and writing your argument. However, spend no longer than 55 minutes total on this essay. Also, while it is the first essay, you can write your essays in whichever order you choose.

Today in class we also completed a practice American Literature EOCT.

Next week we will continue to work on synthesis essays and preparing for the
EOCT.

Enjoy your weekend and don't forget to complete your online assignments!

Democracy

I asked all of you today if we lived in a democracy. Thankfully, most of you answered correctly--we do not. We live in a democratic republic; that is, we elect our representitives, senators, governors, presidents democratically and then those leaders, in turn, make decisions that are allegedly in our best interests. What would you think of the ability to vote for each issue, bill, or proposition, rather than leaving it up to our elected leaders? Some of those ideas are explained in the two viewpoints of Democracy we read today.
Read: Carl Becker's "Democracy" and E.B. White's essay of the same name on p. 882 - 884 of the Norton Reader. TAP both essays. On p. 883, answer questions 1 - 2. On p. 884, answer questions 1 - 3.

Also, if you still have not registered on usatestprep.com you need to do so immediately. You have until tomorrow to complete the two practice games: Alpine Climber and Naughty Chicken. Tomorrow, you will need to log on and take a practice exam. If you score a 90 percent or higher you do not need to take the exam again.

Zeitoun Socratic Seminar

If you missed class today, you missed our Zeitoun Socratic Seminar. As a reward for your excellent discussions and thoughtful observations, there was no homework tonight. However, you do, of course, have a Friday reading due this week, so you might want to get a jump start on that assignment this evening.

The Rhetoric of the Declaration of Independence

Today in class, we read Thomas Jefferson's original draft of The Delcaration of Independence as well as the final copy used by out government today. Think how interesting it would have been if the founders of the country has gone with Jefferson's first draft. Do you think slavery would have still existed? Why do you think so many of the founders (especially those from the South) wanted Jefferson to change some of his wording? This just goes to show you how powerful words truly can be. After reading, answer questions #1, #2, and #3.

Homework:
1. Read Elizabeth Cady Stanton's "Declaration of Sentiments and Resolutions" on page 878 of the Norton Reader. TAP it and answer questions 1 - 3 on page 880.
2. Be prepared for tomorrow's Socratic Seminar discussion of Zeitoun. Yes, we will have food!

Civil Disobedience by Henry David Thoreau

My apologies for being absent, but I have a sick child to tend to. Because I am not at school, I do not have access to the abridged version of Thoreau's essay.
If you were in school today, then you have a copy of the assignment and are aware of the work:

1. What is the TAP? (Were you expecting something else?)
2. Does Thoreau present a convincing argument for acting on one’s principles? Why or why not?
3. Does Thoreau fulfill the role of a conscientious objector? (One who advocates civil disobedience—the deliberate and public refusal to obey laws that violate one’s personal principles).
4. What does Thoreau stand for philosophically? What about practically?
5. In the essay, Thoreau describes government as a “wooden gun.” Evaluate the effectiveness of this metaphor.
6. List THREE rhetorical strategies Thoreau uses to achieve his purpose. Name the strategy, list the example, and explain why it is effective.


Thoreau's language is challenging, but do your best not to become overwhelmed. He is rather verbose, but his points are quite clear.

Machiavelli lays it down for the Monarchy

I am sorry for my absence today.
Today, we read and analyzed Niccolo Machiavelli's "The Morals of the Prince." As you read, think about the advice Machiavelli gives to princes and if that advice is applicable to all leaders.  On page 870, answer questions # 1 - # 4. Also, don't forget to analyze the tone, audience and purpose of the essay.

Remember to continue reading Zeitoun and working on your analysis questions.

Zeitoun, Final Questions

ZEITOUN
Part IV and Part V Questions
Due: Wednesday, November 10

Topics for Discussion (For this week’s Friday reading (due Friday, Nov. 12), you need to find an opinion article or editorial AND an editorial cartoon that conveys the same perspective. You only need to analyze the article, but you should also include an explanation of how the cartoon relates to the editorial).
• Please note that page numbers listed are from the hardcover edition.
1. Make a list of TEN rhetorical strategies Eggers uses in Parts IV and V. For each strategy, identify it by name, provide the definition, and analyze its effectiveness in conveying Eggers’ purpose. Your analysis should include what your perceive the purpose to be. Since you are analyzing throughout the last parts of the book, the purpose will not be the same for each strategy.
2. Part IV (203–90) tells the story of Zeitoun’s imprisonment. Here we learn in great detail how Zeitoun is denied the right to call Kathy, how his injured foot is not attended to, how the other men are beaten, stripped, and starved, how he prays constantly, yet loses hope. What is the impact, as you read, of this narrative?
3. “Zeitoun is a more powerful indictment of America’s dystopia in the Bush era than any number of well-written polemics” (Timothy Egan, New York Times, August 13, 2009). Would you agree with this statement? How does Zeitoun serve as a contribution to the history of hurricane Katrina and the failure of government to handle the disaster effectively?
4. Analyze Eggers’ presentation of Kathy’s situation, and her actions once she learns where Zeitoun is. The aftermath is more difficult, and she still suffers from physical and psychological problems that seem to be the result of post-traumatic stress. What was the most traumatic part of her experience, and why (319)?
5. Given that the other men who were imprisoned with Zeitoun were held much longer than he was, and that Nasser lost his life savings, is it surprising that these men were not compensated in any way for their time in prison (320–21)?
6. What is Zeitoun’s feeling now about what happened? How does he move forward into the future, as expressed in the book’s closing pages (322-25)?

George W. Bush and the Rhetoric of 9/11

Today in class we read George W. Bush's address to the nation the night of September 11, 2001. You need to analyze the speech for tone, audience, purpose and effective examples of rhetoric. Please be prepared to discuss the effectiveness of the strategies in class tomorrow. Also, think about the similarities and differences in TAP and rhetoric in comparison to Bush's speech and Leonard Pitts, Jr.'s "We'll Go Forward From This Moment."

We also began the documentary film, 9/11.

Remember to work on Friday reading!

Ronald Reagan and the Challenger Explosion

Those of you that were absent today will need to make up the analysis essay of Nixon's "Checkers" speech ASAP.

Today in class we read and analyzed Ronald Reagan's address to the nation following the Challenger tragedy. Your homework is to analyze the tone, audience and purpose as well as the most effective rhetorical strategy per paragraph (ten total). This work is due Wednesday, since tomorrow is a student holiday. (If you're 18...don't forget to vote!) The school internet system is still full of kinks, so the link for the Reagan address is to a website rather than the Google doc. Send me an email if you're still having problems.

Since this is a rather detailed assignment, you just might have a Quickwrite assignment Wednesday.

Living Room Candidate Presentations

Today in class we read and analyzed Richard Nixon's (then a senator) "Checkers" speech, which is infamous for saving his senatorial seat and eventually paving his way to the White House (we all know how that turned out!) The speech is an excellent example of the use of Intensify/Downplay.

As you read the speech, note ten examples of intensify/downplay, citing the specific use as listed below. Also, be sure to note the tone, audience and purpose.

INTENSIFY/DOWNPLAY

This is a dual method of rhetoric that is very common in all methods of persuasion, but especially in advertising and politics. In Intensification, the persuader seeks to increase the significance of certain elements that they want the other person to take more seriously or see as particularly important. Intensifying may be done by repetition, association and composition. Downplaying is the opposite of intensification and can be done using the same (but reversed) techniques. In addition, the author or speaker may also utilize diversion, omission and confusion.

Intensifying Techniques:
1. Repetition: Repetition of a word or visual pattern not only causes it to become remembered (which is persuasive in itself), it also leads people to accept what is being repeated as being true. Thus an advertiser of soap powder may focus on how wonderfully white clothes become by repeating the word 'whiteness'.
2. Association: Association links the item with an idea or something which already has emotional connotation, for example something desired or feared. The soap powder advertiser may thus use attractive people in wonderfully clean (but not too up-market) houses. It also is using the unspoken idea that cleanliness is desirable (and, by extension, extreme cleanliness is extremely desirable).
3. Composition: Intensification may also be enhanced through the overall composition of what is being presented, for example contrasting the message with an opposite. Thus the soap powder advertiser may start with a person wearing muddy clothes.

Downplaying Techniques:
1. Diversion: When we divert or distract a person from something we do not want them to attend to, then we may succeed in reducing their attention to it. The soap powder advert may divert from concerns about damaging the environment by highlighting the small quantity of powder needed for each wash.
2. Omission: Another way of downplaying is simply to say nothing about the things that will counteract our arguments. Thus the soap powder manufacturer will not talk about the damaging effects of constant washing of clothes.
3. Confusion: Confusion may be used when the other person knows about an opposing argument. it may also be used to obfuscate weaknesses in one's own position. A typical way of doing this is by showering the other person with data, or perhaps asking them complex questions about their own position. Soap powder manufacturers may, for example, give a scientific argument about how their product works.

p.s. I just have to tell you again how much I enjoyed your presentations on the rhetoric of campaign commercials. I find myself pointing out various rhetorical strategies and logical fallacies as I watch the smear campaigns during this midterm election season. What about all of you?

We will continue our study of political rhetoric next week; though our focus will shift from current examples to more historical examples.


Enjoy the weekend and enjoy reading Zeitoun!

Zeitoun, Parts II and III

Part II and Part III Questions (p. 95 – 212, in the hardcover edition)
Due: Wednesday, November 3rd
Please note: This is a ten point assignment.

Your next Friday reading (Nov. 5th) will be an analysis of an editorial cartoon. This week’s cartoon does NOT need to be about a current event. In fact, I’d prefer one that deals with past historical events: Some suggested topics: September 11th , The Challenger Explosion (1986), Pearl Harbor, Hurricane Katrina, the Civil Rights Movement, FDR’s “New Deal”, the Women’s Right movement, etc. Please bring in TWO printed copies of the cartoon to pass around because we will discuss them as a class.

1. Make a list of TEN images Eggers presents about the flood. Select the image of the flood that was most vivid to you and analyze the appeals of that image. This site is a good online source for photos of the devestation and aftermath of Hurricane Katrina. (Just be sure to analyze Eggers' presentation, not the images you see here).

2. Analyze Zeitoun’s strong, almost poetic, feelings about his canoe, and his travels in it.

3. Despite living in the United States for many years, Zeitoun is heavily influenced by his past.
a. Which of Zeitoun’s brothers do you think influenced him more: Mohammad or Ahmad? Justify your answer by including citations from the text.
b. What do the stories of Zeitoun’s past add to the book?


4. Cathy’s family doesn’t hide the fact they see her and her children as a burden.
a. Would you have gone to Phoenix, as Cathy did? Was it a wise decision? Do you have a friend like Cathy’s friend Yuko:” I’m your sister. You’re my sister. You’re all I have.”

5. Imagine yourself to be Zeitoun and write a letter to Kathy utilizing intensify/downplay in which you explain your reasons for staying OR imagine yourself to be Kathy and write a letter to Zeitoun, in which you explain your reasons for wanting him to leave. Your letter should contain at least four examples of intentify/downplay. Each example should be underlined. At the end of the letter, identify the specifics of the technique (repetition, association, composition, diversion, omission, confusion) and explain how these techniques help achieve the purpose of the letter.

6. Kathy’s relatives in Syria urged her to leave the United States: “Syria is so much safer,” they said. You need to move back here.” Most of their concerns were based on the portrayal of New Orleans by the media.
a. Did the media overstate the chaos of New Orleans?
b. How did the portrayal of the disaster create stereotypes for those not in proximity to the disaster? Did you notice similarities between the myths presented in the media about Katrina and the myths presented in the media about Columbine?

7. Was it correct for Mayor Nagin to assert to the world that New Orleans had become an “animalistic state.” In your answer, be sure to discuss the connotation of diction used by political leaders (including President Bush, who compared the hurricane to 9/11).

Zeitoun

Topics for Discussion (please focus your Friday readings on current topics dealing with the issues listed below):



1. First Amendment rights (religion, speech, press, assembly, petition)
2. Rights of Prisoners
3. Federal response to emergency situations (like Hurricane Katrina, 9/11 and other catastrophes, both “Acts of God” and man-made)
4. Human Rights issues (healthcare, poverty, education)


The following questions provide a guideline for discussion on the book.


Part I:
1. Analyze the meaning of the Cormac McCarthy and Mark Twain quotes on page 10. Specifically, why do you think the author includes these quotes as a preface to the book?

2. Why is it important for Eggers to make the distinction that “this book does not attempt to be an all-encompassing book about New Orleans or Hurricane Katrina. It is only an account of one family’s experiences before and after the storm”?

3. By choosing to portray the response to the hurricane through its effects on one family, what sort of history does Eggers aim to achieve?

4. Identify, quote and analyze FIVE rhetorical strategies.

5. The book opens with “Friday, August 26,” an expository chapter that introduces us to Zeitoun’s family life and his business life, the two very interconnected. What are some of the ways in which the descriptions here draw you in as a reader, and make these people and their situation real? Why is the timeline a good structural choice for this story?

6. Explain the effectiveness of Eggers’ characterization of Hurricane Katrina.

7. Explain the purpose behind Eggers inclusion of the flashbacks of Abdulrahman Zeitoun’s childhood. How do these flashbacks compare with the flashbacks Art Spiegelman used in MAUS?

8. Analyze Eggers’ portrayal of the Zeitouns religious beliefs. How does this portrayal dispel many of the common stereotypes Americans have about Muslims?

9. On page 57, Kathy Zeitoun’s mother tells her “now you can take that thing off.” On page 68, Kathy recounts her problems at the DMV. What insight is provided into Kathy’s dynamic with her non-Muslim family?

10. In his attempt to portray the Muslim religion in a positive light, does Eggers pay a disservice to Christianity in terms of Kathy Zeitoun’s experience? Kathy was raised as a Southern Baptist. Do you think Kathy would have remained a Christian had the evangelical preacher not called her up in front of the congregation and mocked her doubts about her faith? What insight in regards to Kathy’s character, is gained from her reaction to the preacher? Analyze the effectiveness of the juxtaposition of the flashback in the concluding pages of Part I.

The Rhetoric of Campaign Commercials

Today in class we began analyzing the rhetoric of campaign commercials. Isn't it interesting how much they've changed over the years? Next week, each of you will present an analysis of a presidental televison ad campaign from the past sixty years. Be prepared to present beginning Monday, but be aware that you may not present until Friday.



1. Go to http://www.livingroomcandidate.org/ and research the various campaign commercials from your selected year.
2. Select one commercial from each candidate that you feel best illustrates the use of rhetoric.
3. You will present your clips to the class and then orally analyze the tone, audience and purpose. Obviously, the audience is American voters, so I’m looking for something very specific.
4. Identify and analyze the effectiveness of the rhetorical strategies. Specifically, I’ll be looking at how well you analyze the imagery, diction, logical fallacies and appeals to ethos, pathos and/or logos.
5. Feel free to create a handout or PowerPoint presentation to enhance your presentation to give to your classmates.

Additionally, we read "Politics and the English Language" by George Orwell. p. 540 of the Norton Reader. TAP it. p. 550 #1, 2, 3.

First Amendment, Part Deux

We continued our discussion of the role the First Amendment plays in the high school environment today. I thought you all handled yourselves very well and were able to discuss things objectively. Remember, if you articulate your opinions clearly and without insult, people are much more likely to listen.

In class: Read and analyzed the Hazelwood supreme court ruling.
Homework: Friday reading. Also, select a topic focusing on one of the freedoms guaranteed by the First Amendment and, using two to three example of distincto, effectively create an argument for your point of view.

First Amendment Socratic Seminar

I loved hearing your opinions during today's Socratic Seminar. Tomorrow we'll focus on the role religion plays in the classroom, be it in a science class or an AP Langauge class. ;)

Our rhetorical strategy focus today was distincto. Your homework tonight is to read the letter from the ACLU to President Bush and modify five sentences in the letter to include distincto. For example: (modifying the first sentence of the letter using distincto): The National Prison Project...documenting the abuses experienced by Louisina prisoners in the aftermath of Hurricane Katrina; and by abuses, I mean suffering in a way that no American, regardless of their criminal background, should ever have to suffer."

Other handouts to items we discussed today:
The 2 Live Crew
Challenged Books
Hazelwood Summary
Hazelwood Supreme Court Ruling

Hey, there's no homework tonight...Thanks Cobb County!

Due to the perceived need for more testing of juniors (by way of the checkpoint test administered in AP Lanuage today--just one of a thousand tests you'll encounter during the 2010-2011 school year), I'm rewarding you with a homework free evening. Bear in mind, however, there is a Friday Reading* due Friday, so think ahead!

For fun: Feel free to analyze the tone of this post. Did you notice any effective examples of rhetoric?

This week's Friday reading is a "traditional" FR, so select an opinion or editorial. I'd love to see you select an article dealing with First Amendment issues, since this will be our focus this week. See what you can find about the Westboro Baptist Church and soldiers funerals or the recent congressional French ban on Muslim women wearing the burka.

Columbine Socratic Seminar

Today in class we analyzed Cullen's method of presentation as well as the difficult questions the author raised.

To prepare for tomorrow's in-class-essay, focus on what you interpret the Second Amendment to mean, the role of our government in upholding the Constitution and the role guns play in our culture.

Columbine Online Discussion: Part V

1. In 'Ready To Be Done' Cullen begins wrapping up the aftereffects of the killings. What events (e.g., the sealing of the parents depositions, Michael Moore's conclusions, Mr. D's divorce) were predictable and which came as a surprise to you?

2. How did reading Columbine affect you? Has it changed the way you treat others or the way you would react if a fellow student made the sort of threats that Eric and Dylan made?

3. In the 10 years since Columbine there have been more than 80 school shootings. What lessons have been learned? Do you think this type of violence will ever be stopped?

4. Analyze Cullen's writing style in 'Quiet.' Was this a good place in the book to place the chronology of events from the killer's perspective?

5. In 'At The Broken Places' Patrick Ireland says "The shootings were an event that occurred. But it did not define me as a person. It did not set the tone for the rest of my life." How do the vignettes about the school, the memorial and the survivors confirm or dispute this statement?

6. What appeal to pathos stuck with you the most in this book? Explain your answer.

7. Which person in the book had the most impact on you personally? Explain your answer.

8. Columbine is a book that many people have said was "a good book, but a hard one to read." Would you agree or disagree? Explain.

9. How has this book effected the way you feel about gun control in the United States.

Online Discussion: Part IV: Take Back the School

1. How do you feel Eric matches up with the psychopathy checklist as described for juveniles on page 243? Which of Eric's behaviors exemplify the list Dr. Fuselier checks off on page 239? Given what you've read in the chapter 'psychopath' do you think Eric's parents played a role in his behavior - or was he 'born bad'?

2. The ultimate question that 'Psychopath' leads to is: Do you think Eric Harris was a psychopath? Why or why not? Do you think the label is useful or simply stigmatizing?

3. The students of Columbine were repulsed by the use of their school name as a proper noun to describe school shootings or school violence. Does Cullen's book help or harm their cause?

4. Analyze the rhetoric in the sympathy letters from the Harrises and Klebolds?

5. Eric and Dylan settled on a time and a place a year before the attack. Did this seem like rather long term planning for these two, given what we've seen of their failed plans? Are you surprised that they were able to carry this off without slipping up and letting someone else know about it in advance? Both boys wrote about NBK (as they called it) in their yearbooks. Dylan even goes so far at to mention revenge in the commons. Why do you think no one picked up on this? Do you think they were toying with people by providing as much information as they did ahead of time?

6. Again, you may have noticed many news stories lately covering cyber bullying and other types of bullying. How far should a school go to protect bullying victims? If someone is being tormented on Facebook, YouTube, etc. by classmates, is it the school's responsibility to step in?

7. Analyze the rhetoric of Wayne Harris' bullet point lecture for Eric. Does it surprise you that Eric was under this much scrutiny and yet was able to do what he did?

8. 'Who Owns The The Tragedy' is a chapter in which Eric and Dylan don't appear. Do you think that focusing on someone other than them provides a relief to the reader? Do you think Dave intentionally gave the reader breathing space here?

9. In 'Who Owns,' Cullen writes further about the recovery of Patrick Ireland. What do you feel we can learn about human resiliance from his story? Do you feel that the forgiveness that he espoused is necessary for complete healing? Why do you think it was more difficult for Patrick's mother to forgive the killers than Patrick?

10. In 'Who Owns,' Cullen details the struggle between the school and the media upon its reopening. Does the media seem unnecessarily insensitive to you or are they just trying to do their job? Where do your sympathies lie here - with the parents, the media, or is it mixed?

Additional suggestions for Transactional Journals

Yesterday, we read Molly Ivins' editorial on guns, "Get a Dog, Get a Knife, but Get Rid of Guns." Today we read Lillian Rubin's "Guns and Grief." Remember that you can use these pieces for one of your research journals. Likewise, let what you read inspire you to create more journal entries.

Some additional ideas we've discussed in class are:
1. According to Cullen, many of the Evangelical Christian parents in Columbine were comforted by their faith in the face of their children's deaths. Write about a time when your religious convictions have given you solace.
2. Assume you are one of the counselors who evaulated Dylan and Eric, and write a report on one of the boys, explaining possible motives for the massacre. Consider all the causes--immediate and remote, main and contributory--that might have led to his decision to commit this terrible crime.
3. The Virginia Tech shooter had been a student in several creative writing courses where he wrote extremely violent and disturbing short stories. Assume you are one of his writing professors, and write an article for the school newspaper in which you briefly summarize the causes of the tragedy, but focus on the specific effects of the crime on various segments of the university community.
4. Explain how reading this book has changed your perspective on students who are different from you. Do you feel like you've been bullied? Do you feel like you have been a bully? Do you regret the way you've treated someone? Would you feel responsible if a victim of your bullying reacted violently to others and said it was because he/she was bullied?

Online Discussion: Part III: The Downward Spiral

1. How do you feel about the tone of the chapter 'Jesus Jesus Jesus'? Is it suitably respectful to the religious beliefs of the people in Columbine in their reaction to the attacks? Is it analytical enough of the beliefs?

2. What do you think of the beliefs portrayed in 'Jesus Jesus Jesus'? What do you make of the phenomenon surrounding Cassie Bernall? Do you think that people in the community created their own saint to make something good out of a horrible incident?

3. At the beginning of 'Good-bye' we learn more about Dylan's belief system and Eric's expressions of hate on his website. Given the disparity between their beliefs do they seem to be an unlikely team to you? What do you think was the 'glue' that held their relationship together, given the differences? As Eric expressed hate for so many people and Fuselier saw that as contempt do you think that Eric felt contempt for Dylan?

4. Eric's website (complete with bomb instructions) was reported to the police on August 7, 1997. Does this seem like a place where Eric's eventual plans could have been stopped? Why do you think that this violent information seems to have been ignored and wasn't followed up on? Do you feel like the police should have been held responsible for not following through more thoroughly?

5. 'Good-bye' has the first musing of Fuselier regarding Dylan and Eric's sanity. Given what you read here do you feel that they were sane? Do you think Cullen has presented enough information about psychopathy at this point in the book to allow the audience to make a decision regarding whether or not Eric is a psychopath?

6. What did you make of the story of the 15 crosses? Were you surprised by the reaction of the community (including the expressions of forgiveness)? What did you think of Brian Rohrbough's reaction? The carpenter who put up the crosses turned out to be a con man. Do you think that the type of exploitation he represents is typical in this type of tragedy - or is that just a cynical viewpoint? Does it even matter what the carpenter's intentions were if people found comfort from the crosses?

7. Eric and Dylan became enthralled with films like 'Natural Born Killers' and 'Lost Highway' and musicians like Nine Inch Nails. Do you think society commits an injustice to filmmakers and musicians when we tie them to the actions of deranged killers? Do you think there is any justification in being concerned with the effect of violent films and music on teens - and/or is this something that requires the attention of a parent on a case by case basis?

8. Many people, including Michael Moore in 'Bowling for Columbine,' thought the NRA should have rescheduled their conference in Denver. What do you think?

9. Even while he was entering diversion Eric had a website up which threatened to kill people. Dylan brought it to the attention of Brooks Brown. What was Dylan's motivation in revealing the website to Brooks?

10. Do you think that things have changed since Columbine regarding online threats - or do you think that this sort of thing could be posted on a website now without consequences? (Think about the recent cyber-bullying suicides like Tyler Clementi and Phoebe Prince reported in the media).

11. What do you think of Eric's comments with regard to God and people in 'The Book of God.' Do you think that he really saw himself as being superior to other humans? Do you think that this led him to be able to justify his acts - or is that over thinking this whole thing because we look for things that would give justification because we would need it - but someone like Eric didn't?

Online Discussion: Part II: After and Before

Rememer to answer five questions and comment on five of your classmates' responses. Remember to follow the format for posting your answers and your comments.

1. In 'Vacant' we read of how the families learned of the deaths. Which of these stories affected you personally and why?

2. National polls taken after the attack listed a variety of causes contributing to the attack including violent movies, video games, Goth culture, lax gun laws, bullies, Satan and the parents. 85% of the public in a Gallup poll blamed the parents. What is your opinion of the list and the blaming of the parents?

3. At the beginning of 'Rush to Closure' we read that the Denver Post printed the headline 'Healing Begins' 36 hours after the attack. What effect do you think that this had? Do you think it hindered the healing of people who were still processing the attack?

4. Why do you think the heroic version of Danny Rorhbough's story was widely reported? Do you think that people find it easier to accept tragedies of this sort if there is something meaningful in a victim's last actions?

5. What is your opinion of the differences in the reactions to the attacks by Rev. Oudemulen, Rev. Kirsten, Rev. Marxhausen and Barb Lotz?

6. What did you learn about Dylan Klebold in the chapter 'Gifted Boy'? Do you believe his intellect made him feel different from others (and perhaps an outcast)? Do you think his anger management issues had implications for his eventual depression and violence?

7. What did you take away from the chapter 'Hour of Need'? Do you think Rev. Marxhausen acted as a good pastor to the Klebolds? What did you think of Dylan's memorial and the parish's reaction to it?

8. In 'Threesome' Cullen writes 'Dylan and Zack needed Eric. Someone to do the talking.' How does Cullen's description of their friendship resemble the relationship between Dick and Perry from In Cold Blood?

9. In 'Black' Cullen flashes back to Eric and Dylan's sophomore year. How does Cullen utilize this time shift? 

10. In 'Media Crime' Cullen takes on the myths of the Trench Coat Mafia, Goth outcasts hunting down jocks and other myths. Do you feel this chapter helped clarify the motivations of the killers for you? Why do you think that the public continues to believe these myths?

Online Discussion: Part I: Female Down

Read through the questions listed below and respond to five questions as you read Part I: Female Down. Each answer should be posted separately. Remember to copy and paste the question you are answering in your response. In addition to answering five questions, you should also respond to five answers from your classmates, offering your own insight on their point of view. Think of this as a written Socratic Seminar. When you respond to a comment, remember to address your classmate by name and copy and paste their comment before your response.

Deadline: Friday, Oct. 1, 11:59 p.m.

Part I: Female Down
Class Discussion Questions

1. Columbine begins with an assembly at the High School on the Friday before the attack. Considering there are several perspectives that he could have taken (beginning with the attacks or starting with events that triggered the attacks) how does this opening work for you - does it draw you into the atmosphere of the school well?

2. The dedication is to the thirteen people killed and to Patrick Ireland. Did you notice this? Did you find yourself checking (as I did) to see if you were reading about someone who died in the attacks as you went through the book? How did this affect your reading?

3. There are two epigraphs in the book - one from Hemingway and one from Dostoyevsky. What do you think Cullen is trying to say by including these?

4. Did the Author's Note on the sources give you information that was useful in your reading of the book? For example - did it help to know that no dialogue was made up in the book? Do you feel that notes of this sort give you more confidence in reading a non-fiction work?

5. What strikes you about Frank DeAngelis' (Mr. D) relationship with the kids at Columbine? Do you believe that there would have been a different outcome if he hadn't been principal?

6. Cullen writes about Eric and Dylan's preparations for the prom, their work at the pizza shop and their nicknames 'Reb' and 'VoDKa.' Did it strike you how normal they seemed? Did they seem like typical teens to you? Does this make them more frightening and/or make their actions harder to understand?

7. Beginning with a section on page 10 ('Rebel Hill slopes gradually....') and at the beginning of the chapter 'Springtime' Cullen develops vivid descriptions of the school setting and the student body. Did you feel that this gave you an adequate picture of the school environment? Does it seem similar to secondary schools that you have known? If yes, does this make the book more difficult for you to read?

8. How does Cullen's portrayal of Eric and Dylan compare to Truman Capote's portrayal of Dick and Perry from In Cold Blood?

9. In 'Two Columbines' Cullen begins to introduce his audience to people who were attacked and their families (Dave Sanders, Linda Sanders, Patrick Ireland and Cassie Bernall). How was it to be introduced to these people? Several people mentioned having to put the book down while reading. Was this one of those points for you?

10. What rhetorical strategies did you find most effective in Part I?

11. After reaching the conlusion of Part I, how would you characterize Cullen's tone and purpose?

12. In 'Judgment' and 'Female Down' we are given a rundown of the events on April 20th, the day of the attack on Columbine High School. Were there any things that stood out particularly about they events as they unfold? Do you think that if Deputy Gardiner had been in the lunch room that things would have turned out differently? Were you surprised at the demeanor of Eric and Dylan? What was your opinion of the reactions of the adults in charge in the school - would you have done anything differently?

13. What was your reaction to the problems created with cellphones overwhelming the operators? Do you think this would be worse now? How do you think this affected the reporting? Did the '24 hour news cycle' come into play here - that is, were the news agencies running with any information they could get - including cellphone calls from inside the school? Should the news shows have carried live telephone calls from the students? Why or why not? Do you think that this sort of coverage should depend on the news item being covered (i.e., if it does not put people in danger, should these sources be used)?

14. By the time the networks went live (at noon) there were hundreds of uniformed responders present. Given the size of the force, what do you think of the response? What do you feel they could have done differently?

15. Cullen begins writing about the parents responses in '1 Bleeding to Death.' Are there any particular responses that stood out to you?

16. What was your opinion of Sheriff John Stone at the beginning of the book? Did your opinion change as you read on?

17. Cullen writes about the reactions of Robyn Anderson and Nate Dykeman after the attack started. What did you think of their reactions? Should they have given the police information? Or were they just as scared and shocked as everyone else?

18. What did you think of the reaction of the Klebolds? Were you surprised that Tom suspected his son right away? Does it seem particularly odd that he reacted this way, given the response of the Harrises

19. In 'First Assumption' introduces the audience to Dwayne Fuselier. What do you think of his response to the attack as opposed to the other law enforcement officers? Were you impressed by his competence initially? Do you think that (because we have been introduced to others such as Sheriff Stone) we are more inclined to view him favorably in contrast? Did Cullen do this purposefully?

20. What is the 'First Assumption'? Is it that there was a terrorist attack? That there were hostages? Or that it was a large conspiracy? Or does this refer to the assumptions of the news media? In retrospect do these assumptions make sense (i.e., can you understand why there was this confusion)?

21. What is your opinion of the news media's questions such as 'were they outcasts' - and they use of the word 'they' to indicate some sort of groupthink? Why do you think that the notion of the 'Trenchcoat Mafia' was seized on so readily? Why do you think these early notions were not corrected as it became clear they were wrong? Do you think that mistakes of this sort lead to the 'school shooter profile'? To what degree does looking for easy explanations for complex problems come into play to explain these sorts of notions?

22. In 'The Boy In The Window' we are told the story of Patrick Ireland's survival. What struck you most about the events involved in his rescue? Were you surprised at the level of detail we were presented about this event?

23. Miscommunication seems to have begun as soon as the first press conference was held - that there were three shooters, that 25 people were dead and errors about the motives. What was the impact of these erroneous assumptions? Do you feel that they should not have had the press conference - or if it was held, what should have been done to improve on it?

24. As opposed to Robyn and Nate, Chris Morris called police right away. Given what happened to him, do you think he did the right thing? Do you think he accidentally made himself the center of the investigation, as Eric and Dylan were dead?

25. Sue Klebold said that she felt as if they had been hit by a hurricane - and a lawyer told her that people were going to hate her. How do you feel towards her at this point in the book? Do you empathize with her - or do you have conflicted feelings?

26. In 'Last Bus' and 'Vacuuming' Cullen shares the anguish of Brian Rorhbough, Misty Bernall and Linda Sanders. What are your thoughts concerning their reactions to the deaths of their loved ones? Did any particular reactions surprise you - or resonate with you? Were you able to put yourself in their place?

27. Other than the comparisons of the killers, what similarities do you notice between Columbine and In Cold Blood?

28. Why does Cullen title his chapters? What role do these titles play in the message Cullen is trying to convey?

29. Cullen is telling a story for which we already know the outcome. How does he make the story compelling?

Dave Cullen's Columbine

After today's in-class analysis, we read Debra Dickerson's "Who Shot Johnny?" in the Norton Reader, p. 383. TAP the essay and answer questions 1 - 3 on page 386.

Begin reading Dave Cullen's Columbine. Transactional Journal project is due Friday, October 15th at the beginning of class. No exceptions.

Remember to meet all deadlines for posting comments on each section of the book!
• Part I: Female Down: Chp. 1 – 19 (p. 3 – 98) Friday, Oct. 1, 11:59 p.m.
• Part II: After & Before: Chp. 20 – 30 (p. 101 – 170) Tuesday, Oct. 5, 11:59 p.m.
• Part III: The Downward Spiral: Chp. 31 – 40 (p. 173 – 236) Friday, Oct. 8, 11:59 p.m.
• Part IV: Take Back The School: Chp. 41 – 47 (p. 239 – 302) Monday, Oct. 11, 11:59 p.m.
• Part V: Judgment Day: Chp. 48 – Afterword: Forgiveness (p. 305 – 370) Wednesday, Oct. 13, 11:59 p.m.

Essay Prompts

Today we discussed the rhetorical strategies of ethnocentrism and xenophobia.

As promised:
1. Discuss the role of symbolism in NIGHT and MAUS. Explain how the books use this rhetorical strategy to convey deeper meaning and how this symbolism helped to relay events in the works. Be sure to note the distinction between the literal and figurative symbolism in the memoirs.
2. In his memoir, NIGHT, Wiesel writes about two contrasting pieces of advice he received about how to survive in the camps. One was from a young Pole, a prisoner in charge of one of the prison blocks, and the other was from the head of one of the blocks at Buchenwald who spoke to Wiesel as his father lay dying. Compare the advice and the effect the rhetoric of this advice had on Wiesel.
3. Spiegleman’s MAUS is a memoir conveyed largely through drawings, while Wiesel uses words to convey his experience in NIGHT. Which method is more powerful in sharing the message with the audience?
4. Compare and contrast Elie’s relationship with God to his relationship with his father.
5. Explain the various meanings of “night” in NIGHT.

You're welcome.

p.s. Think about how to incorporate the rhetorical strategies we discussed today in your analysis tomorrow.

Night

Over the break...
Read and analyze Mark Twain's The Lowest Animal.

Read Elie Wiesel's memoir, NIGHT, answer the questions, and take notes on the following:
1. Wiesel's style of writing
2. Wiesel's relationship with his father, Chlomo, in comparison to his relationship with God
3. Wiesel's characterization of night
4. Comparison of relationships: Vladek and Art, Elie and Chlomo
5. Comparison of presentation: NIGHT, MAUS

Additionally, read and analyze "No News From Auschwitz."

Don't forget...
Socratic Seminar Monday when you return!
Dave Cullen's Columbine.

Concluding thoughts on MAUS...

Some questions to ponder:
1. Overall, how would you characterize Art's portrayal of the elder Vladek in comparison to the younger Vladek?
2. How much blame should be placed on Art for the poor relationship he has with Vladek?
3. What was your immediate reaction to "Prisoner on the Hell Planet"?
4. Did you notice the allusion to the Third Reich eagle emblem on page 101?What is Spiegelman attempting to convey by its inclusion? 
5. Explain the contrast between "Hell Planet" and Maus.
6. Does Art have a right to be angry with Vladek?
7. Explain the deeper meaning behind Art's closing thoughts.
8. What did you think about the conclusion of the book? Why did Spiegelman choose to conclude it in this way?

Tonight:
Friday reading editorial cartoon
Maus General Questions:
1. Answer the following questions about Art’s relationship with his father:
a. Overall, based on the memoir, what do you think Art’s relationship with his father is like? Why is it this way?
b. In general, how does Art portray his father? Do you think this is a fair representation? Why do you think he portrays him in the way he does?
c. To what extent do you think Art accurately represents his father's story? Do you think he has embellished it any way? What might have been added or left out?
d. How does Art portray himself? Why does he include himself in his father's story of the Holocaust?
2. What is the importance, throughout the text, of Art's reflections on the process of putting together this book?
3. What is the relationship between history and the present in the book? Explain these connections, citing three examples from the book.
4. To what extent are the characters caught in the past? Are all Holocaust survivors and their children prisoners of history?
5. What are some of the features that characterize Spiegelman's graphic style? How do these contribute to his memoir? How do they shape our understanding of his father's story?
6. In general, how is the Holocaust represented in Spiegelman's text? How does the comic book format affect this representation?
7. Having come to the end of Volume One, what is the significance of the volume's subtitle, "My Father Bleeds History"?

Propaganda Analysis, Maus Chp. 5 and Chp. 6

Great discussion on the propaganda from WWII.
Tonight, finish reading Maus and answer Chp. 5 and Chp. 6 questions.
1. What does the drain-pipe incident show us about Art's relationship with his father?
2. Discuss Art's comic strip "Prisoner on the Hell Planet." How does Mala react to the strip? Vladek?
3. Coming as it does after the concluding episode of Chapter Five, what is the significance of Mala and Art's conversation?
4. What is Art worried about with respect to the portrayal of his father in his book?
5. What happened to Anja's diaries? How does Art react?
6. Two questions (and answers) about rhetorical strategies. Remember to ask IN DEPTH ANALYSIS questions: not "What animal does Spiegelman use to symbolize the Poles," but "Why does Spiegelman characterize the Poles as pigs?" This is an AP course...treat it as such!

Some reminders:
1. Editorial cartoon Friday reading this week.
2. Maus I: My Father Bleeds History general questions due Friday.

Logical Fallacies and WWII Propaganda

Some thoughts and further questions on Maus I: My Father Bleeds History, Chapters One and Two...
1. Spiegelman includes the roller skating incident from his childhood to establish the nature of his relationship with his father. It is evident that young Art was taught to be tough and to put little trust into his friendships. How does this incident help explain the nature of Art's relationship with Vladek as adults?
2. Page 12, frame 3: What does the author communicate through images?
3. Why does Vladek think "no one wants anyway to hear such stories"?
4. How does Spiegelman use characterization to make the audience see past the symbolic cat and mouse images?
5. Art includes sly moments in his presentation. For example, he says he wants to make the story "more human." Later on, Vladek jokes that they used to call baby Art "Heil Hitler!" What purpose do these tounge-in-cheek comment serve?
6. How effectively does Spiegelman convey the rising Third Reich power on page 33?
7. Do you think Spiegelman's method of presentation (comic book style, flashbacks) is more effective than a straight written memoir would be?

Today in class: We discussed logical fallacies in rhetoric. "Ms. Wheatley, these are totally illogical!" "Yes, dear student, they are...that's why the word 'fallacies' follow the word logical." (No, snarkiness is not a rhetorical strategy, but it is a fun way to describe tone). Logical fallacies are very common in persuasive argument, political debate, editorial cartoons and propoganda. In groups, we analyzed various WWII propaganda posters for rhetoric, including logical fallacies.

Homework:
Read Chp. 3 and 4, answer questions:
1. How does Art open chapter three? What do we learn?
2. How does Chapter Three conclude? What do these episodes from the present show us about Vladek? About Art? Why does Art include them?
3. What do we learn in the concluding scene with Mala and Art?
4. Two questions (and answers) about rhetorical strategies. Please remember that these should not be "simple answer" questions and answers, but questions that require true analysis and thought. Questions that simply ask for a rhetorical strategy as an answer are NOT acceptable.

Read "The Morals of Politicians." TAP it. Then, imagine that you are running for political office against an American politician (past or present), and create three logical fallacies to convince the public to vote for you.

Maus I: My Father Bleeds History

We began our discussion of Maus I: My Father Bleeds History by reading Antonio Oliver's "A Different Type of Holocaust Literature." I'm curious to know what you think about Spiegelman's method of presentation in this graphic memoir. Is it appropriate? Is it insensitive? Some of you initially think so--that's OK. I wonder if your point of view will change after you read the memoir.

As you're reading, take annotations on:
1. Spiegelman's portrayal of the father/son relationship.
2. How his use of drawings enhance the story he is telling.
3. The relationship between Vladek's flashbacks and the present day events of the memoir.

Due tomorrow: After reading chapters one and two, answer the following questions:
1. What is the first thing you notice about Spiegelman's method of presentation?
2. What characterizes his comic-book style?
3. Before the memoir properly begins, why does Spiegelman (Artie) present us with the roller-skating episode from his childhood?
4. Why does Art include the story about Lucia, when his father told him to leave it out? What does Art mean when he says he wants to make the story more real, more human?
5. Why do you think Art concludes the chapter in the way he does? Create two questions (and answers) about rhetorical strategies used in these chapters. (Symbolism questions are fine, but do not use the obvious “Why are the Jews symbolized as mice and the Nazis as cats?” one.)

Editorial Cartoons

Next week we will study and analyze Art Spiegelman's Pulitzer Prize winning graphic novel, MAUS: My Father Bleeds History. In order to prepare for analyzing the pictures in Spiegelman's memoir, you will need to analyze the editorial cartoons in this handout. We will discuss the tone, indended audience, purpose, commentary on current events and examples of rhetoric during class Monday.

Remember! Your analysis of The Glass Castle will take place Monday during the first 40 minutes of class.

SYLLOGISM and ENTHYMEME

Today we discussed the effectiveness of using syllogism and enthymeme in persuasive writing. Remember that an author or speaker's use of syllogism will not generally be as obvious as listing the major premise, minor premise and conclusion in a neatly packaged list for you. Rather, the author or speaker will develop their point by weaving syllogism throughout the article or speech. Enthymeme, on the other hand is generally stated in one sentence and requires the audience to infer the major premise.

Today's reading from the Norton Reader:
"We Do Abortions Here: A Nurse's Story"

This is one of the most powerfully written essays in the Norton Reader. Did you notice how subtly she weaved her argument throughout the piece?
1. TAP the essay
2. Identify, define and analyze five rhetorical strategies from the essay (do not use appeals for this portion of the assignment).
3.Create three appeals citing information from the text: Ethos, Pathos, and Logos. Remember: You must use points from the essay to support your appeals.
4. Pick a side of the abortion issue and create a syllogism for your point of view. Then, using the point of view from the other side, create an enthymeme.

Homework: Remember you have the final section of work from The Glass Castle AND a Friday Reading due Friday.