2. 11.18/ WED/THU
11.20/23: Vocab. 5 quiz 11.24/11.30: FRQ (graded) 12.3/4: Argumentation quiz 2 (enthymemes, logical fallacies, syllogisms) 12.11/14: Vocab. 6 quiz 12.15/16: Argumentation test 12.17/18: Argumentation FRQ
Due: outline. Put with grad paper tracker on table by folder.
warm-up: MLK and quote integration
activity: practicing with quote integration.
activity: logic, Edwards, feral cats
activity: enthymemes? Memes? Master memes?
close: AP MC!!! FOR REAL!!!

3. 11.18/11.19 warm-up: Quote integration
What’s wrong here?
In Martin Luther King’s “Letter from Birmingham Jail,” he says, “You deplore the demonstrations taking place in Birmingham.” This quote shows that his audience didn’t like what Martin Luther King was doing. Martin Luther King goes on to say, “I am sure that none of you would want to rest content with the superficial kind of social analysis that deals merely with effects and does not grapple with underlying causes. It is unfortunate that demonstrations are taking place in Birmingham, but it is even more unfortunate that the city’s white power structure left the Negro community with no alternative.” The reader can say from reading these quotes that Martin Luther King understands that his audience views the protests as unfortunate, but he feels that he has no choice but to protest because the audience has not listened to the demands of the Negro community. This shows that then there the reader sees that reading lines now I’m just putting words on paper I sure hope I get a good grade on this Martin Luther King Civil Rights.

4. 11.18/11.19 warm-up: Quote integration
In his “Letter from Birmingham Jail,” King appeals to his audience ethically by connecting to their concerns. Logically, however, he demonstrates that the Civil Rights movement trumps any such concerns. It is natural for the largely white audience to whom the letter is addressed to “deplore the demonstrations” that King has organized in Birmingham. King himself calls the situation “unfortunate.” But King’s concession does not extend to capitulation. The “underlying causes”—the inherent and unconstitutional racism that plagues the country—cannot be excused thus justifying the protests. Left with “no alternative” but to demonstrate in protest of having their rights stripped from them, King and the African-American community demonstrate that, logically, their course of action had to be taken regardless of how disruptive such protests might be.
Identify my claim, grounds and warrant. What type of claim have I made? What type of warrant does it look like I’ve used here?

5. 11.18/11.19 notes: Quote integration
Properly integrating quotes can be the difference between good synthesis and poor synthesis.
Let’s practice with Edwards’ bio on p. 122.
This is good quote integration.
Edwards was a key figure in what became known as “The Great Awakening.” Edwards, along with other prominent Puritan ministers, were concerned that “their congregations had grown too self- satisfied” (122). They preached to their jaded congregations that only by becoming “born again”—by accepting Jesus Christ into their lives—could a person by saved.

6. 11.18/11.19 warm-up: Quote integration
So good? Hurray!
Edwards was a key figure in what became known as “The Great Awakening.” Edwards, along with other prominent Puritan ministers, were concerned that “their congregations had grown too self-satisfied” (122). They preached to their jaded congregations that only by becoming “born again”—by accepting Jesus Christ into their lives—could a person by saved.
Not as good but still ok-ish:
Edwards was a key figure in what became known as “The Great Awakening.” “The movement grew out of a sense among some Puritan ministers that their congregations had grown too self-satisfied” (122). They preached to their jaded congregations that only by becoming “born again”—by accepting Jesus Christ into their lives—could a person by saved.
And it’s much better than . . .

7. 11.16/11.17 warm-up: Quote integration
Edwards was a key figure in what became known as “The Great Awakening.” “The movement grew out of a sense among some Puritan ministers that their congregations had grown too self-satisfied” (122). This shows that these Puritan ministers believed their congregations had become too self-satisfied.
Avoid like it’s exercise and vegetables the phrase “This shows that . . .”
It’s hackneyed and trivial. It sounds wonky at best.

8. 11.16/11.17 warm-up: Quote integration
According to Edwards, how does God perceive sinners?
According to Edwards, God views sinners as “loathsome insect[s]” (Edwards 50).
Add an explanation of this quote now.
According to Edwards, God views sinners as “loathsome insect[s]” (Edwards 50). A sinner has lost the humanity which God has bestowed. Humanity is a gift and one that can only be justified if one is converted.
Watch how this analysis falls apart with some lazy wording:
Edwards tells us that “The God that holds you over the pit of hell, much as one holds a spider, or some loathsome insect over the fire, abhors you, and is dreadfully provoked” (Edwards 49-50). This shows the reader that God doesn’t like you if you are a sinner, and that He is angry at you. This means that you should stop making God angry.
It sounds ridiculous, but it happens. I promise it happens.

9. 11.18/11.19 notes: Quote integration
NOTE: MLA requires all citations to go at the end of the sentence.
If you’re citing multiple lines from one source or multiple sources in that one sentence, there are ways to do that.
Edwards claims that we are “worms” and that God holds an “arrow” pointed at us (Edwards 124, 145).
Edwards claims that we are “worms” much in the same way that Hawthorne claims the Puritans are “barbaric” (Edwards 124; Hawthorne 67).
Let’s transition to logic, now.
Go into the text, then, and answer this question practicing your quote integration and MLA citation:
How does Edwards logically convey his view in his sermon “Sinners in the Hands of an Angry God”?

10. 11.18/11.19 notes: Logic
Can you now create a syllogism for Edwards’ argument?
Syllogism 1:
No unconverted men are saved from God’s anger.
Some of you are unconverted.
Therefore some of you are going to hell
Syllogism 2:
All unconverted men make God angry.
Therefore some of you are making God angry.

11. 11.18/11.19 notes: What be missing matey? Y’argh.
EXAMPLE 1
MAJOR:
MINOR: LeRoy’s dog is a lab.
CONCLUSION: Therefore LeRoy’s dog is nice.
EXAMPLE 2
MAJOR: No AP students like tacos
MINOR:
THEREFORE: Jill doesn’t like tacos
EXAMPLE 3 (this one is mixed up)
______: Some GMO laden foods have been proven to be harmful
______: Therefore, _________.
______: All corn sold at that store comes from GMO seeds.
EXAMPLE 4 (this one is mixed up):
______: Schuman teaches some college students.
______: Some college students hate writing papers.
______: Therefore, __________.

12. 11.18/11.19 notes: Valid argument
So what makes an argument valid? Technically, Edwards’ is. There’s no way to prove, of course, that God wants these things to happen (and that’s a type of fallacy), but his deduction is sound and, thus, logically valid.
This, of course, is also valid.
Example:
MAJOR: All human beings are mortal.
MINOR: Socrates is a human being.
CONCLUSION: ∴ Socrates is mortal.
What about these next few?

13. 11.18/11.19 notes: Valid argument
Example 1:
All cars are white
I own a car
∴ It is white
Example 2:
My dog Dylan likes chocolate.
LeRoy’s dog is named Nalyd.
∴ Nalyd likes chocolate.
Example 3:
No students attend tutoring
All students want the 7:25 bell back.
∴ Some students will attend tutoring.
Example 1: the fault here lies in the major premise. Not all cars are white. The major premise is false thus invalidating the rest of the syllogism.
Example 2: the fault here is in distribution. The minor premise is not distributed by the major premise. It is not contained in the major premise, so there is no way to verify the conclusion.
Example 3: Um, imma just going to sign a petition and hope for the best . . .
So how can you use this?

14. 11.18/11.19 notes: Valid argument
TNR [trap neuter release] programs can improve the health and well-being of a feral cat. In a study conducted by the University of Florida’s College of Veterinary Medicine, the body conditions of feral cats were evaluated before and after neutering. At the beginning of the study, 54 percent of the cats were thin or underweight, but a year after neutering, only 14 percent were underweight (Scott et al). An increase in weight reflects progression towards a more ideal state of health and improved welfare. In fact, the short lifespan of feral cats can be mostly attributed to “[t]he risks of being underweight” (LaCroix). The research clearly suggests that TNR helps to solve the problem of being underweight and can improve the health of the some feral cat populations.
This appears to be logically sound, but how can we be sure?
It appears most likely to be induction. So if we test it out by working backwards, we should see the deductive logic.
All underweight cats have severe health risks
TNR helps solve the issue of underweightedness in some feral cats
Therefore, a TNR program will alleviate the health risks for some feral cats.
The student’s thesis (or policy claim) suggested that local governments should fund these programs, and this paragraph seems to logically show the benefit of doing so.
I forget why exactly we wanted healthier feral cats at the moment, but I’m sure there was a reason . . .

15. 11.18/11.19 notes: Valid argument
That syllogism takes the form of “all, some, some”
All rabbits have fur
Some pets are rabbits
Some pets have fur
Thanks, Wikipedia! You make teaching logic fun!
One more?
All feral cats are dangerous
Some of those cats are feral
Some of those cats are dangerous (also, all cats are gross but that’s a separate argument and is understood so doesn’t need to be stated).

16. 11.18/11.19 notes: Valid argument
A student who participates in a foreign language program is more likely to succeed educationally. A study conducted by the University of Minnesota showed that students who know a foreign language are “90% more likely to graduate” from high school and “continue on to college” (Wayne 36). These students were successful because they knew foreign languages.
Again, this appears to be induction, but it is faulty. How so?
Major: All students who speak a foreign language succeed
Minor premise? Some students know a foreign language? Maybe?
Conclusion: Therefore all foreign language program ensures a student’s success? Maybe?
Is this ok? Maybe if we manipulate the language, we’ll come up with a syllogism that is successful, but that seems unlikely.
The student needs to do what in order to make this paragraph work?
This is not a problem with logic, but the argument is also fallacious. But we’ll be looking at logical fallacies next class . . .

17. 11.18/11.19 notes: Enthymeme Enthymeme? Expand to syllogism.
Socrates is mortal because he is human.
God punishes people because they are unconverted.
Syllogisms are seldom found in their pure form, but instead appear in the form of enthymemes.
“The enthymeme is a contextual, rhetorical concept that depends on a question at issue (and hence an audience), a claim, a reason, and an unstated premise that necessitates attention to the audience’s values. [. . .] Or, to put it in a familiar way, ordinary language, an enthymeme is a claim supported by a reason expressed as a because clause.”

18. 11.18/11.19 notes: Enthymeme Why use an enthymeme?
Statement is obvious.
Revealing statement may weaken the force of the argument.
It might be better to let the audience infer the argument.
How do you recognize enthymemes?
They often are compound sentences, with the two clauses linked by words such as for, so, therefore, consequently.
They may also be complex sentences with the clauses joined by words such as since or because.

19. 11.18/11.19 notes: Enthymeme
Identify what is missing from each enthymeme: the major premise, minor premise or the conclusion.
“He must be un-American because he supports progressive immigration reform.”
“Josh will succeed in life because he studied rhetoric.”
"I wanted to serve as President because I love this country and because I love the people of this Nation.“ -- Jimmy Carter, 1980 Concession Address

20. 11.17/11.18 close: Surprise! AP MC. 13 minutes. A
Oh. This one is awful. C B D E
Converted score:
11/11 = 11/11
10/11 = 10.5/11
9/11 = 9.95/11
8/11 = 9.38/11
7/11 = 8.77/11
6/11 = 8.12/11
5/11 = 7.42/11
4/11 = 6.63/11
3/11 = 5.74/11
2/11 = 4.69/11
1/11 = pictures of food

21. HW /11.19
If you haven’t, read the introduction to the analysis essay in Five Steps p
Annotate the Truman Capote excerpt on and resist the temptation to look on the subsequent pages because they totally annotate that thing for you.
Next class, we’ll continue with logical fallacies and examine how to write a rhetorical analysis FRQ.