AP Unit 4: Further View on Argument
Nov. 1 - Dec. 17
OBJECTIVES:
- Continued application of argument analysis
- Further investigation of argument from various viewpoints
- Continued study of argumentative methods (pathos, logos, ethos) and supportive details
- Continued practice with thesis statements
- Review of grammar rules for phrases and clauses.
- Introduction and application of sentence clarity guidelines.
STUDENTS WILL BE ABLE TO:
• Write an elegant thesis statements and outline supporting evidence.
• Identify differing tones and viewpoints, as well as arguments along logical, ethical, and emotional lines.
• Critically mimic authors’ use of such methods.
• Write a critical essay on one author’s view of an argument (rebuttal).
• Introduction to and application of advanced grammar & usage
• Students will learn, master, and implement strategies for unit’s essay type.
• Demonstrate growing vocabulary and grammatical knowledge through concise and mature writing style.
READINGS & VIEWINGS:
from Current Issues and Enduring Questions
“A Philosopher’s View: The Toulmin Model” (325-336)
“Raise Wages, Not Walls” (Dukakis and Mitchell)
“A Logician’s View: Deduction, Induction, Fallacies” (337-380)
“Love is a Fallacy” (Shulman)
“A Moralist’s View: Ways of Thinking Ethically” (381-416)
“Famine, Affluence, and Morality” (Singer)
“Lifeboat Ethics: The Case against Helping the Poor” (Hardin)
“Three Letters (to an Ethicist)” (Cohen)
“A Lawyer’s View: Steps toward Civic Literacy” (417-452)
“Texas v. Johnson” (Brennan and Rehnquist)
“New Jersey v. T.L.O.” (White and Stevens)
“Roe v. Wade” (Blackman and Rehnquist)
“A Psychologist’s View: Rogerian Argument (453-464)
“Communication: Its Blocking and Its Facilitation”
“A Literary Critic’s View: Arguing about Literature” (465-494)
“Mending Wall” (Frost)
“The Deluded Speaker in Frost’s ‘Mending Wall’” (Deutsch)
“The Debate in Robert Frost’s ‘Mending Wall’” (Alonso)
“To His Coy Mistress” (Marvell)
“The Story of an Hour” (Chopin)
“The Greater Part of the Stories Current Today We Shall Have to Reject” (Plato)
"A Forensic View: Oral Presentation and Debate” (495-502)
from Warriner’s Handbook
“The Phrase” (52-73)
“The Clause” (74-93)
“Writing Clear Sentences” (434-457)
from 5 Steps to a 5
“Comprehensive Review--Argument” (177-188)
MAJOR ASSIGNMENT:
Argument Essay #2 (Major Writing Assignment) Students are expected to utilize newly acquired vocabulary and literary devices in all of their unit essays. Students must choose their own essay topic for each essay category. The scope of the topic must be appropriate. Students must display aclear thesis and clearly support this thesis. Please see writing assignment
rubric for further details.
Students must also use all stages of the reading process as detailed in Current Issues… to complete the assignment. Then, student must use the following process to write the essay (process to be explained in detail):
Stage 1: Planning (includes journaling, listing, and speculating)
Stage 2: Drafting (includes scratch outline, discovery draft, descriptive outline, formal outline, and rough draft)
Stage 3: Revising (includes peer draft, 1st draft, and final draft after teacher review)
Stage 4: Designing (includes final draft, MLA conventions, and layout)
