THIS ENTIRE WEEK--we are in the library working on this essay. It is due, in it's entirety, by Friday.
Students participated in an argumentative timed writing practice!
See me if you were absent.
Students are being given back all the revolutionary writing we studied last week and are creating a detailed preview of an argumentative essay.
Students are examining all the great resources in their binders to generate a list of helpful strategies for writing. Students were asked to pour through all the readings in their binders to generate a list of tips to assist them be better writers.
Examining George Bush's 9/11 speech, students are examining:
2. Rhetorical Devices
4. Logical Fallacies
for items #2-#4, students also need to provide ANALYSIS of those items. We are bridging from identifying them, to how we would discuss them in an essay.
Using previous handouts, students are identifying and assessing logical fallacies found in tweets and American Literature.
We took our post assessment for the semester!
Students were also given a handout to help them complete the logical fallacies assignment from yesterday.
Students are completing a glimpse into logical fallacies--the tactics some people use in order to skirt good arguments, or throw them off all together.
Start HERE for the link for the first page of logical fallacies.
Today we read, as a class, the speech Patrick Henry gave to convince the government to go to war with Britain, in order to gain our freedom as a nation.
Students had the choice to collecting information for the RA or the Argument.
We continue the revolutionary writing of America's history with the Declaration of Independence. We will review the components of an Argument with this reading.