Composition 3, LAP 2 James 1

LAP 2: THE POWER OF PERSUASION

Essential Question: What tools and techniques can we use to effectively persuade an audience?

Approximate Learning Time: about 2.5 cycles

Rationale: Do you ever argue with your parents until you convince them to let you stay out past curfew? Or how about arguing with teachers until you convince them to change your paper’s due date? Isn’t a great feeling when you win this argument? Almost everyday you probably argue for or against something with someone. No matter what the topic, you have learned that you have a better chance of winning the disagreement if you can present your side of the issue logically and clearly. A persuasive or argumentative essay is set up in the same way—by presenting your ideas in a logical way, and by supporting your ideas with clear reasons. Hopefully, this will then convince the reader to accept your point of view. So let’s start arguing!

Materials: *indicates this item must be brought to class each day. Class notebook* This LAP

Objectives: At the end of this LAP, you will be able to…1. Recognize and effectively use the basic structure of an argumentative essay.2. Support your opinions with solid evidence and evaluation.3. Define and recognize the components of an argument.4. Recognize and explain fallacies in logic.5. Recognize logos, ethos, and pathos based arguments.5. Write a logical argumentative essay.6. Use MLA format in your essay.7. Learn to proofread for a variety of purposes.8. Integrate quotations and paraphrasing smoothly and ethically within essay.10. Utilize pronouns correctly within writing.11. Review MLA documentation.

Open Lab Activities:1. Don’t forget about your vocabulary! Lesson 2’s exercises are due C- day, 9/17 with the Test C-day, 9/17 – E-day 9/23. Lesson 3’s work is due C-Day, 10/5 with the Test C- day 10/5 – E-Day, 10/7.

2. Sample Paper: You will be evaluating a sample paper based on its structure and effectiveness. More detailed instructions will be given in class. Due : 10/9 (G) 15 points.

Summative Assessments:

1. Writing Assignment Explanation: Due 10/26(F)For this LAP, you will be constructing an essay of your choice. The topic you choose should be a

topic you feel passionately about and is controversial, meaning that there must be at least two sides to your topic. The objective of this essay is to convince or persuade your audience that your opinion is the right opinion to have. Sample topics are listed on our databases, including Issues and Controversies and Opposing Viewpoints. We’ll go over these in class.

This composition will contain an introduction, 4 or more body paragraphs, and a conclusion. You will be required to use at least 5 outside sources to support your arguments. One of your sources must be a book, one must be an Internet site, and one must be a database. You will also be required to use at least 1 direct quote per paragraph and at least one paraphrase per paragraph. Good grammar and word choice will apply for this essay. Additionally, proper structure will weigh

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heavily on your grade for this essay. Again, points will be allotted for the writing process itself, content, structure, and MLA format. See LAP Handout #7 for more details.

*This essay is a big one (130 pts) It can have a big impact (positive or negative) on your grade, so it is your responsibility to find time to conference with me-- the earlier you do this, the better off you will be in the end! Remember, my expectations of your writing grow with each essay, so work hard.

2. Summative LAP 2 Test: Items on test will relate to persuasive writing components, logical fallacies, MLA documentation, and grammar material. Take in Testing Center E, 10/23 through G, 10/27

Calendar:*Note: The dates and assignments on this LAP may change as we proceed throughout the LAP. Be sure to ask Ms. James or a friend what you missed if you were absent to ensure nothing in the LAP has changed.

Day 1: 9/15 (A)Introduction to LAP 2What makes a good topic?HW: Due Day 2-Start researching topics – Brainstorm for 5 possible issues you could consider for your essay. Use Issues and Controversies and Opposing Viewpoints for ideas.

Day 2: 9/17 (C) Where can I find a topic and information about it?Components of an argumentGo over LAP Handout #2Website Evaluation—bring your device to class, if you have one.

Homework-Decide upon a topic, and fill out LAP Handout #2. -Start researching; website evaluation form is due Day 5.-Read LAP Handout #6: “12 Ways to be More Search Savvy”-Read sample article, LAP Handout #7

Day 3: ________________Finish up information from Day 2Discuss sample article

HW: Due Day 4-Continue researching your topic-Take the LAP 2 Grammar Pretest given out in class on comma usage.

Day 4: __________________**Meet in Library**Finding Sources—remember-- we need at least 5. One must be a book, one must be a database, and one must be an Internet site

HW: Due Day 5-Internet Evaluation Form due Day 5 (available on Weebly) Print out and bring to class.Keep researching

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Day 5: _____________Comma PretestDeveloping a position statementGo over LAP Handout #5: Paper ProposalRoundtable over topics

HW: Due Day 6-Finish LAP Handout #5: Paper Proposal-Finish looking for sources

Day 6: _______________Note-Taking StrategiesTypes of ArgumentsBegin Logical Fallacies information

HW: Due Day 7-Read about Logical Fallacies on my Weebly-Start taking notes from your sources for your paper

Day 7: __________________Finish Logical Fallacies

HW: Due Day 8-Finish taking notes-Decide upon claims that will be used throughout essay-Bring your device to next class, if possible, as well as your 5 sources.

Day 8: _________________Source chart-- how to write one.Review: how to write a Works Cited pageHow to cite a database

Homework: Due Day 9-Begin work on your source chart--template available on the website. It will be printed out.

Day 9: __________________Finish Works Cited Page informationParenthetical Citations

HW: Due Day 10: -Finish your Source Chart (template is on the website)—print it out and bring it to hand in next class. Be very careful to follow all directions and use properly cited quotes from all 5 sources.

Day 10: ________________More paper organization information—introductions and body paragraphsReview Paraphrasing

HW: Due Day 11-Begin writing paper—Intro and have 2 body paragraphs done-- you MUST bring them to class!

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Day 11: _________________Turnitin.com reviewWorks Cited InfoConclusion Information

HW: Due Day 12-Write two more paragraphs and conclusion - must be brought in to class!

Day 12: _________________Peer Editing

FINAL DRAFT IS DUE 10/26(F) by 3 p.m.

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Lap Handout #1 LAP 2Critical Thinking and Persuasion

Vocabulary Sheet

The Earth is the only planet inhabited by living creatures.All races are equal, but some deserve more rights than others.

Teenagers are most likely guilty of one crime or another.Global warming is leading our planet down a path of destruction.Crushed ginseng root dissolved in tea will raise your IQ 30 points.

How many of these statements are true? How do you know? How do you know when to challenge something you hear, and how do you know when to accept it? What’s so bad about believing everything you read or hear? What’s wrong with just rejecting everything you read or hear?

Your life demands that you confront issues on a daily basis. The statements above all revolve around issues. What is an issue?

Issue:

How do we settle issues? We observe, we consult reliable resources, or we attempt to decide which side is right by examining arguments.

Argument:

Claim:

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Many people will attempt to persuade you of their opinions without sticking purely to the facts. As you know from watching TV, listening to ads on the radio, and arguing with your friends, there is more than one way to persuade. Aristotle (384-322 B.C.), a Greek philosopher who wrote about physics, math, logic, ethics, politics, and speaking, and one of the first teachers of persuasive techniques, called them:

Logos:

Ethos:

Pathos:

Other important terms for this LAP:Persuasion:

Position Statement:

Call to Action:

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LAP Handout #2: Name: ________________________Developing a Topic

Your Issue:

Your Argument Opposing Argument

At least 5 claims backing up your argument Opposition’s claims for refuting your argument (at least 3 are needed)

1.

2.

3.

4.

5.

1.

2.

3.

On the Back: What kinds of information will you need to support your argument? I’m looking for something specific, not just an answer like “facts and statistics.” For instance, you might say “I will look up data about the effects of secondhand smoke on lung cancer rates.”

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LAP Handout #3 Name: __________________Paper Proposal

Goal: To describe:What you will argueWhat facts you will use to back up your claimsWhat kinds of sources you will useWhat your opposition may believeWho your audience might be.

1. What is your position statement?

2. Fill out the following information:

a. Claim #1:

Possible supporting facts for this claim:

b. Claim #2:

Possible supporting facts for this claim:

c. Claim #3:

Possible supporting facts for this claim:

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TURN OVER!3a. Name at least 1 possible arguments against your topic.

3b. How can you prove this argument wrong? Be specific.

4. Who do you believe your audience will be? How will you adjust the way you argue, the claims you use, or the facts you use to appeal to this audience?

5. What specific sources do you plan to use to back up your position about your topic? List the titles, authors, or web addresses of at least 5 sources.

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LAP Handout #4: Citations

Work from a Database

Article found on 9/27/13 on EBSCOhost Database

Web address: http://web.ebscohost.com/ehost/detail?vid=4&hid=106&sid=1246c47c-4aa0-41fd-8818-469fd02b23ed%40sessionmgr113&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=afh&AN=48548097

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LAP Handout #5Soda Taxes

The issue: Should a tax be placed on sodas and other sugary soft drinks--a tax large enough to actively discourage consumers from purchasing them?

Opponents of soda taxes say: It is unfair to tax a product that millions of Americans enjoy responsibly. Taxing soda and other soft drinks will not single-handedly reverse growing obesity trends in the U.S. The government should not impose taxes to dictate what Americans can and cannot drink.

Supporters of soda taxes say: Sodas and other sugary drinks are nutritionally worthless and contribute significantly to the high obesity rate in the U.S. Placing a high tax on soda would discourage Americans from consuming unhealthy beverages, which is a crucial first step toward making the U.S. healthier as a whole.

In September 2009, President Obama (D) told the magazine Men's Health that he supported the idea of adding a special tax on one of the most widely sold food items in the country: soda. "It's an idea that we should be exploring," he said. "There's no doubt that our kids drink way too much soda. And every study that's been done about obesity shows that there is as high a correlation between increased soda consumption and obesity as just about anything else."

Soda is already taxed in nearly 40 states, usually as part of broader taxes on food items in general. However, Obama--as well as many public-health experts--say that government officials on both the state and the federal levels should think about levying an additional tax on soda and other sugary soft drinks, including iced teas, juice drinks, sports and energy drinks, and flavored milk or dairy beverages. Those additional taxes should be high enough to actively discourage Americans from purchasing such drinks, they argue.

Such taxes have been proposed by various state governments, but thus far none has passed. Most recently, New York Gov. David Paterson (D) announced a plan to levy an 18% tax on all nondiet soda and sugary soft drinks. The plan was scuttled in March 2009, but Paterson has said he plans to reintroduce it in early 2010. Even Congress has recently considered taxing soda and other soft drinks in order to curb consumption.

Although most of the proposed taxes focus on reducing the consumption of all sugary soft drinks, they are often referred to in the media simply as "soda taxes." Indeed, most of the scorn reserved for the soft-drink industry seems to focus on soda, which public-health experts say is like "liquid candy," since it has no nutritional benefits whatsoever (unlike juice drinks or dairy-based beverages, which can contain some vitamins or minerals).

While the so-called soda taxes have come under fire from the soft-drink industry, public-health experts continue to assert they could make Americans healthier. Should special taxes be enacted on soda and other sugary beverages?

Critics of a soda tax say that the problem of obesity in the U.S. is far too complex to be solved by forcing Americans to pay a few cents more for each can of soda they buy. Opponents further say that the government would be overstepping its bounds if it imposed soda taxes; Americans do not want government officials deciding what they should or should not drink. Finally, critics say that steep soda taxes are regressive, meaning they disproportionately affect lower-income Americans.

Supporters, meanwhile, claim the potential public-health benefits of a tax on soda and other sugary beverages are enormous. As Obama has mentioned, rising soda consumption is directly linked to the

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escalating obesity rate in the U.S.; any measure that discourages Americans from drinking soda should be applauded, supporters argue. Finally, advocates note that, just as the percentage of Americans who smoke cigarettes has decreased drastically following steep taxes on tobacco products, there is every reason to believe that soda consumption will also decline if soft drinks are taxed.

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LAP Handout #6

September 2, 2011 | 12:42 PM | By Tina Barseghian

12 Ways To Be More Search Savvy

Google has made it possible for us to have instant information gratification. Just start typing the first letters of your search word and the site intuits your question and offers you the smartest choice of answers.

Seems simple enough. But as quick and facile as the process is, there are ways to be even more efficient, more search-savvy. And it’s our responsibility to teach kids how to find and research information, how to judge its veracity, and when it’s time to ask for a grownup’s help. I spoke to Daniel Russell, Google’s “search anthropologist” in charge of Search Quality and User Happiness (yes, really), who brought to light some important tips you may not have known.

1. CONTROL F. A deceptively simple tool, the Control F function (or Command F on Macs) allows you to immediately find the word you’re looking for on a page. After you’ve typed in your search, you can jump directly to the word or phrase in the search list. According to Russell, 90 percent of Internet users don’t know this, and spend valuable time scrolling through pages of information trying to find their key word. “They’re being terribly inefficient,” Russell says.

2. KEEP IT SIMPLE. Use search terms the way you’d like to see them on a Web site. But think of how the author would phrase it. “It’s not about you, it’s about the author,” Russell says. “What would they say and how would they say it? What are some common terms and phrases they’d write? It’s the kind of thing that people over-think and are hyper-analytical about.” Stay on topic and keep it simple.

3. DEFINE OPERATOR. This has to be one of the best items of Google’s offerings. To learn the definition of a word, just type “Define,” then the word.

4. ONE MORE SEARCH. It’s one thing to do a quick search for Lady Gaga’s birthday. But for more important questions that have a direct implication on your life, do one more search. Go deeper and find a second corroborating source, just like a journalist would. “We are a credulous society,” Russell says. “When you have something you care about, something you’re going to spend a lot of money on, or an issue with your help, do one extra search. Never single-source anything.”

5. FIND THE SOURCE. Russell knows first-hand that Web sites can sometimes publish false information. Though we all know how to find contact information for an organization, confirm the phone number, look for the author’s names and trustworthy hallmarks like logos, Russell says “the bad guys know that too. They’re very good at mimicking credible sources of information.” On the site Who.is, searchers can find details about the source: where it’s located, when it was established, and the IP address.

6. CONFIRM CONTENT. It’s common to find the same phrases and sentences on different sites all over the Web because people duplicate content all the time. To determine the original source of the content, you can look at the date it was written, but that’s also not entirely accurate. When authors edit an article, that changes the posting date. So even if it was originally written in 2005, the date will say 2011 if it was edited last week. Again, here’s when you put on your journalist hat. Trustworthy websites typically have an “errata column” or something like it where mistakes or corrections are posted. Sites where you see strikethroughs (it looks this) publicly show where previously published information has been corrected or stricken. You’ll also see “Updates” at the top of articles, where clarifications are published, which shows the Web site’s intention of providing the most accurate information. “Those idioms were not practicable or doable in pre-

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technology days,” Russell says. “You have to understand how the practice of writing and publishing is changing.”

7. LINK OPERATOR. The way Google ranks sites can be confusing. Sometimes even when a site has negative comments or reviews, it still rises to the top of the search list simply because it’s been mentioned the most. When you want to know what other sites are saying about the site you’re searching, type in “Link: www.yourwebsitename.com” and you’ll see all the posts that mention that site. Whether it’s following up on a debatable article or the reputation of an online shop or person, it’s another incredibly useful research tool that didn’t exist in “pre-Web times,” as Russell puts it.

8. DON’T USE THE + SIGN. It might have negative side effects, Russell says. Adding the + sign will force the search engine to look for only that phrase and may tweak the search in a way you didn’t intend. That said, it’s a useful tool for looking up foreign words or very low-frequency words.

9. PAY ATTENTION TO “GOOGLE INSTANT.” In most cases, Google’s instant search function, which is fairly new, will accurately predict what you’re searching for and offer suggestions. “Pay attention to it,” Russell says. “You don’t need to keep typing!” And sometimes it’ll help you come up with the right words for your search phrase. It’s all part of tapping into the wisdom of the crowd, he says. “It’s good when you’re stuck in a hard research problem. Like ‘Which kind of hybrid vehicle should I buy?’ might result in ‘hybrid minivans’ or other ideas you might not have known about.’”

10. SWITCH ON SAFETY MODE. If you’ve got kids in the house, Russell suggests enabling safe search. In your Search Settings, scroll down to SafeSearch Filtering (or use Control F to find it quickly!) and choose what level filter you want to use. You can tailor it to every computer in the house. Google offers all kinds of safe search tips and functions on Google’s Family Safety Center. And what to tell kids if they accidentally stumble upon an inappropriate site? “I always tell my kids the Internet is a big, wide place, and if you find something inappropriate, hit the “back” button,” he says. A teacher he knows tells her class to just instantly close the laptop when they find something objectionable. “It’s an instant signal to the teacher in a K-8 class that something is not right, and it gives the teacher the opportunity to talk about how the student got there, and how to avoid that in the future.” The tactic might not work as well in the high school setting, though, Russell jokes.

11. FUNCTIONS GALORE. You can use Google to do calculations (just type in “Square root of 99″ or “Convert 12 inches to mm”). You can search patents, images, videos, language translations. And even if you can’t remember a Google function, you can easily search it. “I use Google to Google Google,” Russell says. “You don’t have to remember URLs.”

12. LEFT-HAND SIDE TOOLS. Most people don’t notice these exist, but when you search a topic, a list of useful, interesting tools come up. For example, when you type in War of 1812, on the left hand side, you’ll see “Images,” “Videos,” etc., but below that you’ll see things like “Timeline,” which maps out a time sequence of events around the War of 1812 and links to each of those events. There’s also a dictionary, related searches, and a slew of other helpful links.

To those who wonder if Google is making us stupid, Russell has a pithy response: “Plato said that about books.”

I better go search that.

Barseghian, Tina. “12 Ways to be More Search Savvy.” Mind/Shift. Mind/Shift, 2 Sept. 2011. Web. 26 Sept. 2011. http://mindshift.kqed.org/2011/09/cracking-the-code-to-the-best-google-search/.

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Author: ____________________________ Editor: ___________________________

LAP Handout #7: LAP 2 Peer Editing GuideDirections: Edit your partner’s paper by rating the paper according to the following characteristics and by marking corrections on her paper. It is the AUTHOR’S responsibility to ensure that this entire form is filled out and turned in.Ideas and Organization: Introduction:____Essay starts with a good hook—label it on the essay.____Introduction sets up the issue clearly. Mark anything on the essay that you feel needs to be added or clarified.____All outside sources are cited. Mark any areas that need to be cited.____The essay follows a clear position statement that doesn’t state claims. Write PS next to the position statement.Comments:

Body Paragraph #1:____Paragraph centers around a clear claim. Label it as “Claim.”____Paragraph includes at least 1 quote and 1 paraphrase that clearly support the paragraph’s claim. Label them with a “P” or a “Q.” If one or both of them do not fit the claim, write a note to your partner.____Quotes and paraphrases are given adequate context. Label them with a “C.” Write any

improvements that could be made on your partner’s essay.____Each quote or paraphrase is supported by a clear and adequate evaluation. Label them

with an “E.” Write any improvements that could be made on your partner’s essay.____Paragraph ends with a clear concluding sentence. Label it with a “CS.” Write any

improvements that could be made on your partner’s essay.Comments:

Body Paragraph #2:____Paragraph centers around a clear claim. Label it as “Claim.”____Paragraph includes at least 1 quote and 1 paraphrase that clearly support the paragraph’s claim. Label them with a “P” or a “Q.” If one or both of them do not fit the claim, write a note to your partner.____Quotes and paraphrases are given adequate context. Label them with a “C.” Write any

improvements that could be made on your partner’s essay.____Each quote or paraphrase is supported by a clear and adequate evaluation. Label them

with an “E.” Write any improvements that could be made on your partner’s essay.____Paragraph ends with a clear concluding sentence. Label it with a “CS.” Write any

improvements that could be made on your partner’s essay.Comments:

Body Paragraph #3:____Paragraph centers around a clear claim. Label it as “Claim.”____Paragraph includes at least 1 quote and 1 paraphrase that clearly support the paragraph’s claim. Label them with a “P” or a “Q.” If one or both of them do not fit the claim, write a note to your partner.

Key: + = excellent+√=good√ = needs work√ - = weak- = not present

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____Quotes and paraphrases are given adequate context. Label them with a “C.” Write any improvements that could be made on your partner’s essay.

____Each quote or paraphrase is supported by a clear and adequate evaluation. Label them with an “E.” Write any improvements that could be made on your partner’s essay.

____Paragraph ends with a clear concluding sentence. Label it with a “CS.” Write any improvements that could be made on your partner’s essay.

Comments:

Refutation Paragraph:____Opposition’s claim is clearly and fairly stated. Label it as “Opponent’s claim.” Make sure

your partner clearly introduces this as the belief of the opponent and that she clearly transitions into the rest of her paragraph with a contrasting transitional word, like “however.”

____Paragraph includes at least 1 quote and 1 paraphrase that clearly prove the opposition wrong. Label them with a “P” or a “Q.” If one or both of them do not prove the claim wrong, write a note to your partner.

____Quotes and paraphrases are given adequate context. Label them with a “C.” Write any improvements that could be made on your partner’s essay.

____Each quote or paraphrase is supported by a clear and adequate evaluation the clearly explains why the opposition is wrong. Label them with an “E.” Write any improvements that could be made on your partner’s essay.

____Paragraph ends with a clear concluding sentence. Label it with a “CS.” Write any improvements that could be made on your partner’s essay.

Comments:

Conclusion:____Concluding paragraph restates the position statement, sums up the main ideas,

does not include new information, and includes a call to action.____Reasoning is sensible throughout the essay.Comments:

Citations: ___In-text citations are used correctly—watch punctuation___5 sources (including 1 Internet site, 1 book, and 1 database) used in the essay___Sources are accurately cited on the works cited page.Comments:

Word Choice: ___Essay is concisely worded___Essay is not redundantComments:

Conventions: ___Essay uses proper grammar (including pronouns and tense), punctuation, and spelling, and contains no contractions.___MLA format is accurately adhered to.Comments:

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