10.31 - TED Talk Analysis - Rough Draft (cont'd)

In class today everyone needed more time to work on writing their rough drafts from their TED Talk analysis. People had the class today to work on this. I reviewed the process for this work today and then met individually with people to answer questions and talk about how to approach writing different paragraphs. If people were not yet at the point of writing their rough draft, the goal was to get there and have the rough draft complete for Monday so we can do a peer review. 

Some people were also working on final quarter 1 assignments which will be due today. I will be accepting work via Google Drive until midnight tonight.

The steps in which this work should be completed are as follows:

Notes on the talk

SOAPS note sheet

Outline for paragraphs 1-5

Find an article related to their talk

Outline paragraph 6

Rough Draft

The focus for today's work was on using the outlines that people had created to continue writing their rough draft of the paper.

Handouts:
TED Talk Analysis assignment
TED Talk Notesheet

SOAPS Notesheet
Analysis Outline 

Homework:

Continue working on the rough draft of your paper based on the outline you created.

Everyone should have a completed rough draft ready for peer review on Monday.

10.30 - TED Talk Analysis - Rough Draft

I was at a young writer's workshop today with several students and so a substitute was in for me today. In class, everyone had time to work on their formal TED Talk Analysis. The steps in which this work should be completed are as follows:

Notes on the talk

SOAPS note sheet

Outline for paragraphs 1-5

Find an article related to their talk

Outline paragraph 6

Rough Draft

The focus for today's work was on using the outlines that people had created to begin writing their rough of the paper.

Handouts:
TED Talk Analysis assignment
TED Talk Notesheet

SOAPS Notesheet
Analysis Outline 

Homework:

Continue working on the rough draft of your paper based on the outline you created.

10.29 - TED Talk Analysis - Paragraph 6

I was out sick today and so there was a substitute in for me. Everyone had time to work on their formal TED Talk Analysis. The steps in which this work should be completed are as follows:

Notes on the talk

SOAPS note sheet

Outline for paragraphs 1-5

Find an article related to their talk

Outline paragraph 6

Rough Draft

The focus for today's work was on finding an article related to the talk that people would be able to discuss in their sixth paragraph. Upon finding this article, everyone should create an outline for paragraph six.

Handouts:
TED Talk Analysis assignment
TED Talk Notesheet

SOAPS Notesheet
Analysis Outline 

Homework:

Complete your outline for paragraph six of your TED Talk if you did not do so in class. If you have completed this, you may begin drafting a rough draft of your paper based on the outline you created.

10.28 - TED Talk Analysis: Research

Everyone had time in class today to continue working on the TED Talk analysis for the talk that they have selected. At this point, people should have their notes, SOAPS sheet, and outline for paragraphs 1 through 5 complete. 

For class today, people were finding a resource that relates to their talk and will provide more information on the talk that they would like to discuss in the TEDitorial section (paragraph 6) of their paper. Everyone had the class period to work on this analysis and find their resource.

During class, I met individually with people to check in on their progress and answer questions.

Papers will be due Friday with time given in class to work on this throughout the rest of the week. People should be working on this as homework as well.


Handouts:

TED Talk Analysis assignment
TED Talk Notesheet

SOAPS Notesheet
Analysis Outline 


Homework:

Write an outline for your TED talk analysis for paragraph 6 based on your outside research related to the talk and your perspective on the presenter's talk.

10.27 - Revisions

Today in class, I returned assignments to people and gave them updated grade report sheets. Everyone then had the period to work on completing, revising, and submitting assignments as necessary. The prioritization of assignments was as follows:

1 - Logical fallacy formal analysis: 10/09 Gubernatorial Debate (includes notes used for the analysis)
Handout: Gubernatorial Debate: Logical Fallacy Analysis

2 - TED Talk formal analysis (includes informal analyses for Lessig and Meyer)
See 10.17 and 10.21

3 - Formal analyses for Ethos, Pathos, Logos, and Rhetorical Devices
Handouts: See Appeals Folder

4 - Practice analyses for Ethos, Pathos, Logos, Rhetorical Devices, and Logical Fallacies
Handouts: Practice Appeals Folder

While people worked on their revisions, I had one on one conferences with people to look at work and talk about their grades.


Homework:

Find an article or resource that would be useful to discuss in the TEDitorial section of your TED analysis.

10.24 - TED Talk (SOAPS)

Everyone continued to work with their selected TED Talk today. At this point, people should have their notes complete on the talk and so today was dedicated to analyzing those notes and the talk through the SOAPS model which will yield information for the essay outline.

As people finished the SOAPS sheet, they were able to begin working on their essay outline for paragraphs 1 - 5 (we will look at paragraph 6 on Monday).

Handouts:

TED Talk Analysis assignment
TED Talk Notesheet

SOAPS Notesheet
Analysis Outline 


Homework:

Write an outline for your TED talk analysis for paragraphs 1 - 5 (you may use the provided outline or create your own that covers the same information).

10.23 - TED Talk Analysis

Today we took our analysis skills gained from analyzing famous speeches for their use of appeals and rhetorical devices and began applying them to analyzing modern talks and speeches. We will be doing this by having people look at TED talks of their choosing and analyzing how the speakers make use of ethos, pathos, logos, and rhetorical devices.

In class, I handed out a description of this process and an outline of the final essay. We reviewed this process and the outline for the essay in class so that people could have it in mind. I then handed out note sheets for the TED talks and people had the remaining time in the period to browse talks, find a talk they liked, and begin taking notes. For class tomorrow everyone should have finished taking notes on their talk.

Handouts:

TED Talk Analysis assignment
TED Talk Notesheet


Homework:

Finish taking notes on your selected TED Talk.

10.22 - TED Talk Comparison

Today in class we discussed the ways in which Lessig and Meyer used ethos, logos, and pathos in their TED talks and looked at which speaker used which appeal better and why. To see the outline for this presentation, click here.


Homework:

With the benefit of today's discussion, review one of your TED talk analyses (either Lessig or Meyer). Type up or formally write a revised version of this analysis that is strengthened from perspectives that you gained in our discussion today.

10.21 - "How to Spot a Liar" Analysis

Today in class, we reviewed the notes people had yesterday from the beginning of the TED Talk "How to Spot a Liar" and talked about how to make these notes even stronger.

We then watched this TED Talk from beginning to end with everyone taking notes. These notes were then used to analyze Meyer's use of ethos, pathos, logos, and rhetorical devices in her speech.

See yesterday's post to check out this speech.

Everyone had up until the last five minutes or so of class to work on this analysis. In the remaining class time we checked in and discussed Meyer's general use of these appeals.

Handouts:

TED Talk note sheet

TED Talk appeal analysis



Homework:

If you did not complete the analysis of Meyer's speech today in class, do so for homework.

10.20 - Portfolio Prep and TED Talk 2

For the first half of class today we organized our practice and formal analyses of appeals, rhetorical devices, and logical fallacies into portfolio's. Once everyone had completed this, people wrote in their writer's journal about the assignment out of these of which they were the most proud.

Next, we returned to looking at and taking notes of TED Talks. We began by looking at Pamela Meyer's talk "How to Spot a Liar" (see below). We will be comparing Meyer's use of appeals to Lessig's from last weeks talk.

Handouts:

TED Talk note sheet

Homework:

If you did not complete the analysis of Lawrence Lessig's speech, be sure to have it for class tomorrow.

10.17 - TED Talk: Larry Lessig on Copyright

Today, we resumed work with the TED Talk we began watching yesterday by Lawrence Lessig on copyright law. At the beginning of class, we reviewed the notes people had taken so far. We talked about how notes could be kept strong or improved as we resumed our TED Talk today from the start.

We were able to finish watching this TED Talk and then everyone had some time to wrap up their notes. These notes were then used by people to analyze Lessig's use of appeals throughout his talk.

In the last five minutes of class, we discussed people's responses to Lessig's talk.

Handouts:

TED Talk Appeal Analysis

Homework:

Complete your analysis of how Lessig used ethos, pathos, and logos in his speech (the notes you took of his talk will help you here, and you can review the talk above).

10.16 - TED Talks

In looking at appeals we have been dealing with ethos, pathos, and logos and completed formal analyses of how these were used. Today, we began looking at the use and interaction of these three appeals in arguments.

To prepare for this, we talked about note-taking reviewing good common practices for note taking. I then gave a 15 minutes presentation on figures of speech in which people took notes (this presentation is available below).

Figurative Language Fallacy

To look at these appeals in action, we took a look at two TED Talks and used a note sheet to track how the appeals were used. In class, we were able to complete the "4 a.m." talk and began the talk by Lawrence Lessig on copyright. We will continue with the Lessig talk tomorrow.

Handouts:

TED Talk Notesheet

Homework:

Have your formal logical fallacy analyses completed for Friday.

10.15 - Logical Fallacies work time

At the beginning of class today, everyone created two multiple choice questions based on logical fallacies. Everyone shared these with a partner and then we discussed some of the questions that people had come up with and helped out people who got stuck on how to properly set up a fallacy.

In the second half of the class, everyone continued working on their formal logical fallacy analysis by watching and taking notes on the 10.09 gubernatorial debate or analyzing their notes to see how fallacies affected the candidates' presentation.

You may view the debate here:

Gubernatorial Debate

Waterville, ME

Thursday 10/09/14

Handouts:

Gubernatorial Debate: Logical Fallacy Analysis

Only the notes on responses and fallacies needs to be completed at this point 

(not the analysis resposne on the third page)

Logical Fallacy Note Sheet

Homework:

Watch the gubernatorial debate from 10.09.14 in Waterville and take note of the candidates' responses to any four questions and then note what logical fallacies (if any) occur in their responses. Use these notes to complete the formal analysis of logical fallacies (see analysis sheet above).

10.14 - Logical Fallacies

We started today's class with taking a short logical fallacy quiz (just for fun, not for credit) to test our skills with logical fallacies. Everyone had five minutes with the quiz and then we reviewed and discussed the answers.

Next, I handed out updated grade report sheets and a couple students helped to return assignments. I explained how to read the grade report sheet. Everyone then had the remaining portion of the period to complete assignments and revisions as necessary.

Following these revisions, people were to resume their work on analyzing the 10.09 gubernatorial debate for logical fallacies. When people had watched these debates and taken notes I gave them the analysis questions to answer in response to the debates. In class, we talked about how these questions could be best approached. This formal analysis will be due on Friday.

Handouts:

Gubernatorial Debate: Logical Fallacy Analysis

Only the notes on responses and fallacies needs to be completed at this point 

(not the analysis resposne on the third page)

Logical Fallacy Note Sheet

Homework:

Watch the gubernatorial debate from 10.09.14 in Waterville and take note of the candidates' responses to any four questions and then note what logical fallacies (if any) occur in their responses. Use these notes to complete the formal analysis of logical fallacies (see analysis sheet above).

10.10 - Pathos -> Logical Fallacy

At the beginning of today's class, I explained the formal analysis work we would do for logical fallacies. For this assignment, people will be watching the gubernatorial debate that took place yesterday in Waterville between Elliot Cutler, Governor LePage, and Mike Michaud. Everyone will be responsible for taking notes on each candidates response to any four questions in the debate and then what logical fallacies were present in their response. Individuals will then analyze the impact that these fallacies have on the speaker's argument.

Everyone then had the rest of the period to begin working on this assignment.

You may view the debate here:

Gubernatorial Debate

Waterville, ME

Thursday 10/09/14

A number of people still needed to finish their annotations and responses for the formal analysis of pathos which was due today.

Handouts:

Gubernatorial Debate: Logical Fallacy Analysis

Only the notes on responses and fallacies needs to be completed at this point 

(not the analysis resposne on the third page)

Logical Fallacy Note Sheet

Homework:

Watch the gubernatorial debate from 10.09.14 in Waterville and take note of the candidates' responses to any four questions and then note what logical fallacies (if any) occur in their responses.

If you did not have your formal pathos analysis done for today, complete it this weekend.
There will be a revision deadline for next Friday where work can still be turned in.

Resource for Logical Fallacies: Gubernatorial Debate 10/09/14

Gubernatorial Debate

Waterville, ME

Thursday 10/09/14

Logical Fallacy Note Sheet

10.09 - Gubernatorial Debate (Part II)

Today, we resumed watching the gubernatorial debate between Eliot Cutler, Governor LePage, and Mike Michaud. We used the same note-sheet to track their responses to questions and whether or not their responses contained any logical fallacies. After the first round of questions we saw today, we transitioned to a logical fallacy based game modeled after Bingo! called "Talko!" that I made for the debate. We used this for the next two rounds of questions though nobody was able to get five fallacies in a row.

You may view the debate here: Gubernatorial Debate 10/08/2014

Handouts:

Logical Fallacies: Gubernatorial Debate 10/08/2014

Logical Fallacies Identification Sheet

"Talko!" game boards and directions

Homework:

Complete your annotations focused on uses of pathos in a speech.

This work will be due Friday. See Mr. Collins (with your annotations) for a copy of the analysis questions.

10.08 - Logical Fallacies in the Gubernatorial Debate

Today, we continued our work with logical fallacies. To practice with logical fallacies we watched today's debate between Governor LePage and candidates Cutler and Michaud. I provided everyone with a note sheet to track questions and individual responses. After each response, we paused the video to give everyone a moment to finish writing down the candidates response and identifying any logical fallacies that were present in their response.

You may view the debate here: Gubernatorial Debate 10/08/2014

We had so much fun with this that we are going to look at the rest of the debate tomorrow.

Handouts:

Logical Fallacies: Gubernatorial Debate 10/08/2014

Logical Fallacies Identification Sheet

Homework:

Complete your annotations focused on uses of pathos in a speech.

This work will be due Friday. See Mr. Collins (with your annotations) for a copy of the analysis questions.

10.07 - Pathos Formal Analysis

Everyone had today's class to work on their analysis of a speaker's use of pathos in a famous speech. I helped people print out copies of their speech to annotate and checked in with people on their annotations. When people had completed their annotations, I checked them off on them or helped them to make their annotations more thorough. When annotations were thorough, I handed out formal analysis sheets for pathos. The pathos formal analysis is due for Friday of this week.

Remember the key steps to annotation in this work:

1 - Underling or bracket places where pathos is used.
2 - Identify the form of pathos that is being used here.
3 - Note how this form of pathos is being used to advance the argument.

Homework:

Complete your annotations focused on uses of pathos in a speech.

This work will be due Friday. See Mr. Collins (with your annotations) for a copy of the analysis questions.

10.03 - Rhetoric in Action and Pathos Speeches

For the first part of today's class, we put our knowledge of rhetorical appeals to use by writing arguments and identifying which appeals other people used in their arguments. For this activity, everyone wrote an argument on a subject of their choosing. In this argument they used two appeals and chose a specific approach to use for each appeal.

I then read these to the class and everyone (except for the author) discussed what appeals and which approach within those appeals were being used. If the class was able to accurately identify the appeal, the author got candy. If they did not, they won the consolation prize which was a red paper clip.

With the remaining time in class, everyone finished their formal analysis revisions for ethos, logos, and rhetorical devices. I will be assessing this work this weekend, With any remaining time, people went back to the American Rhetoric site and found a speech which they could analyze for its use of pathos.


Homework:

Find and read a speech on the American Rhetoric site (that is 1,500 words or more) that you can use to analyze pathos.

10.02 - Pathos Practice

In the first half of class today, we looked at an editorial article in which a person explained their fear of whales (cetaphobia). In reading the piece, everyone annotated the article identifying the author's use of pathos. We then discussed the various uses of pathos together as a class. 

Since use of pathos was not especially strong, everyone took several minutes to help the author out by using pathos to write a supplemental paragraph explaining cetaphobia. Several people then read these and after a voting process the person with the paragraph which used pathos most effectively won some candy.

Everyone then had the last twenty minutes of the period to continue with the revisions to their annotations and analysis on their selected speeches for ethos, logos, and rhetorical devices.

Guidelines for annotations are that they should achieve the following aims:

1 - Identify relevant information in the text (underlining, highlighting, or bracketing information)
2 - Label the approach to the appeal or the rhetorical device that is being used.
3 - Describe how the appeal or rhetorical device is being used by the speaker to make a point.

For additional information on annotations, see Monday's post.

For additional information on analysis and how to use quotes in your analysis, seeyesterday's post.

Homework:

Continue to work on the formal analysis of your selected speeches for ethos, logos, and rhetorical devices.

Remember to complete annotation revisions before revisiting your analysis (annotations are the foundation of a strong analysis).

10.01 - Annotation and Analysis

Today, people continued with the revisions to their annotations and analysis on their selected speeches for ethos, logos, and rhetorical devices. I continued to meet individually with people to check in on progress, review annotations, and answer questions.

Guidelines for annotations are that they should achieve the following aims:

1 - Identify relevant information in the text (underlining, highlighting, or bracketing information)
2 - Label the approach to the appeal or the rhetorical device that is being used.
3 - Describe how the appeal or rhetorical device is being used by the speaker to make a point.

For additional information on annotations, see Monday's post.

For additional information on analysis and how to use quotes in your analysis, see yesterday's post.

Homework:

Continue to work on the formal analysis of your selected speeches for ethos, logos, and rhetorical devices.

Remember to complete annotation revisions before revisiting your analysis (annotations are the foundation of a strong analysis).