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Age of Reason group work

Mr. Naymik — Mon, 05 Oct 2009 13:08:10 +0000

General directions:

Create a PowerPoint presentation for your group’s prompt.
Everyone must contribute
All group prompts require quotes from sources to be show in the PowerPoint and then somehow explained. See the prompts below.
You need at least 1 graphic or picture
Must have title slide with group members’ names.
The slides must be easy to read (good use of colors, bits of information on several slides rather than all info on one slide, etc.) For more tips, click here.
Submitted through the upload form on the Website. In the “Message” field type in “group assignment,” period, and group number.
You will teach the class about your prompt, using your PowerPoint.

Group 1
Find and explain an example of logos, ethos, and pathos from Letter from Birmingham Jail and explain it. Click here if you do not remember what these are. Make sure your audience, the class, know what they mean.

Group 2
Find and explain an example of logos, ethos, and pathos from the Declaration of Independence and/or the “Speech in the Virginia Convention.” Click here if you do not remember what these are. Make sure your audience, the class, know what they mean.

Group 3
State the audience, purpose, and prompt for each of the readings. Explain how, with an example, each is written in a way appropriate to its audience (tone, language, reasoning, etc.). RAPP Info

Group 4
Find an example of the for techniques for emphasis that we studied (remember the cheeseburger?) and explain their use using “Speech in the Virginia Convention”. Make sure your audience understands each technique. Visit the rhetorical emphasis post for more info.

Group 5
Choose an important quote form each reading, show it, translate it, and explain why it is important (what does it contribute to the author’s argument?).

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Translating tough passages

Mr. Naymik — Wed, 30 Sep 2009 16:33:45 +0000

A lot of things we read are either old and use difficult language or new and use big words and such, making them difficult to read. The only way to understand what the author is saying is put parts of the writing into your own words—essentially translating it into language that you understand. As we read the Declaration of Independence, The Crisis, and Letter from Birmingham Jail, use these steps to break down passages and put them into your own words.

Read the passage and try to get a feeling for what is going on.

He has forbidden his Governors to pass Laws of immediate and pressing importance, unless suspended in their operation till his Assent should be obtained; and when so suspended, he has utterly neglected to attend to them.

Then follow these steps to understanding:

Translating Notes

[Show as slideshow]

Click the slide to view the notes. The key is to replace information you don’t understand with information that you do.

The king has forbidden his governors to pass important laws, or if they do pass laws, they are temporarily stopped from taking effect till the king gives the ok; and when the laws are temporarily stopped, he has completely ignored the laws so they could never take effect.

Declaration of Independence Perhaps the most influential document in American history, The...
Letter from Birmingham Jail Written in sitting in jail in 1963 following a protest...
Quoting sources for your arguement An important skill for all upper level papers is the...

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Declaration of Independence

Mr. Naymik — Sun, 27 Sep 2009 17:01:28 +0000

Perhaps the most influential document in American history, The Declaration of Independence details the Philosophy of the colonial revolutionaries and outlines their experiences with what they call a tyrannical king. The document is an example of an argument that uses logos, or logic to persuade its audience (for more info on argument, click here.) This logic is evident in the five parts of the the D of I.

Intro–Purpose of document
How things should work
How the King violated the ideal
How the colonist tried to correct it
What must now be done to reach the ideal

The following notes give a brief history of the colonist struggle against Britain, which reflects the parts of the D of I (the process that they went through to achieve their purpose is important, not the historical details).

[Show as slideshow]

As you read the document, note how the language and structure is appropriate for the audience and purpose.

Also, the final version is different from what Thomas Jefferson wrote. Jefferson wrote a couple passages dealing with slavery, which were deleted by the Second Continental Congress. To understand these passages, you need to translate Jefferson’s words into your own. Read this page for instructions on how to do this, then complete the worksheet with the deleted passages ( translating the declaration of independence).

Read it ( Declaration of Independance), or watch actors read below.

Unit One Review US Lit II Unit 1 Topic Review This first unit...
Age of Reason group work General directions: Create a PowerPoint presentation for your group’s prompt....
Letter from Birmingham Jail Written in sitting in jail in 1963 following a protest...

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