ENG 420 3.1: Lanham

Today’s Plan

  • Attendance
  • Summer Research Applications
  • Review Last Class
  • Articles
  • Lanham’s Strong Defense
  • Discussion Post

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ENG 123 2.2: Topic Worksheet #1

Today’s Plan:

  • Review
  • Google Drive Questions
  • Topic Worksheet #1
  • In-class Research
  • Homework

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ENG 420 2.2: Cicero’s Orator

Today’s Plan

:

  • Review
  • Sir Ken Robinson
  • Faulty Foundations
  • Cicero
  • Homework

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ENG 123 2.1: Principles of Academic Writing / Topic Worksheet

Today’s Plan:

  • Attendance
  • Review Last Class
  • Review Chapters 17 and 6
  • Discussion of “Where the Wild Things Should Be”
  • Topic Exploration Assignment

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ENG 420 2.1: Isocrates and Civic Education

Today’s Plan

  • Attendance
  • Review Last Class
  • Two Readings: Salon and Breitbart
  • Haskins and Benoit
  • Homework

Review Last Class

Looking through your posts:

  • Essentialism vs. Materialism
  • Plato’s Elitism vs. Socrates’ insistence to Question Everything
  • Plato’s Transcendentalism (Epistemology, knowledge)

Two Readings

As I was preparing for class this weekend, two readings popped up in my facebook feed. I think these provide a productive opportunity for approaching Isocrates.

First, a Salon interview with George Lakoff

Second, a Breitbart article on the dangers of the New Civics

Haskins and Benoit

Quiz Questions:

  • Benoit notes that Plato and Isocrates shared similar objections to the sophists. What were they?
  • Benoit notes that both Plato and Isocrates conceptualize rhetoric as persuasion, however, he also notes that there are important differences between them. What are some of these differences?
  • What happens to education if we shift from Aristotle to Isocrates? What are the classroom implications? What are the socio-political implications? (Note that Aristotle is Plato’s student, and while he was more pragmatic than his teacher, Aristotle still believed in the superiority of logos and rationality).

Benoit: page 64, Isocrates’ emphasis on practical affairs. Rhetoric as/is “epistemic.”

Benoit: page 65, Isocrates’ pragmatism vs. Plato’s idealism. What comes first, knowledge or expression. Affairs of state, or the souls of audience members?

Isocrates: why we aren’t beasts. (65)

Haskins: (194) Echoes to Plato’s idealist project, seeking universals. Compare to Lakoff.

Haskins: (194-195, 196) Isocrates, political identity, again connect to Lakoff (vs. Plato/Descartes).

An Ironic Way of Being (198).

One topic that didn’t come up: paideia. This was Isocrates’ theory of a “Greek” education, an enculturation into the stories, values, history that makes Greeks “Greek.” I want to connect this directly to Lakoff, to frame paideia as an ethical project, to stress the idea that countries aren’t made, rather, they require continual re-making. (Link to grad lecture).

Homework

Read and blog on Barlow on Cicero (pdf). Cicero is writing a few centuries after Isocrates and Plato, as the Roman empire has risen to power. Generally, the Romans were skeptical of the value of Greek philosophy, feeling it was too abstract to be practical. Cicero believed otherwise, and argued that statesmen and orators could benefit from exposure to abstract philosophy, so long as they weren’t overexposed. Like Isocrates, Cicero’s theory of education centered on practice.

Additionally, read Rose and Ogas’ recent Chronicle article The Faulty Foundation of American Colleges (note: this link should work if you are on UNC’s internet; otherwise, I have uploaded a .pdf to the course’s files section in Canvas). As you read, try to focus on the three basic elements of argumentation: what is the claim that Rose and Ogas make? What do they offer as evidence to support this claim? In what ways do they anticipate criticism?

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ENG 1.2: Logos, Ethos, Pathos, Stasis, Kairos

Today’s plan:

  • Attendance
  • Reviewing Last Class (Did you set up Google Drive?)
  • Structuring an Argumentative Essay
  • Elements of an Argument: Logos, Ethos, and Pathos
  • Types of Arguments
  • Kairos (Situating an Argument)
  • Homework

Structuring An Argumentative Essay

Argumentative essays can be broken down into two simple elements. First, they must make a claim. Second, they must supply evidence.

The more specific a claim, then the better it is written:

  • C Level Writing: I am studying video games to learn what drives their popularity.
  • B Level Writing: I argue that video games are more popular than television.
  • A Level Writing: I argue that the interaction inherent to video games make them more engaging than television, which is merely passive.

A strong claim offers specifics.

Furthermore, a strong introduction offers not only a clear claim, but it also offers a “road map” for the rest of the paper: This paper has three primary stages. First, I examine Marie Ryan and Espen Aarseth’s notions of interactivity, noting how each shares X. Next, I turn to examine Y and Z’s arguments regarding the rather passive nature of television, noting how even shows like ABC’s Lost, which developed an active fanbase an online community, remained a relatively passive activity. Finally, I turn to examine the engaging interactive story elements of Telltale’s popular The Walking Dead series, noting how they perform Ryan’s notion of X and Aarseth’s notion of Y.

In addition to stating a claim and supplying evidence, good arguments anticipate the objections of contentious readers or opponents.

Elements of an Argument

According to Aristotle, persuasive arguments are composed of 3 primary attributes: logos, ethos, and pathos.

A quick review.

  • >Logos: I have a PowerPoint. Also, inartistic vs artistic proofs (not just numbers/science, but also arguments. If… Then…).
  • Ethos: Credibility / Community. Building respect for sources.
  • Pathos: Creating emotional resonance / addressing the audience’s predisposition.

Stasis Theory (Understanding What You Are Arguing About)

The Romans followed the lead of the Greeks and considered kairos in their speeches. But the Romans also develop more intricate and complex political and legal systems, and part of that advancement involved developing clear ideas for the purpose of speeches and the nature of arguments. Stasis theory, invented by the Greeks and advanced by the Romans, was a four-part heuristic (method of invention) for establishing the purpose of an argument.

Richard Lanham, in his Handlist of Rhetorical Terms, explicates Cicero: “Cicero argued that the whole matter [stasis, issue, schematizing what an argument was about] was contained in three questions: does it exist? (Sitne?); what is it (Quid sit?); what kind of thing is it? (Quale sit?). For Lanham, this is the root of the modern “journalist’s litany, Who? What? When? Why? Where?” (93). Lanham credits Hermagoras with articulating four different types of theses related to stasis:

  • Conjectural, dispute over a fact, WAS the deed done? Does a thing EXIST?
  • Definitional, dispute over a definition, what KIND of deed was done? What KIND of thing is it?
  • Qualitative, dispute over the value, quality, or nature of an act, was it a LEGAL deed? Is it a GOOD thing?
  • Translative, dispute over moving the issue from one court of jurisdiction to another, are we trying the case in the right court.
  • To Lanham’s list I might add one more:

    • Procedural, dispute over what must be done NEXT? What do we DO with the thing?

    At one point in time the translative might have assumed the procedural, but now I would argue it makes more sense to distinguish them.

    Kairos

    The textbook definition of kairos is “right place, right time.” But time here means something different than we tend to think of it (as chronos, the quantitative measurement of time’s passing). Rather, kairos means something closer to opportunity, an opening in time. Rhetoricians debated whether a speaker could *create* such an opportunity, or whether she merely *recognized* one. Regardless, the point is that a great speaker recognizes the specifics of a moment and place (a context), and shapes them so that a listener or reader knows why she is speaking at that moment, why she is called to speak, the exigency (situation) that demands her response. So, establishing kairos in part requires

    • informing a reader what problem you are responding to
    • informing a reader why you are responding to that problem (why is the problem important)
    • informing a reader why *you* specifically are responding to the problem (establishing some sense of ethos

    These aims can generate a list of standard questions and guides, what we call topoi, for positioning yourself, your problem, and your audience. For instance, is this a problem that gets talked about a lot but rarely acted upon? Then here we go again. Is this a problem that you, a smart functioning human, didn’t know was a problem until recently? Then let me tell you something. Is this a problem that you thought was minor/easy to fix, but have learned it might not be? Then this might get complicated. Etc.

    In Aristotle’s (in)famous treaty On Rhetoric, he declares that one of the primary obligations of a rhetor in the opening of her speech is to “prepare the judge” for what they are about to hear. While I have some pretty staunch disagreements with Aristotle, I want to highlight this advice. Millenia later, Martin Heidegger declares that this advice, on the part of Aristotle, is the birth of psychoanalysis and phenomenology: philosophical approaches that begin by recognizing that human consciousness, perception, and reason is always, already influenced by our “mood.” The task of an introduction is to set a mood: to anticipate an audience’s feelings toward a topic and shift them to a position whereby they might be more willing to entertain a new perspective. So kairosisn’t merely about the timing of an argument, it is also about shaping the context for an argument.

    Homework

    Homework: read chapter 17, “Academic Arguments”; chapter 6, “Rhetorical Analysis,” and Geaghan-Breiner, “Where the Wild Things Should Be: Healing Nature Deficit Disorder through the Schoolyard” (396-405). Complete Canvas Quiz (this will be up no later than noon on Monday).

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ENG 420 1.2: Plato’s Allegory of the Cave

Today’s Plan:

  • Attendance
  • Blog URL’s in Canvas
  • Entry Question: Should Schools Teach Morality
  • Reviewing Plato Reading
  • Philosophy’s hero and Rhetoric’s villain
  • Homework
  • Discussion Post Time

Blog URL’s in Canvas

For Tuesday’s homework, I asked you to create a blog and to write a post on Plato (whether you read the Apology or Republic VII is fine). Please make sure to submit a link to that post in Canvas. Also: make sure the link is the the visible blog post, not the working post in your CMS.

Entry Question: Should Schools Teach Morality

First: we need to distinguish morality from ethics.

Reviewing Plato Reading

In case it is useful: 3 minute philosophy on Plato.

Major Talking Points:

  • Allegory of the Cave
  • Plato’s Politics
  • What education is(n’t)
  • Being vs. Becoming [dialectic]

Plato: Philosophy’s Hero and Rhetoric’s Villain

Let me open with two pictures:

Screen Shot 2017-01-12 at 12.13.20 PM

Screen Shot 2017-01-12 at 9.55.11 AM

The value and difficulty of thought. The danger of exclusion. What is truth? For Plato’s philosophy, truth is something we discover (or remember) beyond the bounds of human being. Over the next few weeks, we will work to articulate a more rhetorical idea of truth–one that underwrites the discipline (and importance of) professional writing.

Homework

For homework you will be reading about Plato’s rival, Isocrates. Note: not Socrates, that was Plato’s teacher. He was a skeptic, who believed the task of the philosopher was to show others that certain knowledge was impossible; Plato grasped Socrates’ methods, but not his opposition to certainty. Socrates was executed for civil disobedience, or because many of his students started a civil war and were known as the tyranny of the 30.

But back to Isocrates. Isocrates wanted to unite the people of Greece, to turn waring city-states into a nation (one who could defend itself from barbarian invaders). Thus, he invented the concept of “paideia,” the idea that there is One True Greek culture. While this might seem tyrannical, it was actually progressive in his day–since it meant being a True Greek wasn’t a matter of birth or blood, but rather a commitment to certain cultural ideas and ideals (particularly individual freedom and social good).

For homework, you will read two essay on Isocrates, one by Haskins, one by Benoit. Please write a blog post that puts them in conversation somehow: so the first paragraph offers a summary of how they agree (who is Isocrates according to Haskins and Benoit), the second paragraph focuses on a single sentence from one of the articles (and perhaps your explication compares it to a sentence from the other article? Or not). The third paragraph is up to you.

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ENG 123: 1.1 Course Introduction

Today’s Plan:

  • Three Questions
  • Strong Bad
  • Syllabus and Canvas
  • Google Drive
  • A Brisk Walk
  • Homework

Three Questions

Let’s break the ice.

  • Question One: What is one piece of indie/popular culture that everyone should be experiencing?
  • Question Two: What is one idea/person that you’ve always wanted to know more about?
  • Question Three: What is one idea/issue/problem that you wish you understood better?

Google Drive

Let me show you something.

Homework

Two things:

  • Buy the textbook. If possible, bring the textbook to Thursday’s class.
  • Create a Google Drive account. Create a new google doc with your name as the title (no caps, no spaces: marc-santos). Write a sentence in the document. Then share that document with my gmail address NOT my unco address: insignificantwrangler@gmail.com.
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ENG 420 1.1: Introduction and Plato

Today’s plan:

  • Why Are You Here?
  • Syllabus and Canvas
  • Introduction to Plato, Greek Conceptions of Philosophy and Rhetoric
  • Writing with Direct Quotations
  • Homework

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15.1: MLA and APA Format

Today’s Plan:

  • Attendance
  • Final Paper Feedback
  • MLA and APA Format Overview
  • Paper Course Evaluations
  • Homework

Final Paper Feedback

One thing that came up in a lot of drafts was the benefit of roadmapping a paper in the introduction. This is a series of sentences, generally after the thesis, that lays out the parts of the paper, giving the reader a sense of what to expect. I do this in a lot of articles. It looks something like this:

This chapter begins by briefly unpacking Latour’s Non-Modern Constitution, tracing its development through his earlier writings to its explication in Politics of Nature. We then review two of Kant’s critical pieces on the role and scope of higher education, his early essay “An answer to the question ‘What is enlightenment?’” (1996) and his later, and more controversial manuscript, Conflict of the faculties (1979). Our analysis contextualizes Kant’s call for the separation of public and private duty in light of the snarly religious/political field of late 18th century Germany. Then, we detail contemporary politics’ increasing encroachment upon curriculum and funding across all levels of education. While contemporary scholars might not face the same “unpleasant measures” that Kant did, there are clear risks associated with reintegrating academic labor into the public sphere. However, despite these risks, academics must commit themselves to political action. Academics cannot remain idle; they must act before it is too late. We close by offering strategies and tactics (de Certeau, 1984) for instituting Latour’s Non-Modern Constitution. As a strategy, we present the University of South Florida’s recently approved Patel College of Global Sustainability, an interdisciplinary college dedicated to increasing scientific knowledge’s impact in the public sphere.

Perhaps an easier way to craft this is:

First, this paper examines X. Then, it turns to consider Y. Finally, it proposes Z.

Of course, you can only write this sentence *after* you have finished your paper. Chances are if you can’t summarize your paper this way, then you don’t really have a comprehensive, logically-developed argument.

MLA and APA Format Overview

You’ll note that 15% of your final paper grade concerns MLA and APA citation. I’ve broken formatting down into three main categories: paper format, in-text citations, and sources. Today I’m going to break those down into subcategories so you know what you have to address before handing in the final papers.

Which style should you use? Depends on your major. If you are in the humanities (History, English, Philosophy, Foreign Languages, anything that works primarily with words), then you will likely use MLA citation. If you are in the soft sciences (Sociology, Criminal Justice, Education, Psychology, anything that works with people, experiments, etc), then you will likely use APA format. Here is a sample list of recommendations. I strongly advise using the format that you are likely to use in your major.

Note that all of the information below is gleaned from Purdue’s OWL website for MLA or APA formatting. When it comes to formatting, if you have a question you should Google it with OWL MLA or APA. Also, it can help to take a look at a sample MLA or sample APA paper.

Finally, let me stress that I am not requiring a title page or and abstract for this paper.

General Paper Formatting

Whether you are working in MLA or APA, you need to adjust:

  • The top, left, right, and bottom margins of your paper
  • The page heading that runs across the top of the paper
  • The alignment of the title of the paper
  • The paper information (MLA: name, faculty, course, date; APA: name, university, date)
  • The font size and line spacing
  • Note that APA format requires subheadings through out the paper. Subheadings in APA are bolded and center-aligned (see the sample paper above). Subheadings are optional in MLA, rules for them are here.

Finally, the titles of major publications are italicized and the titles of smaller publications are put in quotation marks. Many of you will likely screw this up. Don’t. PAY ATTENTION to titles. If something is published as a whole, then it is a major publication. If something is a part of a bigger thing, then it is a minor publication. So, I italicize The Simpsons but quotation mark “Bart Sells His Soul.” I italicize Electric Ladyland but quotation mark “All Along the Watchtower.” I italicize New York Times but quotation mark “Patriots Hold on to Win Against the Jets.” Note that this applies to every use of the name, and applies both in the paper and in the Works Cited or Reference list.

In-text Citations

Whether you are working in MLA or APA, you need to know how to format two kinds of quotations and to work with paraphrases. First, here is how you would compose an in-text citation for a short quote from a print source (or .pdf, anything with page numbers) in a sentence that uses the author’s name:

  • MLA: McGonigal argues that “games […] augment our most essential human capabilities-to be happy, resilient, creative–and empower us to change the world in meaningful ways” (14).
  • APA: McGonigal (2011) argued that “games […] augment our most essential human capabilities-to be happy, resilient, creative–and empower us to change the world in meaningful ways” (p. 14).

Here’s how those sentences look as a paraphrase:

  • McGonigal attributes three primary benefits to games, that they can increase our happiness, resilency, and creativity (14).
  • McGonigal (2011) attributed three primary benefits to games, that they can increase our happiness, resilency, and creativity (p. 14).
  • Here’s how those sentences look if you are quoting an electronic source that doesn’t have page numbers:

  • McGonigal argues that “games […] augment our most essential human capabilities-to be happy, resilient, creative–and empower us to change the world in meaningful ways.”
  • McGongial (2011) argued that “games […] augment our most essential human capabilities-to be happy, resilient, creative–and empower us to change the world in meaningful ways” (para. 8).
  • Note the darn period. In both MLA and APA, commas and periods ALWAYS

    In a number of drafts, I pointed out the need to block format quotations longer than 3 lines. In both MLA and APA, block quotations are indented 1/2 inch from the margin of the page. Double-check your spacing with block quotes. Many students write papers single-spaced, and then double-space after the paper is complete. If you do this, there’s a good chance you will have an extra space in your paper. I have to penalize you for this.

    Sample MLA and APA paper.

    Works Cited and Reference Lists

    There are many engines out there that can craft citations for you, such as the citation machine. Just make sure you know how to properly format the citation page.

    In MLA, the Works Cited begins on its own page. Entries in the list are arranged alphabetically by last name. You also need to create a hanging indent in MLA. Here is a link to easy instructions for creating a hanging-indent in Word (make sure your ruler is viewable). Double-space citations, do not skip an extra line between citations (similar to the issue with spacing and block quotes, be sure to double-check this if you double-space after you finish writing your paper).

    In APA, the Reference list is also alphabetical. Entries are also alphabetized. You still need to create a hanging indent. There are really specific rules for what gets capitalized (journal and book titles yes, article titles no). Also, you do not put article titles in quotation marks.

    Homework

    We will be meeting in the computer lab on Wednesday for a bit more practice with MLA and APA format. Please bring your papers as well! Friday, I will go over proofreading strategies for the final paper and talk about turning the paper in.

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