For the weblog:

Just provide a two paragraph summary like the example in the book (82-83). As you can see, one of these 2 paragraphs is devoted to the articulation of the main thesis and the supporting reasons that are invoked to back it up. The other paragraph shall be devoted to (depending on the argument) the argument’s awareness of the opposite point of view in the form either of explicit support for its underlying assumptions or response to counterarguments. As you know some argument pay attention to this aspect and some don’t hence my “depending on the argument.”

Ask the students to find fault with the argument (to critique it from a doubting perspective: find fault with its use evidence (logos), use of pathos (appeals to emotions), and attention or lack of attention to opposite viewpoints).

Students should refer to particular parts of the passage (page and paragraph cited with direct brief examples or quotations) with specificity to support their critique (otherwise it is pointless). This will be at most one paragraph long.

For the presentation:

Establish the argumentative conversation the argument is a part of (a contextual narrative that situates its main claim in a bigger context with counterarguments). To do this, you could articulate and briefly explain the counterargument to which this argument is a reaction.

Follow that up with a rhetorical analysis of the argument pointing out both its rhetorical strengths and its weaknesses. Restate the thesis and the mains reasons supporting it. Evaluate the evidence used in terms of STAR criteria (89-90). Evaluate the reliance on emotions (pathos) or Logos (use of logical and accurate reasoning, use of credible sources etc) and how these enhance or undermine the credibility of the writer for a larger audience.

Pick two of the best responses from the weblog and explain why they were the best!

Conclude your powerpoint presentation with a list of further questions!

Thursday, October 20, 2011

The Cause for the Draft


In Philip Carter and Paul Glastris’ piece, “The Cause for the Draft”, they explore the need for soldiers to be posted in Iraq. The U.S. army is made up of an all-volunteer crew., but their just isn’t enough men willing to fight in Iraq. We have a strong need for soldiers without the means to expand our all-volunteer army. We have enough men who are active in the army, but not enough of them are currently serving in Iraq. We have a demand for about 250,000 to 300,000 more men to serve oversees. We could possibly force active soldiers to serve in Iraq for longer periods of time in order to expand our number of troops, but it would be like “plowing a field with a Ferrari” in that it could not ever be done again. If men are forced to serve, it would decrease our number of reenlistments. Soldiers would not reenlist if they fear being held in Iraq for longer than they feel necessary.

There are others ways to increase the number of troops in Iraq, some be unethical. One solution being to convince other countries to join our troops in manning Iraq. This solution is unrealistic considering that Europe opposes our presence in Iraq. Another method would be to send more private military contractors over and depend less on other military servers. But this method also proves unreliable due to the high costs, and the fact that the idea of military contractors manning our troops has been pushed to its limit. We may also reshape our armies and move men into different section in order to have only the necessary amount of troops to each area needed. We could also offer a higher salary for our soldiers, which would recruit more men, though this option would prove too great a cost for the U.S. in the long run. There is always the option of drafting young men out of high school, but this method proves to be unethical and digressive. Men who are forced to join are less motivated and serve for shorter terms. Carter and Glastris then make their claim by discussing a method that they have themselves come up with. They feel that we should require all students, male and female, graduating from high school who seek to get a college education to choose serve a year or two doing one of the following; serving for AmeriCorps, doing homeland security assignments, or serving in the military. This way, it is their choice whether or not to serve, but we are still able to increase our troops in number.

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2 comments:

  1. Baleigh1011October 20, 2011 at 11:29 AM

    The US has many options to choose from when it comes to finding soldiers for war. However, many of them will have a very poor outcome. If the US would reinstate a draft for soldiers, the individuals would get to choose how and when they wanted to serve. The draft would no longer be based on a lottery of males who had just graduated from high school, but college level males and females. All of these options can be done but Carter has based his arguement on his biased opinion of reinstating the draft. In referring to the draft Carter states, (We have done it many times in the past. The question is: Do we have the will to do so again?"(540)

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  2. Meredith LesterOctober 20, 2011 at 5:49 PM

    I do not like Carter and Clastris' claim. I think that would be a terrible idea to make graduating high school students serve for AmeriCorps or serve in the military. First off if all students were forced to do either of these then i feel like that would be taking our freedom away. Also we would have way to many people in both the military and AmeriCorps. There would be millions of people in each. And secondly I personally think we need to take our men out of Iraq so we definitely do not need to find more people for the army.

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