Commonplaces & Ideology: Understanding your audiences Values

1. Commonplaces & Ideology: Understanding your audiences Values 4.10.2013

2. What is ideology? • In groups, think through a clear definition 1-2 sentences—write it out! • Then, can you think of some commonplaces that might be shared among groups, communities, cultures, organizations, nations, etc.? Try to create a list ofas many examples as you can.

3. Defining Ideology • “sets of statements that tell us what to do and how to do it”(107) • Common places, common sense, beliefs • “sets of commonly held beliefs”(104) • These beliefs help construct our goals, thoughts, values, actions, practices, and so forth • Think of it as a way of seeing the world (i.e. a world view—constructed by a particular set of beliefs or ideas that help structure that view) • Remember: we participate in multiple ideologies—even contradictory ones!

4. Example

5. Ideology is important to understand so I can connect to my audiences values either to support them or to persuade them to see things differently

6. Examples from Wiki! • http://en.wikipedia.org/wiki/Category:Ideologies

7. Ideology at DVC • “Community Education” • “Diablo Valley College advances the intellectual and professional development of central Contra Costa County through compelling transfer and workforce programs and an unparalleled commitment to learning.” (fromhttp://www.dvc.edu/business/community/ ) • http://californiacommunitycolleges.cccco.edu/VideoBlog.aspx

8. From Chancellor Report • “California Community Colleges Chancellor Brice W. Harris introduces the first-of-its-kind accountability tool designed to measure student achievement and increase the number of students who earn certificates, degrees or transfer. The new online Student Success Scorecard will allow students, parents, and the public to track student outcomes at all 112 colleges, making California community colleges one of the most transparent systems of higher education in the country.” (from http://californiacommunitycolleges.cccco.edu/VideoBlog.aspx) • Whatcommon place statementscan we take from thisquote?

9. Okay, so what does this mean for writing effective arguments? • Let’s say I am trying to convince an audience that they need to offer more hybrid classes (half online/half in class) for working students. • Then, I might want to adopt and use some of the ideologies that my audience values in order to appeal to their way of seeing the world.

10. For example, I might argue that hybrid classes will… • Increase student success • Build a stronger workforce (digitally competent, more options for students to finish school, placement in workforce as they finish college) • Make it easier for teachers to collect/track outcomes, performance records, and measure student success • More transparency!

11. In opposition • Perhaps I want to argue against digital education…then I might want to show how digital education or online education works against • Building a workforce • Measuring student success • Having students complete school

12. Change the view • Maybe I want to change the view of my audience and critique their ideology… • For example, I might want to say that a workforce is important, but is a “good workforce” the only measure of success? • Perhaps I want to say that the digital education might bring more awareness of education within the community. • Perhaps I want to say that digital education might allow students to explore multiple channels of thinking and learning…not just workforce development. Transparency and outcomes aren’t as important as knowledge building, critical thinking, and creativity.

13. In any case… • We want to argue with an audience in mind…not isolated from that connection. • I need to know what my audience values and believes in order to reach them, persuade them, and connect to (or change) their world view.

14. Unit 3 • Prompt (full prompt online) • For the third unit, you will be working on writing a persuasive, thesis driven argument about an issue related to one of your “mapped” communities. • You will need to define the issue question, know/understand why it is an important question to ask, and construct a stance on that issue (your opinion!).

15. There are two parts to this unit • Part 1: Writing for an academic audience—the classroom argument • You will be writing a 3-4 page paper that presents your issue and develops your stance through a clear thesis, strong supporting points, and effective evidence/examples. To support your argument, you must incorporate three credible sources. You must clearly set up the issue and its importance. Last, you must address a counterargument so that it is clear you understand and acknowledge the various perspectives involved in your issue. Because this is for an “academic” audience, you will need to present your argument in a clear, formal, and instructive way.

16. Part 2: Writing for a particular audience—the Op-Ed • The second writing assignment for this unit will be to translate your paper into an Op-Ed • You will be presenting your argument to a publication of your choice • You need to select your publication and tailor or shape your argument to that particular publication style and audience. • You might need to change tone, style, structure, form, information, examples, etc. so that it appeals to your audience. You are not changing your opinion, but you are changing how you present that opinion. • Op-eds are generally shorter, more compact pieces of writing. There will be a limit of 750-1100 words max, so you will need to say what you want to say carefully and concisely!

17. Due Dates • April 17 (Issue defined, thesis presented, thesis explained, research started) • April 24 (Outline & Draft Due) • May 1 (Op-Ed Examination/Write up) • May 8 (Op-ed Draft Due) • May 15 (Unit 3 Due) • Revision May 22nd

18. Homework for Next Wednesday • Write up (Typed): • 1) Define your issue as a question. Explain why it is important, relevant, contemporary. • 2) Present your thesis (your opinion!)—1 sentence • 3) Explain your thesis (a paragraph explaining your position) • 4) Explain what research you have explored and why it supports your opinion • Read: Chapter 6 in Critical Situations

19. Coordinating Sentences • FOR • ANDNOR • BUT • OR • YET • SO

20. Joining Sentences with Subordinators • Common Subordinators: • Although, though, even though, while, whereas • Because, since • If • Unless • Before, after, when, whenever, until, as soon as

21. Showing concession • Equal: • DVC has more classes, but Contra Costa CC is closer. (EQUAL) • While DVC has more classes, Contra Costa CC is closer (EMPHASIS on Contra Costa) • While Contra Costa CC is closer, DVC has more classes. • (EMPHASIS on DVC). • NOTICE MY COMMAS!!!