Oct+17+2017+CSU+Expo

=Daily Learning Target(s): = = By the end of class, students will be able to... =


 * 1. analyze text as evidenced by annotations and peer review. **

**HW Due Today:** = Homework: = = Due Block Day 10/18-19: = = Due Fri 10/20: =
 * **Mini Research #4 SUMMATIVE WITH original draft if you edited. Be sure to annotate the new one, see directions below.**
 * FS CH 9 Vocabulary and Rhetorical Precis
 * = FS CH 9 Annotations =

= ‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍ Important Deadlines/Reminders: = = Come to class excited and prepared- have your books EVERY DAY! =
 * **Phones- away!**
 * **Office hours- Tue and Wed 3-4pm unless otherwise noted**

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍ Agenda: **Silent reading CH 9 of Farm Sanctuary, then:**

1. **Mini Research #4 Annotate the Edited Draft and attach to original draft if you have two copies**
 * 1) ** Introduction Paragraph 1 **
 * Underline and label summary sentence of //Farm Sanctuary//
 * Circle the phrase/term introduced
 * 1) ** Paragraph 2 Section Summary **
 * __Underline__/highlight and label the summary
 * [Bracket] and label the term quoted in a sentence
 * 1) ** Paragraphs 3 and (4) Evidence and Elaboration **
 * Evidence: Underline/highlight Yellow (EV)
 * Elaboration: Underline/highlight Green (EL)
 * 1) ** Conclusion **
 * 2) Underline/highlight how the READERs' understanding is enhanced AND how the themes of FS are supported
 * 3) Do you mention how this benefits someone else (vegetarians, senators, your mom?) Cross it out! Your researched term is is for the readers of Farm Sanctuary!

2. **Farm Sanctuary CH 9 Silent Reading (15 min)**

3. ** Article: "A Change of Heart About Animals" by by Jeremy Rifki**
 * Continue with sections 8-12, see below if you need directions.
 * Teacher may circulate and stamp papers of those who are working and on task as they finish each section : )


 * Activity 8: Considering the Structure of the Text **


 * Now that you have read and discussed the content of the Rifkin essay, you are ready to begin analyzing its organizational structure. First, divide the text into sections: **

1. Draw a line across the page where the introduction ends. Is the line after the first paragraph, or are there more introductory paragraphs?

2. Divide the body of the essay into sections on the basis of the topics addressed.

3. Draw a line where the conclusion begins. Is it the last paragraph, or does it begin before that?

You are now ready to begin a process called “descriptive outlining”:

1. Write brief statements describing the rhetorical function and content of each paragraph or section.

a. What does each section do for the reader? What is the writer trying to accomplish?

b. What does each section say? What is the content?

2. After making the descriptive outline, ask questions about the article’s organizational structure:

a. Which section is the most developed?

b. Which section is the least developed? Does it need more development?

c. Which section is the most persuasive? The least?

From your work charting the text, what do you think is the essay’s main argument? Is it explicit, or is it implicit?


 * Activity 9: None **


 * Activity 10: Annotating and Questioning the Text **


 * You should question the text in your second reading, “reading against the grain” and “playing the disbelieving (or doubting) game.” As you read, look for claims and assertions Rifkin makes. Does he back them up? Do you agree with them? **

As you read, do the following:

1. Underline (with a double underline) or highlight in one color the thesis and major claims or assertions made in the article.

2. Underline (with a single underline) or highlight in a second color the evidence in support of the claims and assertions.

3. Write your comments and questions in the margins.

After reading the article again, answer the following questions:

1. What is the thesis of Rifkin’s article?

2. Does Rifkin make any claims that you disagree with? What are they?

3. Do any claims lack support?


 * Activity 11: Analyzing Stylistic Choices—Loaded Words: Language That **
 * Puts a Slant on Reality **

1. Paragraph 4 of the article says

Studies on pigs’ social behavior funded by McDonald’s at Purdue University, for example, have found that they crave affection and are easily depressed if isolated or denied playtime with each other. The lack of mental and physical stimuli can result in deterioration of health.

The first sentence uses words associated with human behavior such as “affection” and “playtime,” while the second sentence uses formal scientific words such as “stimuli” and “deterioration.” What is the effect of this movement from emotional to scientific? Try rewriting the first sentence to make it sound more scientific.

2. Paragraph 7 of the article says

Researchers were stunned recently by findings (published in the journal Science) on the conceptual abilities of New Caledonian crows. Because scientific experiments are carefully planned and controlled, scientists are rarely “stunned” by their results.

What is the effect of using the word “stunned” here? What are some other words or phrases that might fit here that would sound more scientific? Try rewriting this sentence.

3. Paragraph 10 of the article says

An orangutan named Chantek who lives at the Atlanta Zoo used a mirror to groom his teeth and adjust his sunglasses.

“Groom” is a word that has different meanings when applied to humans and animals. If animals groom each other, it usually means that one cleans the other’s fur or searches the fur to remove fleas and other parasites. It is part of social bonding. If a human grooms a horse, it means combing and brushing the animal. What does “groom” mean when applied to humans? In what sense is the word used here? Rewrite the sentence using other language to make it more scientific.


 * Activity 12: Questions About the Rifkin Article **

Answer the following questions about the Rifkin article:

1. How would you describe the style of this article? Is it formal? Informal? Academic? Scientific? Conversational?

2. What is the effect of giving the names of most of the animals involved in the experiments but not the names of the scientists?

3. Throughout most of the article, Rifkin refers to “researchers” and “scientists.” In paragraph 13, however, he directly quotes Stephen M. Siviy, whom he refers to as “a behavioral scientist at Gettysburg College in Pennsylvania.” What is the effect of this sudden specificity?

What is the effect of all the rhetorical questions in paragraph 15, followed by “such questions are being raised” in the next paragraph?

 **Activity 8: ****Considering **** the Structure of the T ext ** Now that you have read and discussed the content of the Rifkin essa y, you are ready to begin analyzing its organizational structure. First, divide the text into sections: 1. Draw a line across the page where the introduction ends. Is the line after the first paragraph, or are there more introductory paragraphs? 2. Divide the body of the essay into sections on the basis of the topics addressed. 3. Draw a line where the conclusion begins. Is it the last paragraph, or does it begin before that? You are now ready to begin a process called “descriptive outlining”: 1. Write brief statements describing the rhetorical function and content of each paragraph or section. 2. After making the descriptive outline, ask questions about the article ’ s organizational structure: From your work charting the text, what do you think is the essay ’ s main argument? Is it explicit, or is it implicit?
 * 1) What does each section do for the reader? What is the writer trying to accomplish?
 * 2) What does each section say? What is the content?
 * 1) Which section is the most developed?
 * 2) Which section is the least developed? Does it need more development?
 * 3) Which section is the most persuasive? The least?
 * Activity 9: **** None **

**<span style="color: #231f20; font-family: Arial,sans-serif; font-size: 12pt;">Activity 10: **** Annotating and Questioning the T ext **

You should question the text in your second reading, “reading against the grain” and “playing the disbelieving (or doubting) game.” As you read, look for claims and assertions Rifkin makes. Does he back them up? Do you agree with them? As you read, do the following: <span style="color: #231f20; font-family: Arial,sans-serif;">1. Underline (with a double underline) or highlight in one color the thesis and major claims or assertions made in the article. <span style="color: #231f20; font-family: Arial,sans-serif;">2. Underline (with a single underline) or highlight in a second color the evidence in support of the claims and assertions. <span style="color: #231f20; font-family: Arial,sans-serif;">3. Write your comments and questions in the margins. After reading the article again, answer the following questions: <span style="color: #231f20; font-family: Arial,sans-serif;">1. What is the thesis of Rifkin ’ s article? <span style="color: #231f20; font-family: Arial,sans-serif;">2. Does Rifkin make any claims that you disagree with? What are they? <span style="color: #231f20; font-family: Arial,sans-serif;">3. Do any claims lack support? **<span style="color: #231f20; font-family: Arial,sans-serif; font-size: 12pt;">Activity 11: **** Analyzing Stylistic Choices—Loaded W ords: Language That ** ** Puts a Slant on Reality ** <span style="color: #231f20; font-family: Arial,sans-serif;">1. Paragraph 4 of the article says Studies on pigs’ social behavior funded by McDonald ’ s at Purdue Universit y, for example, have found that they crave affection and are easily depressed if isolated or denied playtime with each othe r. The lack of mental and physical stimuli can result in deterioration of health. The first sentence uses words associated with human behavior such as “affection” and “playtime,” while the second sentence uses formal scientific words such as “stimuli” and “deterioration.” What is the effect of this movement from emotional to scientific? Try rewriting the first sentence to make it sound more scientific. <span style="color: #231f20; font-family: Arial,sans-serif;">2. Paragraph 7 of the article says Researchers were stunned recently by findings (published in the journal Science) on the conceptual abilities of New Caledonian crows. Because scientific experiments are carefully planned and controlled, scientists are rarely “stunned” by their results. What is the effect of using the word “stunned” here? What are some other words or phrases that might fit here that would sound more scientific? Try rewriting this sentence. <span style="color: #231f20; font-family: Arial,sans-serif;">3. Paragraph 10 of the article says An orangutan named Chantek who lives at the Atlanta Zoo used a mirror to groom his teeth and adjust his sunglasses. “Groom” is a word that has different meanings when applied to humans and animals. If animals groom each other, it usually means that one cleans the other’s fur or searches the fur to remove fleas and other parasites. It is part of social bonding. If a human grooms a horse, it means combing and brushing the animal. What does “groom” mean when applied to humans? In what sense is the word used here? Rewrite the sentence using other language to make it more scientific. Answer the following questions about the Rifkin article: <span style="color: #231f20; font-family: Arial,sans-serif;">1. How would you describe the style of this article? Is it formal? Informal? Academic? Scientific? Conversational? <span style="color: #231f20; font-family: Arial,sans-serif;">2. What is the effect of giving the names of most of the animals involved in the experiments but not the names of the scientists? <span style="color: #231f20; font-family: Arial,sans-serif; position: relative; top: 0.5pt;">3. <span style="color: #231f20; font-family: Arial,sans-serif;">Throughout most of the article, Rifkin refers to “researchers” and “scientists.” In paragraph 13, howeve r , he directly quotes Stephen M. Sivi y , whom he refers to as “a behavioral scientist at Gettysburg College in Pennsylvania.” What is the effect of this sudden specificity?
 * <span style="color: #231f20; font-family: Arial,sans-serif; font-size: 12pt;">Activity 12: **** Questions About the Rifkin A r ticle **

What is the effect of all the rhetorical questions in paragraph 15, followed by “such questions are being raised” in the next paragraph?