Planning

Lesson Materials: APA Sample Paper

Lesson Objectives: 1. Understand the basics of argumentative essay writing and how it differs from analysis and synthesis of information; 2. Become familiar with the argumentative essay assignment requirements; 3. Understand how to make a claim and support it in the context of an argument; 4. Understand some basic rhetorical devices and how they can be used to make an informed argument

Connection to Major Paper/Project: This 3-lesson series introduces you to the assignment expectations by going over the assignment sheet. To prepare to produce an evidence-based argument paper, you will learn strategies for organization and content development. You will also learn to use precise language that’s helpful in argumentative writing to express one’s position cogently and consider others’ positions.

Connection to Course Goals: This lesson series introduces you to the features of the argument genre of writing. Also, framing these lessons as dedicated to planning, and emphasizing that the synthesis reflective annotated bibliography assignment is a foundation for the argument assignment, reinforces the fact that you should always approach writing as a process over many days and weeks.

Day One Activities:

1. Reflection: For 10 minutes, write a reflection on what you learned from the synthesis reflective annotated bibliography assignment, in the shared drafting document in the drive. Once you’re done writing, we will discuss what you learned as a class, emphasizing some key points and establishing how the previous assignment builds toward the next one. This again reinforces the notion of writing as a process. Here’s are examples of questions you can answer in your reflection: 1. What did you learn so far in the semester and in the previous assignment? 2. How have you applied what you learned in our class to writing in your other classes? 3. How do you plan to use the previous assignment as a foundation for the next one? 4. Discuss your strengths as a writer and areas you hope to focus on over the next few weeks. 5. What do you hope to learn in the next assignment? 6. Reflect on anything else you’d like to discuss about the class.
2. Introduce the Argument Assignment: 1. Note that you must keep the same topic so that you can continue building knowledge and refining your writing expertise without having to start from scratch. Ask the professor if you’re struggling with your topic.  2. Read parts of the assignment description in the Major Assignments page and make notes on the side about questions you may have.  3. Pair up with a partner and help each other understand the assignment better. 4. Answer questions as a class to make sure everyone is on the same page about expectations.
3. Understanding the Basics of Rhetoric: 1. Start by completing a handout that has rhetorical terms organized into one column and their definitions in the opposite column. 2. Work in pairs to match the terms to their definitions.  You are not expected to already know all of these terms, but you should try your best to guess what they mean based on the context of the definitions. 3. Share out answers with the class.
   1. Answer Key: Once you have completed the activity with a partner, consult these answers to check your understanding.
4. Preparing Counterarguments: Comic for Analysis: Let’s view the digital comic “You’re not Going to Believe What I’m About to Tell You” which discusses The Backfire Effect, a psychological phenomenon that describes why people so thoroughly resist ideas that complicate their world view. The comic has been turned into a YouTube video where a person narrates as the pictures are turned into a slide show. After viewing the comic, we will work on drawing connections between what we learn and the writing that you are going to have to do for the argument project. We will focus on the need to address counterarguments, and the ability to frame arguments in a way that is as persuasive as possible to the most people possible. This is a moment to make connections to previous lectures/lessons on audience and purpose. You are also encouraged to discuss how the rhetorical techniques introduced and elucidated in the previous activity could be utilized for these purposes.
5. Ice Cream Scene: 1. Watch this video once and identify which items in the basics of rhetoric handout are employed.

a. Opinion: A Public-Health Crisis That We Can Fix – The New York Times: This article from The New York Times opinion section discusses people’s attitudes toward self-driving cars and the future of their adoption. Read the first half of the first page to find items from the basics of rhetoric handout. After the reading, we will make sure not only that we understand how these terms could be used, but also why they would be used in certain moments, and how making good use of these devices could strengthen argumentative writing.

Note: Only open the answer key document for Activities 4 & 5 once you have written your own answers (Answer Key).

Day Two Activities:

1. Reading Discussion: We will refer to students’ summary/responses and discussion questions to enhance discussion and understanding of concepts.
2. Guide for Detailed Outline: 1. You have 15 minutes to go over the handout, understand it, and prepare any questions you may have; 2. Ask questions, which will be answered as a class to make sure you understand how to develop an outline; 3. Begin completing the handout, as the professor circulates and answers your questions.

Day Three Activities:

1. APA Quiz 1 and APA Quiz 2: Complete these quizzes on APA to ensure you’re ready to use the style properly in your first draft coming up.
2. Reading Discussion: We will refer to students’ summary/responses and discussion questions to enhance discussion and understanding of concepts.
3. Preparing for the Presentation: The professor goes over the handout guide on expectations for presentations. Review the guide for presentation guidelines and ask questions if you have any.

   a. Payday Loans Video Analysis: 1. Review this handout guide for the John Oliver Payday Loan video, and prepare to answer the questions on the handout. 2. Watch the video for its entire duration and pause it at various points to give students time to write down some answers. And have each student focus on answering one questions from the handout. 3. Have a discussion about what makes John Oliver’s presentation strong and how it meats the criteria for presentation in the presentations handout.

   Note: The video includes strong language that may be offensive to some.

4. Outlining: Spend the rest of class time outlining using the detailed outline guide shared earlier in this age. The professor will be available to answer questions, and feel free to get feedback from teammates as well.