Responding to the short story by Ursala K. LeGuin, leave a comment that answers the following question:
What would you do if you lived in Omelas and you had just discovered the truth about the child who is forced to live in the broom closet?
Explain how you would react / what you would do / and why you would react that way. (Just a single paragraph response will do.)
If you have any trouble posting your comment, please bring your response to Tuesday’s class.
This amusing list has been circulating the internet for a few years. Although it doesn’t offer formal definitions of each fallacy, it provides useful examples:
Which logical fallacy would be your favorite pick from the list below?
Ad Hominem Attack: This is the best logical fallacy, and if you disagree with me, well, you’re an idiot.
Appeal To Emotion: See, my mom, she had to work three jobs on account of my dad leaving and refusing to support us, and me with my elephantitis and all, all our money went to doctor’s bills so I never was able to get proper schooling. So really, if you look deep down inside yourself, you’ll see that my fallacy here is the best.
Appeal To False Authority: Your logical fallacies aren’t logical fallacies at all because Einstein said so. Einstein also said that this one is better.
Appeal to Fear: If you don’t accept Appeal to Fear as the greatest fallacy, then THE TERRORISTS WILL HAVE WON. Do you want that on your conscience, that THE TERRORISTS WILL HAVE WON because you were a pansy who didn’t really think that Appeal to Fear was worth voting for, and you wanted to vote for something else? Of course not, and neither would the people you let die because THE TERRORISTS WILL HAVE WON.
Appeal to Flattery: If you agree with me that Appeal to Flattery is the greatest fallacy, it shows that you are intelligent and good looking and a snappy dresser.
Appeal To Force: If you don’t agree that Appeal to Force is the greatest logical fallacy, my two buddies and will simply beat the stuffing out of you.
Appeal To Majority: Most people think that this fallacy is the best, so clearly it is.
Appeal To Novelty: The Appeal to Novelty’s a new fallacy, and it blows all your crappy old fallacies out the water! All the cool kids are using it: it’s OBVIOUSLY the best.
Appeal To Numbers: Millions think that this fallacy is the best, so clearly it is.
Appeal to Pity: If you don’t agree that Appeal to Pity is the greatest fallacy, think how it will hurt the feelings of me and the others who like it!
Appeal To Tradition: We’ve used Appeal to Tradition for centuries: how can it possibly be wrong?
Argumentum Ad Nauseam: Argumentum ad nauseam is the best logical fallacy. Argumentum ad nauseam is the best logical fallacy. Argumentum ad nauseam is the best logical fallacy. Argumentum ad nauseam is the best logical fallacy. Argumentum ad nauseam is the best logical fallacy. Argumentum ad nauseam is the best logical fallacy. Argumentum ad nauseam is the best logical fallacy.
Bandwagon: It’s obvious that Bandwagon is going to win as the greatest fallacy. You wouldn’t want to be one of the losers who choose something else, would you?
Begging The Question: Circular reasoning is the best fallacy and is capable of proving anything. Since it can prove anything, it can obviously prove the above statement. Since it can prove the first statement, it must be true. Therefore, circular reasoning is the best fallacy and is capable of proving anything.
Biased Sample: I just did a poll of all the people in the “Biased Sample Fan Club” and 95% of them agree that Biased Sample the best fallacy. Obviously it’s going to win.
Burden Of Proof: Can you prove that Burden of Proof isn’t the best logical fallacy?
Complex Question: Have you stopped beating your wife and saying Complex Question isn’t the best fallacy?
False Dilemma: I’ve found that either you think False Dilemma is the best fallacy, or you’re a terrorist.
False Premise: All of the other fallacies are decent, but clearly not the best as they didn’t come from my incredibly large and sexy brain.
Gambler’s Fallacy: In all the previous talks about this subject, Gambler’s Fallacy lost, so I just know the Gambler’s Fallacy is going to win this time because it’s the Gambler’s Fallacy’s turn to win!
Guilt By Association: You know who else preferred those other logical fallacies? *(insert pictures of Hitler, Stalin, and Pol Pot here)*
Non Sequitur: Non Sequitur is the best fallacy because none of my meals so far today have involved asparagus.
Post Hoc/False Cause: Since I’ve started presuming that correlation equals causation, violent crime has gone down 54%.
Red Herring: They say that to prove your fallacy is the best requires extraordinary evidence, because it’s an extraordinary claim. Well, I’d like to note that “Extraordinary claims demand extraordinary evidence” is itself an extraordinary claim.
Relativism: Well maybe all those other fallacies are the best for you, but to me, the relativist fallacy is the greatest logical fallacy ever.
Slippery Slope: If you don’t like Slippery Slope arguments, you will do poorly in class, drop out of school, commit crimes, go to prison, and die of AIDS.
Special Pleading: I know that everyone is posting about their favorite fallacies, but Special Pleading is out-and-out the best, so it should just win with no contest.
Argument Essay:
Students will create an essay that either:
A) Identifies a problem and proposes a solution.
B) Defends the status quo against proposed change.
Explore one of the following topics:
· Youth in America
· Race Relations
· Gender Issues
· Economic Life
Of course, each of the above topics is quite vague – and that’s part of the fun. The topics will be further analyzed during our readings and discussions. Students may wish to respond to a particular article found in Ideas Across Time. They may also feel free to find other subjects in which to develop arguments. For example, a student might read “The Problem That Has No Name” (an essay about feminism) and then decide to write about the problematic identity of men in contemporary society.
Determine your audience:
Don’t think of your reader as “the teacher.” Imagine that your reader is a wider audience, a group of readers. Who do you want to reach? Who do you want to challenge? Consider whether your essay is intended to be read by opponents or neutral individuals.
After you determine your audience, then consider the strategy of your essay.
Do you want to write a classic argument – in which the goal is to win?
Or do you want to write a Rogerian argument – in which the goal is to build bridges and seek beneficial compromises?
IMPORTANT: Incorporate at least three outside sources and a works cited page. (MLA format).
Length: 1800 words
June 30th: First Draft / Peer Review
July 6th: Argument Essay Due
Class Schedule (Part One)
June 15th: (Mon)
Introduction to the class.
Workshop: Persuasive Writing
June 16th: (Tues)
Workshop: Classic vs. Rogerian Arguments
June 18th: (Thurs.)
Discuss p. 1 -20
Read at least one of the following essays:
“The Discovery of What It Means to Be American” p. 29 – 35
“The Ghosts of Ellis Island” p. 37 – 42
“Silent Dancing” p. 45 – 52
Workshop: Define Your Terms
June 22nd: (Mon)
Discuss “Economic Life” Essays: p. 308 – 319
Workshop: Standing Debate
June 23rd: (Tues)
Workshop: Identifying Fallacies & Constructing a Proposal Essay
June 25th: (Thurs.)
Read at least one of the following essays:
“Woman As Other” p. 481 – 495
“The Problem That Has No Name” p. 496
“Feminism: A Movement to End Sexist Oppression” p. 528 – 541
Prepare to discuss question: Are you a feminist? Why / why not?
Jun 29th: (Mon)
Discuss: p. 458 – 470 & p. 511 – 525
June 30th: Argument Essay Draft Day – Peer Review
Workshop: Process Analysis
July 2nd: (Thurs.)
Discuss p. 339 – 345 (and select one other essay from Chapter Five: Democratic Society)
July 6th: (Mon): Argument Essay Due
Discuss p. 68 – 96 / Workshop: Division & Classification
July 7th: Discuss Mythology & Fables
July 8th: (Thurs.) IN CLASS ESSAY
July 13th: (Mon)
Bring in Science articles that fascinate and/or infuriate.
Discuss p. 146 – 159
July 14th: (Tues.)
Discuss p. 182 – 200
July 16th: (Thurs.)
Discuss p. 201 – 226
Workshop: Creative Analysis
(Standing Debate Part Two – if time allows.)
July 20th: (Mon)
Video and Discuss p. 132 – 144
July 21st: (Tues.)
Read at least two essays from Chapter Eight: Death and Dying
(Be prepared for a discussion and/or quiz.)
Workshop: Essay Structures
July 23rd: (Thurs.)
Workshop: Poetry Analysis
July 27th: (Mon.)
Draft Day: Bring in Essay for Peer Review
July 28th & 30th (Tues / Thurs): POETRY PRESENTATIONS
Aug 3rd: (Mon)
Workshop: Character Analysis
Aug 4th: (Tues.)
Workshop: Final Exam Strategies
Aug 6th: (Thurs.)
ESSAY DUE
FINAL IN CLASS ESSAY
English M01A
Instructor: Wade Bradford
Email: profwade@hotmail.com
COURSE DESCRIPTION:
This course emphasizes the principles and methods of essay writing, with reading and analysis of prose and literature. The primary purpose of this course is to present an acceptable and conventional way to organize expository writing, so that students can convey their ideas clearly, concisely, logically, and persuasively.
PROCEDURE:
Class time will be used for discussion, analysis, and evaluation of assigned readings and for writing and speaking activities concerning various rhetorical concepts and strategies. Class participation is necessary for student understanding and progress. There will be at least three “major” papers, numerous journal entries, a mid-term exam, and a final exam
Students are expected to have read the assignments BEFORE class discussion of them and to participate in the discussions. Quizzes may be used to determine how actively the students have read the material.
ATTENDANCE:
Regular class attendance assures that students will not miss assignments and will receive assignment instructions firsthand. After three absences, each unexcused absence may cost students up to 2% of their grade. After four unexcused absences, I reserve the right to drop you from the course. (Remember, it is your responsibility to withdraw from a course. Don’t expect a teacher to drop you just because you stop coming to class. They might keep you on the roster!)
GRADES:
Many students often wonder: “How do I get an A?” In English you’ll find the grading system is quite subjective. Unlike math or science, there isn’t always a right or wrong answer. However, there are some basic requirements to “good writing.” Do your best to incorporate the following:
• Clear strong original thesis
• Appropriate support
• Logical / persuasive argumentation
• Well aligned introduction and conclusion
• Supportive details and specific examples
• Genuine interest or enthusiasm goes a long way too
ASSIGNMENT BREAKDOWN:
Workshops / Participation: 20%
Midterm In-Class Essay: 10%
Final In-Class Essay: 20%
Oral Presentation: 10%
Argument Essay: 20%
Literature Analysis: 20%
REGARDING PLAGIARISM
You must not steal the writing of others. Even cutting and pasting a single sentence is an act plagiarism. If you quote from another source, you must give reference to that source; otherwise, you are being highly unethical. Students who are caught plagiarizing (or cheating in some way or another) will be removed from my classroom. The English Department will then be notified and trouble will ensue. In short, think for yourself; write for yourself.
REGARDING E-MAIL AND LATE HOMEWORK
If you have any questions or comments, I’d love to hear from you. However, be advised: I do not accept work through email. It’s a big headache. You are responsible for bringing your work to class on time.
If you do not turn your paper in on time, I may still accept it. However, late papers are subject to penalty. I reserve the right to reduce the grade by fifty percent. Therefore, you are highly encouraged to turn your work in on time.
GROUP WORK & CLASS DISCUSSIONS
I value the Socratic method; this basically means that I enjoy asking students questions, listening to their responses, and asking follow up questions. Oftentimes, students will be develop questions of their own, and present their ideas to the class. To create a positive, friendly environment, please be respectful to your follow students as they share their thoughts. It’s not easy for everyone to speak publicly. Therefore, being an attentive listener will help to alleviate the fears of your fellow students.
BOOKS:
Ideas Across Time by Igor Webb
Optional: Rules for Writers by Diana Hacker
TURN OFF ELECTRONIC DEVICES.
(YOU MAY SET CELL PHONES TO VIBRATE.)
DO NOT TEXT MESSAGE DURING CLASS. THOSE WHO DO WILL LOSE PARTICIPATION POINTS.
Well…. for some reason, my old blog is not letting me post new entries. So, I guess I’ll start fresh on this blog. I think I’ll dedicate this one to my adventures in English instruction.
If you’d like to read my blogging adventures from 2007 – 2009, then click here to explore my old blog.
In the meantime, I’m going to be tinkering with this new location.
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