Click here to read Gabler's op-ed piece "The Elusive Big Idea."

Link to Pinker's op-ed piece & the definition of op-ed

Click here for Steven Pinker's article.

I want to remind you to differentiate between fact and opinion when reading op-ed articles. Granted, the contributors are experts, but when they write op-ed pieces the content is usually presented to favor one side of the argument. As with everything else you read, remember that there is always another side to the story. 






Here is the New Oxford American Dictionary definition for op-ed: (also Op-Ed)
adjective - denoting or printed on the page opposite the editorial page in anewspaper, devoted to commentary, feature articles, etc.ORIGIN 1940s: shortening of op(posite the) ed(itorial page).
Listed below is the definition that is available on Wikipedia (gasp...your teacher does visit the site occasionally). 
Typically, a newspaper's editorial board evaluates which issues are important for their readership to know the newspaper's opinion.Editorials are typically published ona special page dedicated to them,called the editorial page, which often also features letters to the editor from members of the public; the page opposite this page is called the op-ed page and frequently contains opinion pieces by writersnot directly affiliated with thepublication. However, a newspaper may choose to publish an editorial on the front page. In most English language press, this is done only rarely and on topics considered especially important; however, it is more common in some Europeancountries such as Italy andFrance.^[5] 

Announcements

Seniors,

Wednesday: Make sure you have the 19 vocabulary words defined. I will check them at the beginning of class.

Thursday: Bring three articles that support your argument for the speech topic, "What are the benefits and disadvantages of the increased use of social media applications in everyday life?" No, the articles that we are analyzing in class do not count. Remember that Wikipedia does not count as a credible academic source. I have found much luck googling phrases such as "op ed social media" or "opinion digital natives learning."

Friday: There is a test on this week's vocabulary words, sentence combining, and plagiarism. Journals will be taken up at the beginning of class. If you have journals that did receive my mark of approval, you must make the necessary revisions in order for your entry to receive credit. This is an easy way to improve your average.

Thinking ahead...

Tuesday, October 4: Speeches will begin. Students may use standard 5x7 or 5x8 cards. ALL students must turn in their outline and works cited page at the beginning of class. Speeches must be at least two minutes in length but not exceed three minutes. I will draw names in class, and that is how the order of speeches will be determined. I am allocating the first 20-25 minutes of class each day next week to speeches; the remaining class time will be used to review for the nine weeks test.

The nine weeks test for English is scheduled for Thursday, October 6. All of the vocabulary words that we have covered will be on the test, so do not procrastinate studying. Questions from Beowulf and the information we covered concerning Anglo-Saxon culture will be on the test. Additionally, you all need to know the steps a hero must take according to Joseph Campbell's model. There will be a section that requires you all to explain whether a passage is plagiarized or acceptable. We will continue learning proper MLA citation this week.

Extra credit assignments must be submitted by the end of the school on October 10. 

To do list

Seniors,

Please refer to this list and make sure that you complete assignments and are prepared for class.

Wednesday: There is a quiz on the first few sections of Beowulf. Pages 24-38 will be covered.

Revised drafts must be typed and turned in at the beginning of class. If you are satisfied with the first draft's grade, you may turn in the final draft on Friday. Remember to keep your rough drafts and turn them in with the final draft I marked so that I can clearly see where you revised the content.

Thursday: Before coming to class, read "The Battle with the Dragon" on pages 38-49. Draw the dragon and remember to stay true to the text's description. Your drawing will prove that you paid careful attention to the details and understood the passage. In addition to drawing the dragon, explain how the dragon reflects certain aspects of Beowulf's character. What does the dragon symbolize?

Friday: We shall review for the test on Beowulf. Final essay drafts are due at the beginning of class. The essays must be typed and double spaced or I will not accept them.

Monday: Test on Beowulf 

Extra, Extra!

Seniors,

Many of you have inquired about earning extra-credit. Though I believe that there are plenty of grades and assignments given in this class, which should allow any of you to pull up your average, I have discovered a fantastic opportunity for those wishing to add a 100 test score and quiz score to your average.

The W. W. Norton & Company Publishing Company is holding its first annual Poetry Recitation Contest!
In order to receive the extra-credit, you must follow the instructions and meet the requirements listed on the company's website. Here's a link to the publisher's page that describes the competition: Click here for recitation entry information!

Remember that in addition to successfully entering the competition, you must recite the poem in class. For those of you who said, "I don't know how to upload a video to youtube," google it!

Break a leg!

Rough Drafts are due Friday!

Seniors,
Your typed rough draft is due this Friday at the beginning of class. You should already have the introductory paragraph, the two topics that connect your interpretation to the body paragraphs, and your reflection.

If you are still searching for the articles that relate Plato's allegory to current issues, please let me know and I will help you.

Tomorrow we will continue studying Beowulf. Don't procrastinate writing the rest of your essay. We must continue covering literature; manage your time wisely.

They Say...I Say

Seniors, 

Please consider using the following templates, especially when writing the paragraphs that explain topics one and two. 

A little note about the templates: The following document was posted by the University of Washington Writing Center instructors. The templates stem from Gerald Graff and Cathy Berkenstein's book, They Say...I Say. The book provides a new approach for teaching writing and allows students to employ rhetorical techniques that skilled writers use automatically. 

I LOVE THE TEMPLATES! PLEASE PRINT THEM, SAVE THEM, AND USE THEM! 

Useful Templates

Need help getting started on a paper and/or making certain rhetorical moves in your paper? These templates might help!

INTRODUCING WHAT “THEY SAY”

 A number of sociologists have recently suggested that X’s work has several fundamental problems.  Is has become common today to dismiss X’s contribution to this field of sociology.  In their recent work, Y and Z have offered harsh critiques of Dr. X for _________.

INTRODUCING “STANDARD VIEWS”

 Americans today tend to believe that _________.  Conventional wisdom has it that _________.  Common sense seems to dictate that _________.  The standard way of thinking about topic X has it that _________.  It is often said that _________.

 My whole life I have heard it said that _________.  You would think that _________.  Many people assumed that _________.

MAKING WHAT “THEY SAY” SOMETHING YOU SAY  I’ve always believed that _________.  When I was a child, I used to think that _________.  Although I should know better by now, I cannot help thinking that _________.  At the same time that I believe _________. I also believe _________.

INTRODUCING SOMETHING IMPLIED OR ASSUMED

 Although none of them have ever said it so directly, my teachers have often given me the impression that _________.

 One implication of X’s treatment of _________ is that _________.  Although X does not say so directly, she apparently assumes that _________.  While they rarely admit as much, _________ often take for granted that _________.

INTRODUCING AN ONGOING DEBATE

 In discussions of X, one controversial issue has been _________. On one hand, _________ argues _________. On the other hand, _________ contends _________. Others even maintain _________. My own view is _________.

 When it comes to the topic of _________, most of us will readily agree that _________. Where this agreement usually ends, however, is on the question of _________. Whereas some are convinced that _________, others maintain that _________.

 In conclusion then, as I suggested earlier, defenders of _________ can’t have it both ways. Their assertion that _________ in contradicted by their claim that _________.

CAPTURING AUTHORIAL ACTION

 X acknowledges that _________.  X agrees that _________.  X argues that _________.  X believes that _________.

 X denies/does not deny that _________.  X complains that _________.  X concedes that _________.  X demonstrates that _________.

 X deplores the tendency to _________.  X celebrates the fact that _________.  X emphasizes that _________.

Courtesy the Odegaard Writing & Research Center (http://www.depts.washington.edu/owrc) Adapted from Graff, Gerald, and Cathy Birkenstein. They Say, I Say: The Moves That Matter In Academic Writing. New York: W. W. Norton & Company, 2006.

Page 1 of 4CAPTURING AUTHORIAL ACTION cont.  X insists that _________.  X observes that _________.  X questions whether _________.

 X refutes the claim that _________.  X reminds us that _________.  X reports that _________.  X suggests that _________.

 X urges us to _________.

INTRODUCING QUOTATIONS

 X states, “_________.”  As the prominent philosopher X puts it, “_________.”  According to X, “_________.”  X himself writes, “_________.”  In her book, ________, X maintains that “_________.”  Writing the journal Commentary, X complains that, “_________.”  In X’s view, “_________.”  X agrees when she writes, “_________.”  X disagrees when he writes, “_________.”  X complicates matters further when he writes, “_________.”

EXPLAINING QUOTATIONS

 Basically, X is saying _________.  In other words, X believes _________.  In making this comment, X argues that _________.  X is insisting that _________.  X’s point is that _________.  The essence of X’s argument is that _________.

DISAGREEING, WITH REASONS

 I think X is mistaken because she overlooks _________.  X’s claim that _________ rests upon the questionable assumption that _________.  I disagree with X’s view that _________ because, as recent research has shown, _________.  X contradicts herself/can’t have it both ways. On the one hand, she argues _________. But on the other

hand, she also says _________.  By focusing on _________, X overlooks the deeper problem of _________.  X claims _________, but we don’t need him to tell us that. Anyone familiar with _________ has long

known that _________.

AGREEING—WITH A DIFFERENCE

 I agree that _________ because my experience _________ confirms it.  X is surely right about _________ because, as she may not be aware, recent studies have shown that

_________.  X’s theory of _________ is extremely useful because it sheds insight on the difficult problem of

_________.  I agree that _________, a point that needs emphasizing since so many people believe _________.  Those unfamiliar with this school of thought may be interested to know that it basically boils down to

_________.  If group X is right that _________, as I think they are, then we need to reassess the popular assumption

that _________.

EMBEDDING VOICE MARKERS

 X overlooks what I consider an important point about _________.  My own view is that what X insists is a _________ is in fact a _________.  I wholeheartedly endorse what X calls _________.  These conclusions, which X discusses in _________, add weight to the argument that _________.

Courtesy the Odegaard Writing & Research Center (http://www.depts.washington.edu/owrc) Adapted from Graff, Gerald, and Cathy Birkenstein. They Say, I Say: The Moves That Matter In Academic Writing. New York: W. W. Norton & Company, 2006.

Page 2 of 4

AGREEING AND DISAGREEING SIMUTANEOUSLY

 Although I agree with X up to a point, I cannot accept his overall conclusion that _________.  Although I disagree with much that X says, I fully endorse his final conclusion that _________.  Though I concede _________, I still insist that _________.  Whereas X provides ample evidence that _________, Y and Z’s research on _________ and _________

convinces me that _________ instead.  X is right that _________, but she seems on more dubious ground when she claims that _________.  While X is probably wrong when she claims that _________, she is right that _________.  I’m of two minds about X’s claim that _________. On the one hand, I agree that _________. On the

other hand, I’m not sure if _________.  My feelings on the issue are mixed. I do support X’s position that _________, but I find Y’s argument

about _________ and Z’s research on _________ to be equally persuasive.

SIGNAL WHO IS SAYING WHAT

 X argues _________.  According to both X and Y, _________.  Politicians _________, X argues, should _________.  Most athletes will tell you that _________.  My own view, however, is that _________.  I agree, as X may not realize, that _________.  But _________ are real, and arguably, the most significant factor in _________.  But X is wrong that _________.  However, it is simply not true that _________.  Indeed, it is highly likely that _________.  But the view that _________ does not fit all the facts.  X is right that _________.  X is wrong that _________.  X is both right and wrong that _________.  Yet a sober analysis of the matter reveals _________.  Nevertheless, new research shows _________.  Anyone familiar with _________ should see that _________.

ENTERTAINING OBJECTIONS

 At this point I would like to raise some objections that have been inspired by the skeptic in me. She feels that I have been ignoring ________. “_________,” she says to me, “_________.

 Yet some readers may challenge the view that _________. After all, many believe _________. Indeed, my own argument that _________ seems to ignore _________ and _________.

 Of course, many will probably disagree with this assertion that _________.

NAMING YOUR NAYSAYERS

 Here many feminists would probably object that _________.  But social Darwinists would certainly take issue with the argument that _________.  Biologists, of course, may want to dispute my claim that _________.  Nevertheless, both followers and critics of Malcolm X will probably argue that _________.  Although not all Christians think alike, some of them will probably dispute my claim that _________.  Non-native English speakers are so diverse in their views that it’s hard to generalize about them, but

some are likely to object on the grounds that _________.

INTRODUCING OBJECTIONS INFORMALLY

 But is my proposal realistic? What are the chances of its actually being adopted?  Yet is it always true that _________? Is it always the case, as I have been suggesting, that _________?  However, does the evidence I’ve cited prove conclusively that _________?  “Impossible,” you say. “Your evidence must be skewed.”

Courtesy the Odegaard Writing & Research Center (http://www.depts.washington.edu/owrc) Adapted from Graff, Gerald, and Cathy Birkenstein. They Say, I Say: The Moves That Matter In Academic Writing. New York: W. W. Norton & Company, 2006.

Page 3 of 4

MAKING CONCESSIONS WHILE STILL STANDING YOUR GROUND

 Although I grant that _________, I still maintain that _________.  Proponents of X are right to argue that _________. But they exaggerate when they claim that

_________.  While it is true that _________, it does not necessarily follow that _________.  On the one hand, I agree with X that _________. But on the other hand, I still insist that _________.

INDICATING WHO CARES

 _________ used to think _________. But recently [or within the past few decades] _________ suggests that _________.

 What this new research does, then, is correct the mistaken impression, held by many earlier researchers, that _________.

 These findings challenge the work of earlier researchers, who tended to assume that _________.  Recent studies like these shed new light on _________, which previous studies had not addressed.  Researchers have long assumed that _________. For instance, one eminent scholar of cell biology,

_________, assumed in _________, her seminal work on cell structures and functions that fat cells _________. As _________ herself put it, “_________” (200). Another leading scientist, _________, argued that fat cells “_________” (200). Ultimately, when it came to the nature of fat, the basic assumption was that _________.

 If sports enthusiasts stopped to think about it, many of them might simply assume that the most successful athletes _________. However, new research shows _________.

 These findings challenge dieter’s common assumptions that _________.  At first glance, teenagers appear to _________. But on closer inspection _________.

ESTABLISHING WHY YOUR CLAIM MATTERS

 X matters/is important because _________.  Although X may seem trivial, it is in fact crucial in terms of today’s concern over _________.  Ultimately, what is at stake here is _________.  These findings have important consequences for the broader domain of _________.  My discussion of X is in fact addressing the larger matter of _________.  These conclusions/This discovery will have significant applications in _________ as well as in _________.  Although X may seem of concern to only a small group of _________, is should in fact concern anyone

who cares about _________.

ADDING METACOMMENTARY

 In other words,  What _________ really means by this is  Essentially, I am arguing that  My point is not that we should _________, but that we should _________.  What _________ really means is _________.  In other words, _________.  To put it another way, _________.  In sum, then, _________.  My conclusion, then, is that, _________.  In short, _________.  What is more important, _________.  Incidentally, _________.  By the way, _________.  Chapter 2 explores, _________, while Chapter 3 examines _________.  Having just argued that _________, let us now turn our attention to _________.  Although some readers may object that _________, I would answer that _________.