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steamonlyΠετρελαϊκά και Εξόρυξη

8 Νοε 2013 (πριν από 3 χρόνια και 8 μήνες)

70 εμφανίσεις

DISCUSSION

LEADER

EXAMPLE

TITLES/AUTHORS OF

ESSAYS

Incl ude a


subti tl e

that

b
ri efl y

s
ummari zes

the

m
ai n poi nt

o
f the essay

TITLE OF FIRST ESSAY



Author’s name



Relevant education or professional

b
ackground information



Other publication credits



Relevant professional connections

with organizations, govt. bodies, etc.


ABOUT THE AUTHOR

PHOTO of AUTHOR


Select an image to help your classmates identify with the
subject of the reading





Give them relevant background about the subject: Who? What?
When? Where? Why? How?





Give them relevant background about the piece itself: when
was it written? Who published it?



RHETORICAL CONTEXT


Summarize the essay




Identify the main points, themes, and/or arguments of the
essay




Select specific anecdotes or quotations that you found
particularly intriguing or engaging
;
denote pages #s so your
classmates can find them




Identify major statistics or facts that classmates should note

CONTENT



Identify
ideas, quotations, anecdotes
, images,
or underlying
themes that present rhetorical strategies like
:


Credibility of author/sources/subject matter



Pathos:
appeals to the emotions of a reader



Logos:
logical/factual arguments for the reader



Ethos:
ethical, moral, or “should/should not” arguments



Identify fallacies or problematic areas of the essay


Is there any bias in this essay?


Is the author guilty of using weak language, fear
-
tactics, or
generalized argument?


What possible rebuttals, or counterarguments, could be made?

RHETORICAL STRATEGIES

Formul ate questi ons for your cl assmates that engage wi th speci fi c poi nts or
anecdotes from the materi al; make connecti ons wi th other readi ngs & the
Everyday Wri ter/Envi si on
materi al, etc.



Al l ow at l east 10 seconds for them to answer! Cal l on fri ends or
previ ous groupmates i f you’ re not getti ng much response



What questi ons were you l ef t wonderi ng?




Were there questi ons i ncl uded wi th the readi ng, ei ther at the end or wi thi n
the text? Use those to hel p you formul ate i deas.



What aspects of the essay(s) were most ef fecti ve for you? Whi ch were not
ef fecti ve, or even of f
-
putti ng?



Di d you agree wi th the author about the subj ect before readi ng i t? Di d you
agree wi th the author af ter ward? If you changed your mi nd, why do you
thi nk that happened?



Were there el ements of the readi ngs from
Envi si on
or
The Everyday Wri ter

that you saw i n the essay(s)?

DISCUSSION QUESTIONS





Make connections to other readings for that particular class
period




Make connections to other class periods’ readings, photo
essays, discussion points


in or out of class!

CONNECTIONS

Impacts

&

Issues

with

Off
-
shore
Drilling

EXAMPLE:

THE BP COVER
-
UP


“BP and the government say the spill is fast
disappearing


but dramatic new science
reveals that its worst effects may be yet to
come.”



Julia Whitty



Writer, documentary filmmaker


Awards include: PEN USA Literary


Award, the John Burroughs Medal,


finalist for the Dayton Literary


Peace Prize


Mother Jones
environmental

correspondent


ABOUT THE AUTHOR


Br i t i sh Pet rol eum of f shor e oi l r i g
Deepwater
Hori zon
expl osi on, di saster f rom Apr i l


Jul y
2010 i n t he Gul f of Mexi co




35,000
-
60,000, bar r el s of oi l ( 40% met hane)
wer e bei ng pumped i nto t he Gul f of Mexi co
dai l y




Met hane cr eates bl ooms of mi crobes t hat
absor b t he oxygen i n t he water, t aki ng away t he
mai n l i fe i ngr edi ent to al l or gani sms l i vi ng i n
t he Gul f of Mexi co, cr eat i ng anoxi c zones





Cor exi t
” pumped i nto t he oi l i n t he ext r act i on
process causi ng a l ot of t he oi l to st ay
submer ged i n t he sea
fl oor




“The BP Cover
-
Up” publ i shed Sept/Oct 2010
i ssue of
Mot her Jones


THE
BP

COVER
-
UP: RHETORICAL CONTEXT


BP makes “oil
-
spill plan”


document which features
inaccurate wildlife (i.e. walruses) & a dead “on call expert”




BP employs environmental/biochemical scientists with
lucrative pay



Out
-
of
-
work Gulf residents (i.e. fishermen, captains);
clean
-
up

crews witnessed “watching movies”



“From the outset, BP has fought to control…”(8)



BP “pacifies” Gulf residents with payments



“They have to pay these guys to work or else they’ll riot”(9)



THE BP COVER
-
UP: CONTENT


Destruction of habitats


Barataria

Bay (6), the Pinnacles
(13), bathypelagic regions (5)




Drilling fluids, the “Top Kill” plan &
Corexit
(10)




Long
-
term impacts (7) on photosynthesis, phytoplankton,
water quality, fisheries (11
-
12), migrating reptiles & marine
mammals, Gulf residents’ health, economy (8
-
9)


THE BP COVER UP


CONTENT II



Inclusion of experts, locals: Rick Steiner, conservation
specialist from University of Alaska/
Exxon Valdez;
Carl
Safina
,
marine conservationist; David Valentine,
biogeochemist

at UC
Santa Barbara; Cajun oysterman Flip
Tayamen




Intensive
logos
appeals: spill statistics, biogeochemical
effects, marine ecological explanations; “Death by oil…”(8)




Pathos
in anecdotes and photos of dead/dying wildlife, Gulf
residents; “
Barataria

Bay has become a hospice wilderness…”
(7)



Ethos
narrative: How should BP held accountable for the
short
-
term and long
-
term effects? Should the United States
still allow offshore drilling?




THE BP COVER
-
UP:

RHETORICAL STRATEGIES

RHETORICAL STRATEGIES:

GRAPHIC EFFECTS


British Petroleum is still in business. How do you think they
should be held responsible?



What other ecological, socio
-
political, or economics impacts
can you imagine have occurred since 2010?



Do you think the US should still be allowing offshore drilling
activities/development in the Gulf of Mexico?



What aspects of Whitty’s essay were most effective for you?
Why?



What facets of “North Dakota went Boom” do you see in this
essay? How does it present a different side of domestic oil
production?



DISCUSSION QUESTIONS




Other Gulf Coast crises: Hurricane Katrina; “34” etc.




The Ecuadorian Amazon Chevron/Texaco case; “Crude”




Nydia Velazquez & “brown fields” in New York City

CONNECTIONS


Maj or
themes,

i
deas,

o
r

a
rguments
?

PHOTOS

FROM

“OIL REACHES

LOUISIANA SHORES”

PHOTOS FROM

“OIL REACHES LOUISIANA SHORES”

If there is a photo essay for your discussion group, select a few images to
discuss with your classmates. Be prepared to talk about why you picked
them, how you can connect them with the readings, etc.

PHOTOS FROM

“OIL REACHES LOUISIANA SHORES”

Include discussion questions with the
photos on your slides so your
classmates can respond to the
images with thoughts.

PHOTOS FROM

“OIL REACHES LOUISIANA SHORES”

Ask your classmates to identify the photos from the essay that
were most striking for them.




Which photos were particularly effective,
disturbing/upsetting, or intriguing for you?





How did you connect these photos to other readings for class?

OTHER PHOTOS?