Monday, September 8, 2008
Day 9 post 2
With the intensification of globalization and growth in technological sophistication and access, who do you think are the winners and who are the losers in the global economy?
Day 9 post 1
Please read the article at the following link, summarize it here, and then comment upon its contents. Your first paragraph should be a summary; your second paragraph should be your critique/comments.http://blog.aflcio.org/2008/04/09/
gap-between-americas-rich-and-poor-worsened-in-past-two-decades/
gap-between-americas-rich-and-poor-worsened-in-past-two-decades/
Wednesday, September 3, 2008
Day 8 post 2
Please publish 3/4 of your completed chapbook. The rest is due on Thursday, September 9 by 1 pm.
Day 8 post 1
Day 8 post 1:
Please define or clarify what constitutes the following:
MLA/APA format
The five steps of the writing process
Rhetorical modes: narration, description, comparison/contrast, process analysis, illustration, definition, classification, causal analysis, and argument
primary sources
secondary sources
editorials,
summary
essays
reviews
critiques
synthesis
analysis
abstract
methodology
independent variable
dependent vaiable
logos
ethos
pathos
annotated bibliography
literature review
Please define or clarify what constitutes the following:
MLA/APA format
The five steps of the writing process
Rhetorical modes: narration, description, comparison/contrast, process analysis, illustration, definition, classification, causal analysis, and argument
primary sources
secondary sources
editorials,
summary
essays
reviews
critiques
synthesis
analysis
abstract
methodology
independent variable
dependent vaiable
logos
ethos
pathos
annotated bibliography
literature review
Tuesday, September 2, 2008
Monday, September 1, 2008
Day 7 post 2
Everywhere we turn, someone is trying to persuade us--to buy a product, to vote for a candidate, to adopt a policy, to agree with certaint opinions. An attempt to do this on an organized or large scale, aiming atlarge numbers of people, is called propaganda. When we see the harmful effects of propaganda, we become fearful of it, but it is not always harmful.Advertising is one form of propaganda; writing our opinions to newspapers is another. So too, oftentimes, are political maneuvers. Propaganda is harmful when unscrupulous persuaders try to take advantage of people who are not equipped to "see through" the techniques being used, who are not being careful to distinguish factual evidence from opinion, or to question the source and reliability of the facts.
Now we will try to become more aware of the ways we are being appealed to, the ways LOGICAL FALLACIES (that is, faults in logic) are used by those who wish to cloud our logical thinking processes. To be aware of these commonly used techniques is to be
armed against them.
Please assemble a group of two to four members. Then each member will read the short story at the following link:
http://studentweb.hunter.cuny.edu/~murrayj/humor/loveisfallacy.html
PS the ending cut off/ Here it is:
Heartened by the knowledge that Polly was not altogether a cretin, I began a long, patient review of all I had told her. Over and over and over again I cited instances, pointed out flaws, kept hammering away without letup. It was like digging a tunnel. At first everything was work, sweat, and darkness. I had no idea when I would reach the light, or even if I would. But I persisted. I pounded and clawed and scraped, and finally I was rewarded. I saw a chink of light. And then the chink got bigger and the sun came pouring in and all was bright.
Five grueling nights this took, but it was worth it. I had made a logician out of Polly; I had taught her to think. My job was done. She was worthy of me at last. She was a fit wife for me, a proper hostess for my many mansions, a suitable mother for my well-heeled children.
It must not be thought that I was without love for this girl. Quite the contrary. Just as Pygmalion loved the perfect woman he had fashioned, so I loved mine. The time had come to change our relationship from academic to romantic.
"Polly," I said when we next sat beneath our oak, "tonight we will not discuss fallacies."
"Aw, gee," she said, disappointed.
"My dear," I said, favoring her with a smile, "we have now spent five evenings together. We have gotten along splendidly. It is clear that we are well matched."
"Hasty Generalization," said Polly brightly.
"I beg your pardon," said I.
"Hasty Generalization," she repeated. "How can you say that we are well matched on the basis of only five dates?"
I chuckled with amusement. The dear child had learned her lessons well. "My dear," I said, patting her head in a tolerant manner, "five dates is plenty. After all, you don't have to eat a whole cake to know that it's good."
"False Analogy," said Polly promptly. "I'm not a cake. I'm a girl."
I chuckled with somewhat less amusement. The dear child had learned her lesson perhaps too well. I decided to change tactics. Obviously the best approach was a simple, strong, direct declaration of love. I paused for a moment while my massive brain chose the proper words. Then I began:
"Polly, I love you. You are the whole world to me, and the moon and the stars and the constellations of outer space. Please, my darling, say that you will go steady with me, for if you will not, life will be meaningless. I will languish. I will refuse my meals. I will wander the face of the earth, a shambling, hollow-eyed hulk."
There, I thought, folding my arms, that ought to do it.
"Ad Misericordiam," said Polly.
I ground my teeth. I was not Pygmalion; I was Frankenstein, and my monster had me by the throat. Frantically I fought back the tide of panic surging through me. At all costs I had to keep cool.
"Well, Polly," I said, forcing a smile, "you certainly have learned your fallacies."
"You're darn right," she said with a vigorous nod.
"And who taught them to you, Polly?"
"You did."
"That's right. So you do owe me something, don't you, my dear? If I hadn't come along you would never have learned about fallacies."
"Hypothesis Contrary to Fact," she said instantly.
I dashed perspiration from my brow. "Polly," I croaked, "You mustn't take all these things so literally. I mean this is just classroom stuff. You know that the things you learn in school don't have anything to do with life."
"Dicto Simpliciter," she said, wagging her finger at me playfully.
That did it. I leaped to my feet, bellowing like a bull. "Will you or will you not go steady with me?"
"I will not," she replied.
"Why not?" I demanded.
"Because this afternoon I promised Petey Bellows that I would go steady with him."
I reeled back, overcome with the infamy of it. After he promised, after he made a deal, after he shook my hand! "That rat!" I shrieked, kicking up great chuncks of turf. "You can't go with him, Polly. He's a liar. He's a cheat. He's a rat."
"Poisoning the Well," said Polly, "and stop shouting. I think shouting must be a fallacy too."
With an immense effort of will, I modulated my voice. "All right," I said. "You're a logician. Let's look at this thing logically. How could you choose Petey Bellows over me? Look at me--a brilliant student, a tremendous intellectual, a man with an assured future. Look at Petey--a knot-head, a jitterbug, a guy who'll never know where his next meal is coming from. Can you give me one logical reason why you should go steady with Petey Bellows?"
"I certainly can," declared Polly. "He's got a racoon coat."
Or you can read the full version (ending is not cut off) at
http://www.accd.edu/sac/english/gburton/love%20is%20a%20fallacy.htm
Next, discuss the story with your group and have one member write up a well-developed paragraph addressing the following questions:
1. What amusing lesson or lessons do readers learn from reading the story?
2. Do you think love is in fact a fallacy?
Only one group member need post the paragraph, but be sure to include all group member's names in it.
Now we will try to become more aware of the ways we are being appealed to, the ways LOGICAL FALLACIES (that is, faults in logic) are used by those who wish to cloud our logical thinking processes. To be aware of these commonly used techniques is to be
armed against them.
Please assemble a group of two to four members. Then each member will read the short story at the following link:
http://studentweb.hunter.cuny.edu/~murrayj/humor/loveisfallacy.html
PS the ending cut off/ Here it is:
Heartened by the knowledge that Polly was not altogether a cretin, I began a long, patient review of all I had told her. Over and over and over again I cited instances, pointed out flaws, kept hammering away without letup. It was like digging a tunnel. At first everything was work, sweat, and darkness. I had no idea when I would reach the light, or even if I would. But I persisted. I pounded and clawed and scraped, and finally I was rewarded. I saw a chink of light. And then the chink got bigger and the sun came pouring in and all was bright.
Five grueling nights this took, but it was worth it. I had made a logician out of Polly; I had taught her to think. My job was done. She was worthy of me at last. She was a fit wife for me, a proper hostess for my many mansions, a suitable mother for my well-heeled children.
It must not be thought that I was without love for this girl. Quite the contrary. Just as Pygmalion loved the perfect woman he had fashioned, so I loved mine. The time had come to change our relationship from academic to romantic.
"Polly," I said when we next sat beneath our oak, "tonight we will not discuss fallacies."
"Aw, gee," she said, disappointed.
"My dear," I said, favoring her with a smile, "we have now spent five evenings together. We have gotten along splendidly. It is clear that we are well matched."
"Hasty Generalization," said Polly brightly.
"I beg your pardon," said I.
"Hasty Generalization," she repeated. "How can you say that we are well matched on the basis of only five dates?"
I chuckled with amusement. The dear child had learned her lessons well. "My dear," I said, patting her head in a tolerant manner, "five dates is plenty. After all, you don't have to eat a whole cake to know that it's good."
"False Analogy," said Polly promptly. "I'm not a cake. I'm a girl."
I chuckled with somewhat less amusement. The dear child had learned her lesson perhaps too well. I decided to change tactics. Obviously the best approach was a simple, strong, direct declaration of love. I paused for a moment while my massive brain chose the proper words. Then I began:
"Polly, I love you. You are the whole world to me, and the moon and the stars and the constellations of outer space. Please, my darling, say that you will go steady with me, for if you will not, life will be meaningless. I will languish. I will refuse my meals. I will wander the face of the earth, a shambling, hollow-eyed hulk."
There, I thought, folding my arms, that ought to do it.
"Ad Misericordiam," said Polly.
I ground my teeth. I was not Pygmalion; I was Frankenstein, and my monster had me by the throat. Frantically I fought back the tide of panic surging through me. At all costs I had to keep cool.
"Well, Polly," I said, forcing a smile, "you certainly have learned your fallacies."
"You're darn right," she said with a vigorous nod.
"And who taught them to you, Polly?"
"You did."
"That's right. So you do owe me something, don't you, my dear? If I hadn't come along you would never have learned about fallacies."
"Hypothesis Contrary to Fact," she said instantly.
I dashed perspiration from my brow. "Polly," I croaked, "You mustn't take all these things so literally. I mean this is just classroom stuff. You know that the things you learn in school don't have anything to do with life."
"Dicto Simpliciter," she said, wagging her finger at me playfully.
That did it. I leaped to my feet, bellowing like a bull. "Will you or will you not go steady with me?"
"I will not," she replied.
"Why not?" I demanded.
"Because this afternoon I promised Petey Bellows that I would go steady with him."
I reeled back, overcome with the infamy of it. After he promised, after he made a deal, after he shook my hand! "That rat!" I shrieked, kicking up great chuncks of turf. "You can't go with him, Polly. He's a liar. He's a cheat. He's a rat."
"Poisoning the Well," said Polly, "and stop shouting. I think shouting must be a fallacy too."
With an immense effort of will, I modulated my voice. "All right," I said. "You're a logician. Let's look at this thing logically. How could you choose Petey Bellows over me? Look at me--a brilliant student, a tremendous intellectual, a man with an assured future. Look at Petey--a knot-head, a jitterbug, a guy who'll never know where his next meal is coming from. Can you give me one logical reason why you should go steady with Petey Bellows?"
"I certainly can," declared Polly. "He's got a racoon coat."
Or you can read the full version (ending is not cut off) at
http://www.accd.edu/sac/english/gburton/love%20is%20a%20fallacy.htm
Next, discuss the story with your group and have one member write up a well-developed paragraph addressing the following questions:
1. What amusing lesson or lessons do readers learn from reading the story?
2. Do you think love is in fact a fallacy?
Only one group member need post the paragraph, but be sure to include all group member's names in it.
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