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Thursday, September 4

September 4, 2014
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Argument: Today we took another quick claim/support/warrant assessment. Then I collected homework and we traded claims, trying to identify them.

Remember: Claims of fact occur when we can agree on terms. “The president has failed to do his job” can be thought of as a factual claim because there is general agreement about what the president’s job is.

There is a gray area between claims of fact and claims of definition — usually because there is disagreement on terms. Is the claim “Midland is in the grip of a crime wave” a claim of fact or definition? There are objective ways to measure crime, of course — but I would lean toward calling this a claim of definition, because we’re trying to assign a name (“crime wave”) to something.

There can be combined claims, which usually involve a claim of cause and some other claim. But let’s try to keep things simple. A combined claim is really just a claim and a support. For example, “ISIS is immoral because it beheads Americans.” “Because it beheads Americans” is the support for the claim “ISIS is immoral.”

Your homework for Tuesday is to find, on Twitter, a tweet that makes a claim. You will write down the claim (and the source, if you’re not just printing it out), and identify the type of claim.

New Media: Today we continued our discussion from Tuesday, bringing in and addressing ideas from Hobb’s Seven Great Debates. A new assignment was handed out: New Media 9.4.14 – Assignment #2. You will have all day on Tuesday to work and discuss things in your group and we will get back together and discuss your ideas on Thursday. Your homework for this weekend should be to personally go through the seven questions and try to figure out where you stand on these issues so that you have plenty to bring to the table on Tueday.

ALSO for Tuesday: your little research project is due at the beginning of class. Please write (or preferably type) up your notes in a comprehensive way – I will be looking at these and we will be discussing them (the following week). 

Siren: Reviewed the terms for parts of a front page and the parts of a story. I gave you a handout, which you should keep until I give you your books.

Style: Today you handed in your notes for How to Win Friends and Influence People, and we had a discussion. Here’s the board: photo (6)

Your pieces are due on Tuesday, as always. Make sure they are typed! Length will vary, but try to make it no shorter than a page. 

8th Grade: 

Survey: Poetry: Today we brainstormed a list of abstractions. You chose 10, and tried to give them the best images possible — some nice stuff! You also tried to come up with three cliched images. Some not-so-nice stuff. But I did ask for it…

We reviewed the chart on page 67 of your textbook, which takes us through five phases of figurative language. A good question was asked: should we be trying to shoot for the highest point on the chart, which is symbol(ism)? Not necessarily. Once you get above Phase One (the object itself, with no comparison made) and Phase Two (the object compared to something very similar; for example, “grass is kind of like wheat” or “orange juice is kind of like apple juice”), then the next three phases — simile, metaphor and symbol — are each legitimate choices.

Then we talked about image clusters, using the example of “On a Maine Beach” from your textbook. The poet, Robley Wilson, uses two sets of image clusters, which are groups of related images. One is a set of images related to money. The other is a set of circular images. Image clusters not only give your poem structure and shape — they can prevent image overload, which can happen when you throw a series of unrelated images at a reader.

For Tuesday, since you will have homework for Ms. Mulye, just re-read Chapter 4. It’s important enough to read twice.

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