Warm Up #7:What are each of these cartoonists Warm Up #7:What are each of these cartoonists trying to say? What is their purpose?trying to say? What is their purpose?

Passive VerbsPassive Verbs

• Using passive verbs effectivelyUsing passive verbs effectively• In most cases writers use active verbs to make clear In most cases writers use active verbs to make clear

who or what is performing the action. Sometimes who or what is performing the action. Sometimes writers use passive verbs to avoid assigning writers use passive verbs to avoid assigning responsibility.responsibility.• Example: “Mistakes were made.” – In this sentence, we Example: “Mistakes were made.” – In this sentence, we

don’t know who made the mistakes. Perhaps it was the don’t know who made the mistakes. Perhaps it was the person who wrote the sentence, or the person the person who wrote the sentence, or the person the writer works for, or maybe the writer just doesn’t know.writer works for, or maybe the writer just doesn’t know.

• GENERALLY, writing that uses active verbs will be GENERALLY, writing that uses active verbs will be stronger and clearer. However, there are sometimes stronger and clearer. However, there are sometimes when using passive voice is purposeful and when using passive voice is purposeful and therefore necessary.therefore necessary.

Passive VerbsPassive Verbs

• Reasons to use passive:Reasons to use passive:• 1. When you don’t know the agent or “doer” of 1. When you don’t know the agent or “doer” of

the action, when the agent is not important, the action, when the agent is not important, obvious, or you don’t want to mention the agent.obvious, or you don’t want to mention the agent.• Ex. “John was arrested for loitering.” – Here the Ex. “John was arrested for loitering.” – Here the

agent is obvious, police are usually the only people agent is obvious, police are usually the only people who can arrest others.who can arrest others.

• 2. When you want the receiver of the action to 2. When you want the receiver of the action to become the subject and therefore the focus of the become the subject and therefore the focus of the sentence.sentence.• Ex. “Many African Americans and Hispanics have Ex. “Many African Americans and Hispanics have

been stopped simply because of their race.” – Here, been stopped simply because of their race.” – Here, the focus of the sentence has been shifted onto the the focus of the sentence has been shifted onto the victims of the racial profiling.victims of the racial profiling.

Passive VerbsPassive Verbs

• Reasons continued…Reasons continued…• 3. When you want to avoid the informality of 3. When you want to avoid the informality of

using the impersonal using the impersonal you you or or theythey..• Ex.Ex.

• Active: You should not stop innocent motorists based Active: You should not stop innocent motorists based on their race.on their race.

• Passive: Innocent motorists should not be stopped Passive: Innocent motorists should not be stopped based on their race.based on their race.

• Homework: Changing active verbs to passive Homework: Changing active verbs to passive assignment, on teacher page to print.assignment, on teacher page to print.

STANDARDSSTANDARDS• Reading Comprehension: Reading Comprehension:

• 2.4 Make warranted and reasonable 2.4 Make warranted and reasonable assertions about the author’s arguments assertions about the author’s arguments by using elements of the text to defend by using elements of the text to defend and clarify interpretations. and clarify interpretations.

• 2.5 Analyze an author’s implicit and 2.5 Analyze an author’s implicit and explicit philosophical assumptions and explicit philosophical assumptions and beliefs about a subject.beliefs about a subject.

• 2.6 Critique the power, validity, and 2.6 Critique the power, validity, and truthfulness of arguments set forth in truthfulness of arguments set forth in public documents; their appeal to both public documents; their appeal to both friendly and hostile audiences; and the friendly and hostile audiences; and the extent to which the arguments anticipate extent to which the arguments anticipate and address reader concerns and and address reader concerns and counterclaims (e.g., appeal to reason, to counterclaims (e.g., appeal to reason, to authority, to pathos and emotion). authority, to pathos and emotion).

• 1.0 Written and Oral English Language 1.0 Written and Oral English Language Conventions Students write and speak Conventions Students write and speak with a command of standard English with a command of standard English conventions. 1.1 Demonstrate control of conventions. 1.1 Demonstrate control of grammar, diction, and paragraph and grammar, diction, and paragraph and sentence structure and an understanding sentence structure and an understanding of English usage. 1.2 Produce legible of English usage. 1.2 Produce legible work that shows accurate spelling and work that shows accurate spelling and correct punctuation and capitalization. correct punctuation and capitalization.

OBJECTIVESOBJECTIVES

• Students will be able to:Students will be able to:• identify and define identify and define

ethos, pathos, and logosethos, pathos, and logos

• identify the purpose, identify the purpose, argument, persona, argument, persona, audience, and rhetorical audience, and rhetorical methods and strategies methods and strategies in a given passage.in a given passage.

• make assertions that make assertions that can be supported.can be supported.

• begin their final writing begin their final writing assignmentassignment

Thinking CriticallyThinking Critically

• Ethos, Pathos, and LogosEthos, Pathos, and Logos• What are they?What are they?

• Ethos: author’s appeal to credibility and reliability; Ethos: author’s appeal to credibility and reliability; his/her backgroundhis/her background

• Pathos: appeal to emotionPathos: appeal to emotion• Logos: appeal to logicLogos: appeal to logic

• Why do we use them? What is their purpose?Why do we use them? What is their purpose?• To help persuade. A good persuasive argument will To help persuade. A good persuasive argument will

use all three to have a balanced appeal to use all three to have a balanced appeal to persuade.persuade.

• It is always important to identify how a piece It is always important to identify how a piece or person is trying to persuade you!or person is trying to persuade you!

Thinking CriticallyThinking Critically

Questions about LogicQuestions about Logic

1.1. What are the 2 major assertions the author makes in this essay?What are the 2 major assertions the author makes in this essay?

2.2. What counterarguments does the author not deal with?What counterarguments does the author not deal with?

3.3. Do you think the author has left something out on purpose? Why?Do you think the author has left something out on purpose? Why?

Questions about EmotionsQuestions about Emotions

4.4. Does this piece affect you emotionally? Which parts?Does this piece affect you emotionally? Which parts?

5.5. Do you think the author is trying to manipulate the reader’s Do you think the author is trying to manipulate the reader’s emotions? How?emotions? How?

6.6. Do your emotions conflict with your logical interpretation of the Do your emotions conflict with your logical interpretation of the arguments?arguments?

7.7. Does the author use humor? How does that affect your Does the author use humor? How does that affect your acceptance of the author’s ideas?acceptance of the author’s ideas?

Thinking Critically Thinking Critically Continued…Continued…

Questions about the WriterQuestions about the Writer

8.8. Does the author have the right background Does the author have the right background to speak with authority on this subject?to speak with authority on this subject?

9.9. Is this author knowledgeable? Smart? Is this author knowledgeable? Smart? Successful?Successful?

10.10. What does the author’s style and language What does the author’s style and language tell you about him?tell you about him?

11.11. Do you trust this author? Why or why not?Do you trust this author? Why or why not?

12.12. Do you think this author is deceptive? Why Do you think this author is deceptive? Why or why not?or why not?

13.13. Do you think this author is serious?Do you think this author is serious?

Author’s PurposeAuthor’s Purpose

• There are five simple purposes for an author There are five simple purposes for an author to write a passage:to write a passage:• informinform• persuadepersuade• narratenarrate• entertainentertain• describedescribe

• ““Hounding the Innocent” is …?Hounding the Innocent” is …?

PAPA squarePAPA square

• Helps analyze rhetorical strategiesHelps analyze rhetorical strategies

• Stands for:Stands for:• purposepurpose• argumentargument• personapersona• audienceaudience

• Answer those four on the outside of the Answer those four on the outside of the squaresquare

• On the inside square identify the rhetorical On the inside square identify the rhetorical methods and strategies.methods and strategies.

ActivityActivity

• In groups of 4In groups of 4• One person needs to be the recorder/writerOne person needs to be the recorder/writer• One person needs to be the speakerOne person needs to be the speaker• One person needs to be materials manager and One person needs to be materials manager and

time enforcement.time enforcement.

• On a poster paper create a PAPA square to be On a poster paper create a PAPA square to be presented in classpresented in class

• You have 20 minutes to create your posterYou have 20 minutes to create your poster

• You will have 5 minutes to present itYou will have 5 minutes to present it

Making Assertions That Making Assertions That Can Be SupportedCan Be Supported

• Academic writers often make generalizations as Academic writers often make generalizations as they explain an issue and argue for their position. they explain an issue and argue for their position. However, they do not want to alienate their However, they do not want to alienate their audience by being too direct or assertive or by audience by being too direct or assertive or by making claims that cannot be supported.making claims that cannot be supported.

• Defensible assertions often answer the following Defensible assertions often answer the following questions:questions:• Who is doing somethingWho is doing something• How often does it happenHow often does it happen• How likely is itHow likely is it• Under what circumstances does it happenUnder what circumstances does it happen• When does it happenWhen does it happen• Where does this happenWhere does this happen

Strategies for Making Strategies for Making Defensible AssertionsDefensible Assertions

• Indicate who: change passive verbs to active Indicate who: change passive verbs to active or specify the agent.or specify the agent.

• Indicate frequency: Use adverbs such as Indicate frequency: Use adverbs such as sometimes, always, often, usually, generally, sometimes, always, often, usually, generally, rarely, or occasion.rarely, or occasion.

• Indicate probability: Use Modals such as may, Indicate probability: Use Modals such as may, might, can, could; use adverbs such as might, can, could; use adverbs such as possibly, probably, generally; or never use possibly, probably, generally; or never use nouns such as a possibility and a probabilitynouns such as a possibility and a probability

Continued…Continued…

• Indicate uncertainty: use verbs such as seem, Indicate uncertainty: use verbs such as seem, appear, tend, or suggest.appear, tend, or suggest.

• Indicate quantity: use quantifiers, such as Indicate quantity: use quantifiers, such as few, some, many, most, or virtually.few, some, many, most, or virtually.

Using the Words of Using the Words of OthersOthers

• One of the most important features of One of the most important features of academic writing is the use of words and academic writing is the use of words and ideas from written sources to support your ideas from written sources to support your own points.own points.

• Essentially, 3 ways to incorporate words and Essentially, 3 ways to incorporate words and ideas from sources into your own writing:ideas from sources into your own writing:• Direct QuotationDirect Quotation• ParaphraseParaphrase• SummarySummary

Direct QuotesDirect Quotes

• Bob Herbert says, “Most Americans have no Bob Herbert says, “Most Americans have no idea of the extent of the race-based profiling idea of the extent of the race-based profiling that is carried out by law enforcement officials that is carried out by law enforcement officials and the demoralizing effect it has on its and the demoralizing effect it has on its victims” (Herbert 17).victims” (Herbert 17).

ParaphraseParaphrase

• In “Hounding the Innocent,” Bob Herbert In “Hounding the Innocent,” Bob Herbert notes that racial profiling is more extensive notes that racial profiling is more extensive than we realize and is demoralizing to victims than we realize and is demoralizing to victims (Herbert 17).(Herbert 17).

SummarySummary

• In “Hounding the Innocent” Bob Herbert cites In “Hounding the Innocent” Bob Herbert cites statistics and stories from different parts of statistics and stories from different parts of the country to prove that the racial profiling is the country to prove that the racial profiling is extensive and unjust. According to the author, extensive and unjust. According to the author, “ethnic profiling” is practiced in a variety of “ethnic profiling” is practiced in a variety of ways all throughout the United States, and no ways all throughout the United States, and no people of color, either walking or driving, are people of color, either walking or driving, are free of its effects (Herbert 17).free of its effects (Herbert 17).

DocumentationDocumentation

• It is important to take notes with full citation It is important to take notes with full citation information.information.

• For print materials you need to record AT For print materials you need to record AT LEAST the author’s name, title of the LEAST the author’s name, title of the publication, city of publication, publisher, publication, city of publication, publisher, publication date, and page number.publication date, and page number.

• Citation for this article:Citation for this article:• Herbert, Bob. “Hounding the Innocent.” Herbert, Bob. “Hounding the Innocent.” The The

New York New York TimesTimes. 13 June 1999, Sec. 4: 17.. 13 June 1999, Sec. 4: 17.

Good ResourcesGood Resources

• http://owl.english.purdue.edu/owl/search.phphttp://owl.english.purdue.edu/owl/search.php

• http://www.mla.org/http://www.mla.org/

• http://easybib.com/http://easybib.com/

• http://www.library.cornell.edu/resrch/http://www.library.cornell.edu/resrch/citmanage/apacitmanage/apa

The AssignmentThe Assignment

• Write an essay that presents your opinion on Write an essay that presents your opinion on a controversial issue of your choice. Begin a controversial issue of your choice. Begin with a debatable thesis statement. Then with a debatable thesis statement. Then follow the guidelines for writing an follow the guidelines for writing an argument/persuasive essay. As you write your argument/persuasive essay. As you write your essay, be sure you support your opinions with essay, be sure you support your opinions with reasons. If something in the media (such as a reasons. If something in the media (such as a newspaper article, ad, or speech) inspired this newspaper article, ad, or speech) inspired this assignment, attach a copy to your paper assignment, attach a copy to your paper before you turn it in.before you turn it in.

Choosing a topicChoosing a topic

• Choose a controversial issue on this campus, Choose a controversial issue on this campus, in this city, in the news, etc. that is important in this city, in the news, etc. that is important to you.to you.

• Use a technique from the list on the following Use a technique from the list on the following page to generate ideas on the issue.page to generate ideas on the issue.

• Questions to consider:Questions to consider:• What is the exact issue?What is the exact issue?• Why is it important?Why is it important?• Why do people care about it? Why do people care about it? • How do you think the issue should be resolved?How do you think the issue should be resolved?

Prewriting StrategiesPrewriting Strategies

• Brainstorming: based on free association, the act Brainstorming: based on free association, the act of making a list of related words and phrases.of making a list of related words and phrases.

• Clustering/Webbing: process of “mapping” any Clustering/Webbing: process of “mapping” any ideas that come to mind.ideas that come to mind.

• Freewriting: writing for a brief period of time on Freewriting: writing for a brief period of time on whatever comes to mind.whatever comes to mind.

• Outlining: listing main ideas and details in the Outlining: listing main ideas and details in the order you wish to address them.order you wish to address them.

• Questioning: ask questions that will generate new Questioning: ask questions that will generate new topics and ideas (who, what, where, when, why, topics and ideas (who, what, where, when, why, and how).and how).

A Working ThesisA Working Thesis

• A tentative thesis, can be revised several times.A tentative thesis, can be revised several times.

• Your responses to the following questions will help Your responses to the following questions will help you write a tentative thesis.you write a tentative thesis.• What specific question will you answer in your What specific question will you answer in your

essay? What is your response to this question? (This essay? What is your response to this question? (This is your tentative thesis.)is your tentative thesis.)

• What support do/will you have/want to have?What support do/will you have/want to have?• What evidence have/will you found/find?What evidence have/will you found/find?• How much background do your readers need to How much background do your readers need to

understand your topic?understand your topic?• If readers would disagree with your thesis or the If readers would disagree with your thesis or the

validity of your support, what would they say? How validity of your support, what would they say? How would you address these concerns?would you address these concerns?