Explanation versus Argument

My students like to say that an author suggests, explains, or informs. They are reluctant to state that the author claims, argues, or contends.

Suggestions, explanations, and information are safe and sure. Facts are facts. No evaluation is needed.

And so they buy into everything we read.

I am reading papers about de Waal. He informs. He explains. He suggests.

No. De Waal argues that he is right and the rest of the world, anyone who disagrees with him, is wrong.

In rhetoric, we identify his argument and his claims, we evaluate the way he says it, and we determine the effectiveness of his argument. We find what others have to say about it.

We don't just repeat it.

I must remember to communicate this to students next time around. Sigh.

Or even this time around.

Homework and Attendance

Students stay home for the flu--and pretend to have the flu so they can stay home.

What can I do?

I think I have been too lax, but it is difficult to change now.

One student still attends class, but hasn't turned in either of the major projects.

Several students failed to turn in the second project.

Do they think they are going to pass without these assignments?

And homework--do they think it's optional?

Austin is one of the best writers in the class, but rarely turns in homework. He's been out sick for a couple of weeks. He turned in the project 2 draft late, but hasn't done a revision yet. Of course no homework.

I want these students to succeed, but I can't do the work for them.

Next semester I will be more specific, tougher.

Visual Rhetoric

I have to say--this is a blast.

Analysis of this kind is easier than text because we have concrete examples in front of us. I know everyone has done the "reading" because we have done it together in class.

• They are doing lots of writing--about a page per class day. I want them to begin writing paragraphs that can be used for their upcoming assignment.

I wonder how use of visuals (power point, etc.) would affect discussion of print text. If students could see the print on a screen, would they be more engaged?

Would film clips or photos illustrating related ideas be helpful to understanding of print text?

Perhaps it's me--if I see what's on the screen, I spend less time looking at notes and more time looking at students. Not that I look at my notes a lot, but I'm thinking the notes on the screen help direct their attention.

I am hoping--okay praying--I get a smart classroom next semester. I am assuming I will teach again--but perhaps I should pray about that as well. Fewer students means fewer sections, and fewer sections means fewer TAs.

Secondary Sources or Research or Both

Laura chose her students' secondary sources rather than letting them find the sources on their own. There are advantages to this.

• I would be familiar with these sources and more able to help students integrate them into study of the primary source.
• In fact, integration would be the focus rather than research.
• I wouldn't have to spend time looking at their sources.

Research is valuable, but is there time to teach both skills? I don't know. I feel like we did good analysis of de Waal, but that I didn't teach synthesis of sources OR research very well. I would do better next time, I think.

An In-depth Exploration

I really don't understand.

My students, with their two short secondary sources, claim that they are doing in-depth research, that they will prove de Waal is correct, or wrong, or whatever.

Next time around, I really need to caution them about this.

It sounds arrogant, and I find it irritating.