Week 06: Fallacies of Thought and Writing Dialogue

Tuesday: Evidence and Logical Fallacies

Building on the introduction to types of evidence, we worked in class with texts on pages 142-145 to identify examples of each type: logical, empirical and anecdotal.

Then we looked at page 146, and the examples of fallacies found there.

We went back to the previous texts, and looked for examples of fallacies– hasty generalization, either/or, or ad populum were the most common that we found in the texts.

Assignment: Worksheet on “Writing Dialogue” as a punctuation and style lesson.

Assignment: 2.4- All activities for Thursday.

Assignment: Reading journals are due soon.

Thursday: Structuring an Argument

Today we discussed how dialogue is structured, answered your questions that came up based on the worksheet, and looked at some examples of how to use “tags” to clarify who is speaking when using dialogue in text.

We discusses question three on page 101, and then looked at the NARRATIVE FRAME in this selection.  This text has three levels that we need to consider and it looks a bit like a target.  The outside ring is the author, adult Mark Mathabane; the next ring is the narrator, adult Mark Mathebane– who also is functioning in the story as the guide and remember-er of the past; the last ring is kid Mark Mathebane, whose voice we see in the dialogue.  Each of these levels need to be considered when looking at the purpose/message/meaning of the selection.

Moving on, we discussed the idea of “civil disobedience” and how it might look.

We then did the first reading of the passage on page 148, listened to the audio track, and identified vocabulary that is needed to understand the passage.

Assignment: Reading 2 and 3 of the passage so that you can answer Question #5 on page 149.

Assignment: Digital Quiz in SpringBoard– it covers section 2.2-2.5.  

  • Mr. Buric sent me this information which outlines the skills covered in the digital quiz-
    • Determine a poetic technique’s impact on tone, based on evidence from the text.
    • Choose selections which create a specific type of imagery.
    • Determine a central theme or main idea, based on evidence from the text.
    • Create an inference based on evidence from the text.
    • From an unseen text, discuss how point of view shapes an author’s content and style
    • Create an inference based on evidence from the text.
    • Combine two sentences using proper punctuation and sentence structure.

Assignment: Continue to work on your reading journal.