Ben Dottinger's 3/2

Today, in Mr. Rivers’s absence (and in Mr. S’s presence), we continued what we had been doing yesterday and the day prior with logical fallacies and our research of different types. Yesterday and the day prior, the different groups of desks researched 4 of the given 24 fallacies on a website (yourlogicalfallacyis.com). Some of the fallacies on the website include ad hominem (attack on the character of the opposing arguer), strawman (misrepresenting an opposing argument), and tu quoque (refuting criticism with more criticism). What happened today was we rearranged the groups of 2 to 4 so that each of us had researched different logical fallacies and could teach the others the ones we were now well-versed. After we had fully explained the aforementioned logical fallacies to one another, we began to draft a counterclaim paragraph based on our own research paper and our own topic. When it comes to the counterclaim paragraph, there was some ambiguity as to the format of the paragraph: would it be better to refute just one well-developed (through multiple sentences) antithesis, or to refute multiple smaller, less-developed counterclaims (through only a sentence or two). Upon emailing Mr. Rivers and rescuing him--albeit briefly--from the fatal, overwhelming boredom of his meeting, he promptly replied with some answers. He explained that it would be beneficial to argue against one well-developed counterclaim at a time, and that it would not be a daft idea to, especially in larger works than even our own, include multiple counterclaim paragraphs. This would also help ensure that multiple opposing arguments are effectively countered rather than with merely a blanket attempt and a vague refutation. In the picture below, we see ad hominem. Jimmy may seem to have a strong argument, capitalizing off of the opposition’s own insecurities, but we can quickly poke holes in his argument when we realize that he’s purely using logical fallacies (sorry Jimmy). All in all, it was still a rather productive day.

Chloe Rippey 3/2/17

In class today our sub announced what we were doing for the class period. While taking attendance the sub asked if we could correct him on how to pronounce people's names. Connor then corrected the sub saying his name was actually Konnor. Following this our class everyone was meeting  up separately talking about different fallacies that could be used in our research papers. If you were not in class today you could just go on to our classroom page and follow the link the the logical fallacies. Then pick one of the fallacies that would work well for your counterclaim. We then drafted a counterclaim paragraph which we can possibly use in our paper. I am sure Mr. Rivers would like us all to have that available for tomorrow's class.

~Chloe

Zabrina Branning 3/1/17

Today in class we continued looking into the different logical fallacies in preparation to improve possible counterclaims we may put into our future research paper. Within my group, we looked into the four fallacies known as appeal to authority, genetic, appeal to nature, and middle ground. Mr. Rivers explained how based on our different claims and topics in our paper, we will have to refute the possible counterclaims, but our argument should be based on the logical fallacies reviewed in class. Following up the work we started in class yesterday, defining the different fallacies and learning what they mean, today, we created possible counterclaims to our own research paper topics, then refuted them, pretending if someone were to argue our topics, and refuting their arguments. We had to make a counterclaim and rebuttal for all four fallacies we looked into as a group, each 2-3 sentences long, then prepared to submit it in Google Classroom. We ran out of time in class to review and talk with other groups to learn about other possible fallacies that could be representative as counterclaims in our research paper. If not done in class today, we must finish completing the counterclaims for homework so it is prepared for class tomorrow, while he is out, preferably by 7:00 AM tomorrow.

Kurz 2/28

Today during class we analyzed what a counterclaim is. In this process we watched a scene of "Bowling for Columbine" involving the scene with Marilyn Manson. We had to talk as a class to come up with all of the claims used against Marilyn Manson and the way Manson and the director disproved them in the interview. We analyzed how Manson was refuting and disproving the ideas and theory that he was one of the biggest causes for the shooting. During this we also analyzed what kinds of counterclaims there are and how to use them. As a table we had a row of types of counterclaims and what they are and how each one can be used to make your argument stronger. Each person had to define the type of counterclaim and write our own counterclaim of that kind based on our claim for the research paper and explain each one . After we wrote the claims, four per person, we had to write 2-3 sentences refuting the claim for each one. The website for the types of counterclaims was posted by Mr. Rivers classroom and the types of counterclaims were the six columns. Each type of counterclaim had the definition right under the word when the little picture icon was clicked on. Each person's claims and answers were answered under the link in the answers on classroom. The counterclaims will soon be used in our paper depending on which one suits your argument better. This will be very helpful to know in the near future.

Olivia Agius 2/28/17

Today in class the focus was on counterclaims and how to use them in the essays we have been working on. At the beginning of the class we were asked two related questions: 1.What is a counterclaim? 2. How do you use one in your essay? As groups we then discussed it, before talking as a class and giving definite answers. We decided a counterclaim was defined as an anti-thesis, and it is opposing a claim. Then, we said we would use it in our essays to discredit or refute the opposing views in order to strengthen our claim. Next we watched a clip from the movie Bowling for Columbine which was focused on who people blamed after the Columbine shooting. Basically, all the blame went to one man; Marilyn Manson. The class discussed what some counterclaims against the director were that related to Marilyn Manson. As a class we came up with three, one being that Manson's music causes violence. From that we were asked how the director of the movie used Manson in order to discredit and refute the counterclaim. One example was that he showed Manson using logic and data to see not only normal but smart. The last thing we were asked to do today was to go into groups and work on an assignment on classroom called logical fallacies. Every table was given one row and were asked to describe the fallacies in the row, and then connect it to our own topics. My group was given the gambler's fallacy, composition fallacy, black or white, and anecdotal. There were a few more difficult fallacies, but overall it was easy to find a good definition to use. Tomorrow we will be working on this as well, and then post our answers on classroom.

Bayleigh Takacs 2/27

Today in class we worked on our outlines. Mr. Rivers` walked around the class helping students and answered any questions we had. Students made sure their outlines fulfilled all the requirements that are found below. In order to achieve the best grade possible, I would recommend a clean, organized outline with specific topic sentences. In my outline I have a topic sentence followed by more information about my topic sentence as well as evidence. Mr. Rivers` would be happy to help if you email him before the deadline, that is tonight, 2/27, at 11:59 pm.

Gillian Kee-2/27/17

Today in class we work on our outlines for our research paper, it is due tonight 2/27/17 at 11:59. The requirements for the outline are;
      -Thesis statement (30)

        Is it specific? (10)

        Is it clear? (10)

        Does it organize your paper? (10)

     Body paragraphs (60)

       Topic sentences (20)

        Film evidence + Analysis (20)

        Research evidence + Analysis (20)

    Layout (10)

        Visual consistency/clarity

I would recommend making it very organized not just because it is required, but it will help you later when you have to write the essay. MAKE IT VERY CLEAR, it will also help you. In my outline I had; 

1. A thesis statement 

2. 5 body paragraphs each with 2-3 quotes(1 from film, 1 from outside research) 

a conclusion and intro were not needed. 

In Today's class you only missed time to work on your outline, Mr. Rivers was walking around answering any last minute questions. If you did have questions and you were not in class today I would suggest emailing Mr. Rives.