Rhetorical Strategies - Suffrage is Inevitable

EXIT TICKET

After reading the opening of Carrie Chapman's Catt's "from Suffrage is Inevitable" in class, identify the opening's rhetorical strategies and analyze their EFFECTS (what it DOES) on her overall argument/purpose/audience in a brief paragraph.

WU: Subversion

Watch the video provided here, and in a blog post, comment on how the video demonstrates subversion/subversiveness. After you make your own post, comment on ONE of your peers, entering into a conversation with her. By doing this, you will EXTEND what your classmate has said in her post.

HINT: Think about what you learned in the very first unit about culture -- more specifically high/dominant culture versus low culture. Also, read the information in the video and listen to the explanation of the dancer's background. Where does the dance form he mentions originate? What other dance forms does he seem to combine with it? Pay attention to the space he is using and what he is doing in that space. All of these considerations should assist you in considering how this video demonstrates subversion and subversiveness. Be sure to use the form of the word correctly.

Forms of the word:

subvert - verb
subversion - noun
subversive - adjective/adverb
subversiveness - noun

In other words, it's not enough so simply say you agree or disagree or that what the other student has said is "good". Instead, while you may certainly pay compliments or disagree, you must ADD information to what they are saying, EXTENDING, COMPLICATING, OR REFUTING what another student has said.

Here is the video:

The Other: Book Thief & Learning to Read

Warm up: Write a brief paragraph explaining how you see the idea of the "other" demonstrated in the readings for this unit so far ("Learning to Read" and _The Book Thief_). This should be virtually all analysis only (your observations after thinking critically about the text(s) ). You should draw from the information you read on the literary concept from the previous homework reading.

For homework:
Respond to at least TWO of your classmates' posts and enter into an analytic conversation regarding their comment. Your comment should add something new to their ideas, and not merely echo what has already been said. You may respond in a variety of ways that extend the discussion:

- You may respond in a way that approaches their idea(s) differently, helping your peer to see a different interpretation of the texts
- You may elaborate on their ideas and add new info or examples that agree with their analysis
- You may offer additional evidence from either different texts we've read or real world examples that could also support their ideas and analysis
- You may complicate their analysis by showing how their interpretation may not be as strong in other parts of the texts they or you cite
- You may altogether disagree with their analysis -- politely -- and offer alternative analysis, AND explain why their interpretation may have some logical gaps (degrees of rightness)

Your initial comment is due within the warm up time
Your response to two peers is due by the time you walk in for the next class (next week)

Learning to Read & Write - Frederick Douglass

In REPLY to this post, write 4 insights on "Learning to Read & Write" that can spark a discussion in class. These "insights" should be sentences of analysis in which you discuss some motif, theme, connection between other texts we've read, etc. These should be either claims or analysis sentences, and you should be able to direct us to parts of the text or other texts that demonstrate your insight. 

You have all come so far in your analysis and critical thinking skills, and YOU have learned to be astute readers and writers (See what I did there? 😉  ). Thus, we will use this exercise next class as a way to have a discussion on the texts, but a discussion that YOU ALL LEAD, instead of me. Use these sentences as ways to TEACH me and your fellow classmates critical ways of reading and thinking about the text. 

Be ready to discuss your posts. 

Write each "insight" as a separate, bulleted sentence.