Week 7

1. Week 7

2. Monday March 3rdJC #1 Give a solution to world poverty: Is it our problem? Explain. • Objectives: /aka what I’m learning 1) overview of novel project answer questions expalin 2) read Russell’s piece on the “The Happy Life” and Singer’s piece 3) respond to both piece In argumentative form 4) reflect on learning 5) review rhetorical techniques 6) review tropes and schemes 7) identify the results of MC and areas for improving 8) reflect on learning • I can do More tropes and schemes identification practice – next slide • I can do more notes on rhetoric • I can understand the novel project and select a group for the project but no talk of which novel until Wednesday – do the assignment on the next slide: • I can read page 317 “The Happy Life” Bertrand Russell, and “The Singer Solution…” with the class and do a reading protocol • I can hand in my philosophy piece after the directions from the next slide • I can go over the answers to the MC practice and then hand in my answers • I can do a take away

4. Everyday UseChapter 3 Summary Style and jargon: Admonitions such as “write for the generalized reader” and “avoid five-dollar words” appear in many writing handbooks. This is true, to a point Writing should be accessible to the well-educated, diligent reader. Use complicated words when appropriate. Use specialized vocabulary when appropriate. Make it accessible. Make it sound natural.

5. Everyday UseChapter 3 Summary Style and active vs. passive voice: Active Voice: Doer – Action – Receiver The lab technician filtered the solution. Passive Voice: Receiver – Action (by Doer) The solution was filtered by the lab technician.

6. Do the following for 3 novels by Wednesday! Or let the group decide… • From the reading lists I can identify the following information about 3 novels I am interested in reading : • Author • Background of novel • Reviews • Reasons for reading it

7. Thoreau imitation philosophy essay directions • I can share my Thoreau-imitated response, and do the handout “peer response to Thoreau” and select the best one from my triad – gets extra credit when read by its author • I can share my triad’s best and listen to the other triads’ bests • I can Hand in the essay

8. funsies • Why did the phone wear glasses? • It lost its contacts • What do you get if you cross a human digit with a truck? • A toe truck • Why are circles so smart? • Because they have 360 degrees

9. Wednesday March 5thJC #2 To what degree are you and I responsible for the deaths of the peoples living in the 2nd and 3rd worlds? • Objectives: /aka what I’m learning 1) read for aesthetic value 2) practice identifying tone 3) independent reading on ethics 4) respond to ethics – ideas, add to the conversation • In your journal List some First world problems: • http://www.youtube.com/watch?v=fxyhfiCO_XQ • Respond in your journal to the video… • I can do SSR for 10 minutes a response to the article titled “Why is it a sin to read for fun?” • I can consider the next slide about the novel project • I can do More tropes and schemes identification practice – next slide • I can do more notes on rhetoric particularly on active and passive voice • I can read for homework – pages 324 – 333, answering the questions on the handout about “Lifeboat Ethics”. • I can do another take away.

10. Novel prep… • I can help my group select the novel by next Monday by finding info on 3 novels and coming prepared on Monday to persuade the others to adopt my novel or finding a group that shares my interests – I will share my preliminary thoughts and consider others’ information too.

12. Everyday UseChapter 3 Summary Style and active vs. passive voice: Active Voice is preferred because: Active voice is more forceful. Passive voice uses more words (helping verbs). Passive voice conceals the doer of the action.

13. Everyday UseChapter 3 Summary Style and active vs. passive voice: Advantages of Passive Voice: More conducive to scientific and technical writing (emphasis on what is done, rather than who does it). Emphasis can be placed on the doer by moving the subject to the end of the sentence.

14. Funsies…We all know that when someone misuses a word, the result can induce hysterics, unless of course it is we who have made the blunder, in which case embarrassment it the more likely effect. When an incorrect word is used like this, a malapropism is born. Here is a handful of genuine malapropisms gathered from across the Internet • "Well, that was a cliff-dweller."   Wes Westrum, about a close baseball game • "It's got lots of installation."   Mike Smith, describing his new coat • "Be sure and put some of those neutrons on it."   Mike Smith, ordering a salad at a restaurant • "Marie Scott... has really plummeted to the top."   Alan Weeks

15. Friday March 7thJC #3 If you had to tell someone who is 10 years younger than you the most important thing that he/she needs to know about his/her next ten years, what would it be? (focus on community, you and the others) • Objectives: /aka what I’m learning • 1) relate to Thoreau and contribute to society 2) catch up last week’s work 3) record the readings for the unit • I can do More tropes and schemes identification practice – next slide • I can do more notes on rhetoric – passive/active voice • I can Share my “lifeboat ethics” responses with my reading group • I will be prepared to agree with my group’s novel selection and be prepared to get a copy of it. • I can take notes on exhortation – next slide for the assignment essay for this unit due Monday in the 70% category • I can write a commencement speech for Monday as per the directions on the following slide • I can do the reflection on my 3Ps • I can meet with Mr. Norton and conference on the 3Ps while working on my exhortation. • I can do a take away

17. Active Voice In sentences written in active voice, the subject performs the action expressed in the verb; the subject acts. In each example above, the subject of the sentence performs the action expressed in the verb.

18. Passive Voice In sentences written in passive voice, the subject receives the action expressed in the verb; the subject is acted upon. The agent performing the action may appear in a "by the . . ." phrase or may be omitted. Sometimes the use of passive voice can create awkward sentences, as in the last example above. Also, overuse of passive voice throughout an essay can cause your prose to seem flat and uninteresting.

19. In scientific writing, however, passive voice is more readily accepted since using it allows one to write without using personal pronouns or the names of particular researchers as the subjects of sentences. This practice helps to create the appearance of an objective, fact-based discourse because writers can present research and conclusions without attributing them to particular agents. Instead, the writing appears to convey information that is not limited or biased by individual perspectives or personal interests.

20. Choosing Active Voice In most nonscientific writing situations, active voice is preferable to passive for the majority of your sentences. Even in scientific writing, overuse of passive voice or use of passive voice in long and complicated sentences can cause readers to lose interest or to become confused. Sentences in active voice are generally--though not always-- clearer and more direct than those in passive voice.

21. Changing passive to active If you want to change a passive-voice sentence to active voice, find the agent in a "by the..." phrase, or consider carefully who or what is performing the action expressed in the verb. Make that agent the subject of the sentence, and change the verb accordingly. Sometimes you will need to infer the agent from the surrounding sentences which provide context.

22. Stylistic Uses of Passive Voice “When I was twenty-one . . . a piece of tractor equipment fell on my brother, Sonny, and I drove him to the emergency room as he was bleeding and moaning in pain. The roads were slick with rain, and as I was rounding the curve, an oncoming car was coming in the left lane. In a split second I could see two young boys riding their bikes on the road. In that flash of time, I had a sick sensation that I would hit one of them, that it would be impossible not to, as I knew my car would not stop, no matter how hard I slammed on the brakes. One boy managed to get his bike out of the way, but his friend, a twelve-year-old boy whose house was right by the scene of the accident, was hit.” --Through the Storm by Lynne Spears with Lorilee Cracker Looking at the bolded sentence, why would the author, who was writing her memoir, choose to use passive voice?

23. Exhortation:NounAn address or communication emphatically urging someone to do something. Use an exhortation any time you really want to encourage someone to do something. It's a way of communicating that's persuasive and powerful — an exhortation might come from a government in the form of a speech encouraging people to get flu shots, or it might be a teacher urging his students to sit quietly. Whether it comes in the form of a warning or encouragement, an exhortation strongly advises people to take some particular action.Source: http://www.vocabulary.com/dictionary/exhortation • Maybe try to write your philosophy as an exhortation!

24. Community Commencement speech • I can create and will share a Commencement speech for others – an exhortation of 500 words or fewer for my peers as they head off into the world – • I will identify for them what is their responsibility to their communities • I will use 3 pieces and at least an allusion to a piece of pop culture associated with a community to which I belong • For example I would exhort my peers to read or be aware of the 6th wave: http://sixthwave.org/ and would allude to it, besides references to the 3 pieces in the text – my goal to show I am well read and well rounded and that I have something to say – my share to share…

25. Review of assignment • How will you say it? • Define exhortation: • Your purpose: • Audience: • Subject: • Ethos = sources for quotations/citations • Pathos = inciting/colorful language • Logos = advantages or cause/effect • Consider what and how your audience may disagree or resist – answer those potential before they germinate in others! • Be prepared to read it to the class – to exhort us!

26. Funsies…Spoonerismsare words or phrases in which letters or syllables get swapped. This often happens accidentally in slips of the tongue (or tips of the slung as Spoonerisms are often affectionately called!): • Tease my ears (Ease my tears) • A lack of pies (A pack of lies) • It's roaring with pain (It's pouring with rain) • Wave the sails (Save the whales) • Chipping the flannel • At the lead of spite • Hiss and lear • Go and shake a tower • man you cake one? • It’s hot too nard try it…let’s gee what you set…

27. Week 8