Meeting 7

Causality, Fast Food Nation Chpt 6, and Start Essay 3

Fast Food Nation Quiz

• What problems does FFN address?

• What are the causes (according to the film) of these problems?

• Do you agree or disagree with their analysis? Why/why not?

Food, Inc

• Take notes: what problems does “Food, Inc” address?

• What are the causes (according to the film) of these problems?

• Do you agree or disagree with their analysis? Why/why not?

Causal ArgumentsChpt 11, pg 335

• Why are we fat? – read pg 336 bolded text• What does Newman say is the cause of getting fat?

Do you agree or disagree with her analysis? Are there any factors she may be missing?

It shows an intake for Swedish nobility of between 5078 and 6406 calories, an intake for 17th century Pavia (Northern Italy/Switzerland/Southern France/Austria) of between 4446 to 7217 calories. And an average intake for Spanish seafarers of 3422 calories. Parisians in the late 18th century were eating about 2300 calories/day.

Is it safe to say that calorie intake is not the only factor in weight gain?

We know that to be false, calorie intake is only part of the equation. Another part is caloric expenditure. Are there any causal statements you can make about America’s weight issue?

Causal Arguments

• State a cause then examine its effects.

• State an effect then examine its causes.

Use this when a cause has 1 or more potential effects.

Example: Global warming has many effects.

Cause

Cause

Cause

Use this when a an effect has 1 or more potential causes.

Example: Global warming has many causes.

Causal Arguments

• Often part of other arguments

• Almost always complex• Often definition-based• Usually yield probable

rather than absolute conclusions

• Ask yourself: what is the claim?

• Why do I think that?• What are my underlying

assumptions (warrants)?

• What evidence can I provide that support my claim?

Essay 3

• Students will write an analysis and rebuttal of one major point from Fast Food Nation: The Dark Side of the All-American Meal using outside sources.

Written Paper Requirements:• Outline required• typed, 12-pt Times Roman

type, double spaced (MLA). • 500-1,000 words . • At least two (2) references to

other people’s work.• Use MLA formatting for in-text

citations and the Works Cited page.•Works Cited page (MLA

format)

Rubric (Your paper grade is based on)

Content: Point of the essay is clear. Details and specifics make story memorable. Content is appropriate for audience. (30 points)

/30

Organization: Introduction gains attention and good will, sets the tone, builds credibility. Transitions lead smoothly from one detail and or/paragraph to another. Ending (conclusion) ties the essay together. (30 points)

/30

Grammar and Word Use: Grammar is correct. Word use is formal and appropriate to the topic. (10 points)

/10

Capitalization and Punctuation: Capitalization and punctuation are correctly used. (10 points)

/10

Citations: Appropriate in-text citations (MLA style) are used. Works Cited page (MLA style) is included (20 points)

/20

Total /100

Paper Schedule

• Topic Selection/Outline – 05/31/2011• Bring Rough Draft – 06/07/2011• Edit (in class 06/07/2011)• Final draft due in class 06/14/2011

Final “Benchmark” Paper

Written Paper Requirements:• Outline required• typed, 12-pt Times Roman

type, double spaced (MLA). •Max 2,000 words• At least five (5) sources.• Use MLA formatting for in-

text citations and the Works Cited page.•Works Cited page (MLA

format)

•Analyze a current social issue •a visual representation• either your own creation or

reference to an existing resource

• Analyze the social issue • logical fallacies, assumption,

key definitions, and various forms of evidence.

•Discuss both sides of the issue. •Must be CURRENT statistics

Grading Rubric (see handout)Benchmark

Assignment Criteria1. Beginning 1. Developing 3 – Proficient 4 – Highly

ProficientWeight (%)

SLO # 1

Critically analyze written, spoken, and visual arguments for argumentative strategies, logical fallacies, assumptions, key definitions, and various forms of evidence.

Unable to critically analyze written, spoken, and visual arguments for argumentative strategies, logical fallacies, assumptions, key definitions, and various forms of evidence.

Provides a limited analysis of written, spoken, and visual arguments for argumentative strategies, logical fallacies, assumptions, key definitions, and various forms of evidence.

Adequately analyzes written, spoken, and visual arguments for argumentative strategies, logical fallacies, assumptions, key definitions, and various forms of evidence.

Clearly and effectively analyzes written, spoken, and visual arguments for argumentative strategies, logical fallacies, assumptions, key definitions, and various forms of evidence.

20%

SLO # 2

Conduct primary research and integrate it effectively with secondary research into persuasive writing.

Lack of primary research and ineffective integration with secondary research.Explores the content at a surface level, indicating little or no interest in the subject; does not use appropriate resources or MLA formatting.

Limited use of primary source and integration with secondary research.Explores the content with some depth, indicating mild interest in the subject; use of appropriate resources and MLA formatting is limited.

Sufficient use of primary source and integration with secondary research.

Explores the content in depth, indicating sufficient interest in the subject; generally uses appropriate resources and MLA formatting.

Clear and effective use of primary source and integration with secondary research.

Explores the content in great depth, indicating intense interest in the subject; always uses appropriate resources and MLA formatting.

20%

SLO#3

Analyze audience characteristics and tailor specific persuasive strategies for the audience.

Unable to analyze audience characteristics and tailor specific persuasive strategies for the audience.

Limited analysis of audience characteristics and adaptation of specific persuasive strategies for the audience.

Sufficiently analyzes audience characteristics and tailors specific persuasive strategies for the audience.

Clearly and effectively analyzes audience characteristics and tailors specific persuasive strategies for the audience.

10%

SLO#4

Identify and utilize advanced prose style and syntax in writing.

The content and prose is unclearly written, with numerous spelling, grammar, and/or punctuation errors.

The content and prose is average and contains a few spelling, grammar, and/or punctuation errors.

The content and prose is clearly written at an advanced level, with one or two spelling, grammar, and/or punctuation errors.

The content and prose is clearly written at an advanced level, with no spelling, grammar, or punctuation errors.

10%

SLO #5

Employ techniques for persuasive argument and advanced composition in student’s own writing.

Unable to employ techniques for persuasive argument and advanced composition in student’s own writing.

Limited employment of techniques for persuasive argument and advanced composition in student’s own writing.

Adequately employs techniques for persuasive argument and advanced composition in student’s own writing.

Clearly and effectively employ techniques for persuasive argument and advanced composition in student’s own writing.

20%

“Benchmark” Paper Schedule

• Topic Selection/Outline – 06/07/2011• Bring Rough Draft – 06/14/2011• Edit (in class 06/14/2011)• Final draft due in class 06/21/2011– If you submit your draft by 12:01 am

Sunday (6/19), I will have it back to you by Tuesday the 21st , +10pts of credit towards your grade

• Rewrites due by 06/28/2011, 6pm