Reflection: Student Feedback Ineffective Rhetoric and Logical Fallacy - Section 4: Ineffective Rhetoric: Student Samples


I'm not sure if the samples from their own work were more challenging for recognizing fallacy, or if they were a little self-conscious because it was student writing, but I ended up doing more of the talking in this section, asking leading questions to recognize why the passages were confusing for a reader.  One student commented 'I never think of my writing like this,' so it may be that they were a little shell-shocked to know that they should be recognizing these things.  Even though we haven't done a writing unit yet, I've made a point of emphasizing the need for them to build an awareness of their own writing--to move beyond stream of consciousness when completing any writing.  This is part of the reason I like to use student work as examples (exemplars and flaws)--the dialogue between student and teacher is red pen is easily ignored. . .  So, the emphasis on awareness of their own writing is ultimately a good one, though it was interesting that when it was peer work, the analysis changed.  Hopefully this is an indication of them recognizing that they are in fact doing the same kind of writing that they are reading--that they are not writing simply to get a grade, but to develop skills.

  More Challenging?
  Student Feedback: More Challenging?
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Ineffective Rhetoric and Logical Fallacy

Unit 2: Understanding Rhetoric
Lesson 10 of 13

Objective: SWBAT identify flaws in rhetoric and explain why the rhetoric may be ineffective for an audience or be illogical by analyzing a series of rhetorically flawed statements.

Big Idea: Just because a text is meant to be persuasive doesn't mean it is; the persuasion is in the evidence and logic.

  Print Lesson
Reading, English / Language Arts, Comprehension (Reading), evidence, logical fallacies, rhetorical strategy, rhetorical analysis
  65 minutes
penguins and fallacy
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