Updating Nickel and Dimed
If you weren't at the July 30 session read one of the articles below--your choice. Each of the articles deals with the issue of low wage labor in the last two years. In the comment box below write a response in which you discuss the relationship between the CBS news article and Barbara Ehrenreich's book. You should characterize the relationship with a bold, insightful claim. Then develop and support the claim in your response.
CBS News Articles on Low Wages
http://www.cbsnews.com/8301-505123_162-57569266/minimum-wage-a-bad-idea-ask-execs-who-pay-even-more/
http://www.cbsnews.com/8301-505144_162-57415828/research-shows-the-us-is-a-low-wage-country/
http://www.cbsnews.com/8301-201_162-57595861/80-percent-of-u.s-adults-face-near-poverty-unemployment-survey-finds/
http://www.cbsnews.com/8301-505143_162-57504243/during-recovery-most-new-jobs-offer-low-wages/
http://www.cbsnews.com/8301-505124_162-57595890/fast-food-workers-have-it-your-way-elsewhere/
***
If you weren't at the July 30 session you should also watch the video below and read the commentary below. Both the video and the commentary show ways of responding to counterarguments. (Counterarguments oppose the point you are trying to make. In order to argue effectively it is important to anticipate and address the arguments of the other side either through controlled concession or sharp refutation.
In the comment box write down a possible counterargument (or counterclaim) for your proposal(s) for addressing the problem of low wage work in America. Then respond to the counterargument in a way that strengthens your position.
Robert Reich, "Raise the Minimum Wage"
http://www.youtube.com/watch?v=ct8CGJy9eF8
Evan Soltas, "Two Reasons Not to Raise the Minimum Wage"
http://www.bloomberg.com/news/2013-01-03/two-reasons-not-to-raise-the-minimum-wage.html
***
Extras to watch if you're interested in more.
Morgan Spurlock, 30 Days: Minimum Wage (2005)
http://money.howstuffworks.com/personal-finance/40720-30-days-minimum-wage-video.htm
(one to two minute clip)
http://www.teachertube.com:8809/viewVideo.php?video_id=258174
(nine to ten minute clip)
Monday, July 29, 2013
Monday, July 22, 2013
WHAT YOU MUST DO AFTER YOU FINISH READING NICKEL AND DIMED AND BEFORE COMING TO THE HIGH SCHOOL ON JULY 30*.
**********************
WHAT
TO DO AFTER YOU FINISH READING NICKEL AND DIMED AND
BEFORE COMING TO THE HIGH SCHOOL ON JULY 30*.
Respond
to two of the following rhetorical
analysis prompts.
Option #1: Engaging Writing Style
Option #1: Engaging Writing Style
Find
three passages in the book (one from the beginning, one from the middle, and
one from the end) that exemplify Barbara Ehrenreich's writing style: word choice (including swears), sentence structure (including incomplete sentences and complex-compound sentences, and tone (including humor). (You could write about the style aspects I've written in the parentheses above or you could write about other elements of style.) Analyze how the style of language
Ehrenreich uses in the three passages has an effect on the reader that
contributes to the purpose of the book as a whole.
Option
#2: Storytelling and Research
Find a passage in which Ehrenreich tells a story and uses a footnote to refer to research that develops the point made by the story. Analyze how the story and research provided in the footnote both support the point Ehrenreich is trying to make.
Option
#3: Comparing Characterizations of People
Compare and contrast how Ehrenreich characterizes three different people (one from Florida, one from Maine, one from Minnesota). Discuss how each characterization contributes to the point(s) Ehrenreich makes in the book. Try to compare three people with a similar role: three co-workers, three bosses, or three landlords. Pick a passage for each of the people.
Option
#4: Characterization of a Place
Compare and contrast how Ehrenreich characterizes three different places (Florida, Maine, Minnesota). Discuss how each characterization contributes to the point(s) Ehrenreich makes in the book. Pick a passage for each of the places.
Arrange
your responses with the quotations and page numbers of the quotations on the
left side of the paper and with your analysis on the right side. Each analysis
should be between 150 and 300 words.
***
Then, respond
to this argument prompt.
In Nickel and Dimed Barbara Ehrenreich uses personal experiences, the experiences of people she encounters, and additional research to illustrate the harsh realities faced by the working poor in America. In a short essay (approximately 500 words) explain the difficulties that Ehrenreich exposes and propose specific ways of addressing the difficulties. Make sure you develop and support your proposal(s). Convince me.
***
Set your responses up like this:
Your
name
My
name
Class
Date
Three Responses to Nickel and Dimed by Barbara Ehrenreich
(1) Copy
the rhetorical analysis prompt you are responding to here.
Put
the passages you are responding to in here. Make sure you include the
page numbers.
|
Write
your (150-300 word) response here.
|
(2) Copy
the second rhetorical analysis prompt you are responding to here.
Put
the passages you are responding to in here. Make sure you include the
page numbers.
|
Write
your (150-300 word) response here.
|
(3) Copy
the argument prompt here:In Nickel and Dimed
Barbara Ehrenreich uses personal experiences, the experiences of people
she encounters, and additional research to illustrate the harsh
realities faced by the working poor in America. In a short essay
(approximately 500 words) explain the difficulties that Ehrenreich
exposes and propose specific ways of addressing the difficulties. Make
sure you develop and support your proposal(s).
Then
write your argument essay here.
**********************
*If you cannot attend the session you must (1)
send an email to Mr. James Cook with the reason you cannot attend, (2)
turn in your passage responses through email, and (3) read the
description of the session posted on the blog (apenglangghs2015.blogspot.com) and write a response in the comment box.
Tuesday, July 9, 2013
Summer Session #1: All Souls
We began class by discussing which prompts we responded to and why. Most students picked characterization of place and characterization of people. We discussed why these prompts were most attractive. We also discussed indirect characterization versus direct characterization. (Look these terms up if you are not familiar with them.) Fewer students chose to find and respond to quotations about writing style and narrative structure. We discussed why these prompts were more difficult and why they are important to consider.
This discussion led to the introduction of other important concepts: Aristotle's rhetorical triangle (logos=appeal to reason, pathos=appeal to emotion, ethos=appeal to trustworthiness); objective and subjective narration; and tone. (If these concepts are unfamiliar look them up.)
At the end of the first hour we then used the comment box below to share with each other three events/moments/passages in the book that we felt were most important, two characters that we thought were important even though others may have missed them, and one statement about Michael Patrick MacDonald's purpose in writing the book. If you missed Tuesday's session you should do this in the comment box below too. But because you were not present to explain your response aloud during our meeting you should explain your response in writing below.
Then we explained how particular parts of the book and particular choices made by the author contributed to MacDonald's purpose. The students present on Tuesday had a lot to say about this. We talked about style and purpose, characterization and purpose, structure and purpose. During this discussion we talked about narrative arc, juxtaposition, and emotional ambivalence. (If these concepts are unfamiliar look them up.) As we talked our understanding of MacDonald's choices (in other words, his rhetorical strategies) deepened along with our understanding of the book's purpose.If you were not present on Tuesday choose an event/moment/passage from someone else's list in the comment box below. Explain how that event/moment/passage contributed to MacDonald's purpose.
For the last sliver of class we discussed the extent to which MacDonald's point about pride is true in Gloucester. We were able to advance some interesting ideas but weren't able to dig into developing and supporting these ideas. (We'll return to our relationship to our own environments later in the year.)
***
We'll next meet on June 30 to discuss Nickel and Dimed. As you read look for quotations that reveal the importance of structure/organization/sequence in the narrative; the importance of the narrative voice, style, and tone; the importance of characterization and character development; and the importance of characterization of places. Gather the quotations as you read, then next week I'll post the assignment. (I'm leaving in an hour or so to spend the week camping in far northern New Hampshire. More soon.)
This discussion led to the introduction of other important concepts: Aristotle's rhetorical triangle (logos=appeal to reason, pathos=appeal to emotion, ethos=appeal to trustworthiness); objective and subjective narration; and tone. (If these concepts are unfamiliar look them up.)
At the end of the first hour we then used the comment box below to share with each other three events/moments/passages in the book that we felt were most important, two characters that we thought were important even though others may have missed them, and one statement about Michael Patrick MacDonald's purpose in writing the book. If you missed Tuesday's session you should do this in the comment box below too. But because you were not present to explain your response aloud during our meeting you should explain your response in writing below.
Then we explained how particular parts of the book and particular choices made by the author contributed to MacDonald's purpose. The students present on Tuesday had a lot to say about this. We talked about style and purpose, characterization and purpose, structure and purpose. During this discussion we talked about narrative arc, juxtaposition, and emotional ambivalence. (If these concepts are unfamiliar look them up.) As we talked our understanding of MacDonald's choices (in other words, his rhetorical strategies) deepened along with our understanding of the book's purpose.If you were not present on Tuesday choose an event/moment/passage from someone else's list in the comment box below. Explain how that event/moment/passage contributed to MacDonald's purpose.
For the last sliver of class we discussed the extent to which MacDonald's point about pride is true in Gloucester. We were able to advance some interesting ideas but weren't able to dig into developing and supporting these ideas. (We'll return to our relationship to our own environments later in the year.)
***
We'll next meet on June 30 to discuss Nickel and Dimed. As you read look for quotations that reveal the importance of structure/organization/sequence in the narrative; the importance of the narrative voice, style, and tone; the importance of characterization and character development; and the importance of characterization of places. Gather the quotations as you read, then next week I'll post the assignment. (I'm leaving in an hour or so to spend the week camping in far northern New Hampshire. More soon.)
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