Reflection: Developing a Conceptual Understanding How Evidence Functions (and Malfunctions) in a Text - Section 3: How Evidence Functions in a Text

 

As expected, the students started off with guns blazing, so I took the first couple minutes to talk about exigence, reviewing when this was written and who the primary audience was.  Taking the time to establish the rhetorical situation is something we will clearly have to continue emphasizing, because it is something the students don't think a lot about.  After I talked about this--the fact that the article was written in the midst of the Japanese disaster in the Washington Post, so the audience would have had much more emotional investment--the students tempered their comments some.  To emphasize this, I continued to ask how some of the evidence, while at times vague and slightly illogical, could still be effective for the audience at that particular time.  This will be a point of emphasis the next time I teach this lesson!  So their initial strong criticism turned out to be good for a learning moment, because it allowed me to play devil's advocate and help students really think about how evidence functions in context--not only context of the article, but of the situation.

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  Developing a Conceptual Understanding: Solid Discussion
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How Evidence Functions (and Malfunctions) in a Text

Unit 2: Understanding Rhetoric
Lesson 11 of 13

Objective: SWBAT identify various types of evidence in a text and explain how it functions in creating effective or ineffective rhetoric by analyzing the evidence of a newspaper column.

Big Idea: Evidence can make or break an argument's power and impact.

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  70 minutes
evidence
 
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