A number of students weren’t in class yesterday to read "The Case Against High School Sports" by Amanda Ripley published in the Atlantic Monthly, so to get them caught up while still having the rest of the students engaged in meaningful activities, I will have the absent students read last night’s article and fill out their reading sheet while the rest of the class reads a rebuttal to the article called “High-School Sports Aren’t Killing Academics” by Daniel H. Bowen and Collin Hitt posted October 2, 2013 on Atlantic Monthly on-line. While reading, they will annotate, noting rhetorical strategies, with their goal being to decide which article has the better rhetoric in presenting their argument.
By asking students to compare rhetorical impact, it forces them to interact with the piece differently—looking not only at the strategies the writer uses, but also to consider what isn’t there, how relevant the evidence is, how logical the arguments are, etc. Recognizing what is not in the text as part of their analysis in particular is a new skill emphasized in the Common Core for eleventh and twelfth grade, so comparing texts is one way to teach students how to utilize this analysis strategy (since that is the essence of that skill--we compare what we are reading to other things we've read on the topic as well as our own knowledge of the topic; the trick is to make this process conscious). Evaluating the texts at this level will also help them learn how to enter the conversation of academic discourse, a skill we will build toward this unit as part of the AP English Language and Composition requirements. This rebuttal will be particularly helpful for looking at rhetorical strategies because most of the students were not in favor of Amanda Ripley's assertion that we should get rid of high school sports. However, she makes a stronger logical argument than the rebuttal.
If there is time, I hope to spend a few minutes at the end of class addressing the original piece by sharing data from their reading sheets (I also want to model the rigor they should put into the reading sheets going forward). I suspect that we’ll have 10 or 15 minutes to start this conversation, but this will likely be where we pick up in the next class.
Next Steps: We will pick up with the reading sheets next class; we will jointly create a model of what a good analysis using this tool should look like.
Поверь мне, постараюсь изо всех сил. ГЛАВА 52 Клуб Колдун располагался на окраине города, в конце автобусного маршрута 27. Похожий скорее на крепость, чем на танцевальное заведение, он со всех сторон был окружен высокими оштукатуренными стенами с вделанными в них битыми пивными бутылками - своего рода примитивной системой безопасности, не дающей возможности проникнуть в клуб незаконно, не оставив на стене изрядной части собственного тела.
Еще в автобусе Беккер смирился с мыслью, что его миссия провалилась.