Hi, everyone.
For today's in-class analysis, here are your concepts and questions. Work through 1-8 as they are relevant for your text; we'll break for discussion either before or after the synthesis questions.
General concepts
1) overall claim and supporting evidence (Lazere)
2) Kaufer conflict level (or value pair) (pp. 59-62)
3) use of analogies
4) important “value” terms in making the argument
5) moral tone and eloquence (pp. 51-53 in Lazere)
6) examples of stylistic objectivism, equal-time, or person-as-function (K/S pp. 158-160, 163-164) or the lack of if relevant
7) use of narrative paradigm or rational-world paradigm (K/S pp. 171) if relevant
8) opacity (Williams pp. 139-140)
Synthesis question:
Mario Savio, “Free Speech Movement”
Savio references some names and makes allusions to other events, but stops short of really “coming to terms with” them the way Harris says a writer does when forwarding the ideas from another text. What role do/could they play in his argument? How do they help him argue, or achieve his whole aim? (You can do some very quick online research into some of these references if they are unfamiliar to you.)
Barack Obama, “A More Perfect Union”
Obama never explicitly defines “race” for us in this address, though he presents a number of anecdotes about how it plays out in the lives of American citizens. What role do these anecdotes play in conveying how Obama thinks we should feel about “race,” and how do they help him to build a deeper argument?
Ida B. Wells-Barnett, “Lynch Law in America”
How does Wells-Barnett push the limits on the journalistic framework by drawing so much on the history of lynching to make her argument? Based on how she uses historical evidences, on what stasis level is most of her argument constructed, and how does this represent her whole aim?
-Dr. Graban
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6 comments:
She includes the history of lynchings to show us how far we have not progressed. It shows that we are still barbaric, savage, and also hypocritical people when it comes to civil rights. She never once actually says these words, she is writing to every reader as an equal and therefore every reader will feel equal blame for this situation, not just pointing fingers at certain people. She uses historical evidence and statistics as her stasis, the use of statistics from the past and the present along with us as a country going abroad tell other countries they way they are treating others is wrong, while we are guilty of the same exact situation.
-AJ and Mitch
The overall tone of the article, and the constant use of the words, “we” and “our” provides such an inclusive feeling for the reader that providing a definition of race or class would exclude certain people who would view the term in a different way. He describes situations in which race plays a major role in order to define the issues that should be viewed a class struggles and not race struggles.
Because he’s speaking about so many people he has to stop a little short. He wants the students to think about their future “It’s a bleak scene, but it is all a lot of us have to look forward to.” He’s making it important for the students to come to terms with what they want because he cannot give them ideas. He’s handing it over to them because it’s their future, he wants them to add in their own ideas and desires.
Savio claims that because the administration won’t allow them to protest and won’t address their concerns they are stopping the progression of society. Since “it a factory that turns out a certain product needed by industry or government”, if the school ends history then it will be the American Industry. “The bureaucrats hold history as ended” therefore the students are standing at a very pivotal point and if they don’t act correctly it could end in disaster.
Mickey and Kelsie
In her essay, Ida B. Wells pushes the limits of journalistic writing by relying heavily on historical references that connect current lynch laws with barbaric events of the past. By looking at history, Wells is able to help define what is civilized and uncivilized. She allows the reader to draw on historical events that were considered uncivilized and compare them to present day actions. As a woman writing this article, she completely undermines the justification of lynching, and that it is founded to protect women. Her stance on this is radical.
Her argument works on the value and policy stases levels. She provides cold hard evidence and numbers that support her argument. Wells was again radical by providing this evidence, that no one prior to her had done. She makes great connections with history and present events to prove her overall aim.
Emily Gradeless
Drue Petitt
Obama says, “…I will never forget that in no other country on Earth is my story even possible” (Obama 3). This statement reminds the reader what America is all about, an equal opportunity for all, no matter how different we may be from one another. It helps to support his argument by allowing us to see that our racial differences are not an issue because we all share the same hopes and dreams for a better and more united country. Race does not define value; and this key point allows us to avoid making judgments based faulty assumptions.
1.) The overall claim of this article is Obama’s justification of the American tie and how we all want the same values despite our ethnic differences.
“…we hold common hopes; that we may not look the same and we may not have come from the same place, but we all want to move in the same direction-towards a better future for our children and our grandchildren” (Obama 2)
2.) Kaufer conflict level: 4. Hold conflicting local values. Race does not define the values of a person. The problem arises when the public looks at his ethnicity and assumes that he values or believes in something different than they do.
3.) Obama uses the analogy of the values in the Constitution applied to the values of today. The values have not changed since then, but now we need to take action on them.
4.) Ethnicity / identity
5.) Obama’s speech displays a pathos appeal. His attempt to untie America as a whole through the values that we all possess and cherish allows the readers to become emotionally involved and attached. Obama states, “…the decency and generosity of the American people” (Obama 2 and 3). This helps the reader to see Americans as good and a caring group of people. He also states, “generations who were willing to do their part - …to narrow the gap between the promise of our ideals and the reality of their time” (Obama 2).
This is for Jacob and Nate:
Nathan Boucher
Jacob Kowalczyk
Savio uses real world events to support his theory about bureaucracy. For example, he uses the situation at Berkley as an example of a bureaucracy’s actions and modes of reasoning. In “coming to terms” with the real world events he uses, he does not approach the real world events as a means to explore and hypothesize, only as supporting evidence for an already established theory. Instead, he uses the real world examples in which he was involved in his article to give himself authority on the matter. Another function of Savio using real world examples is to unpack the “bureaucratic mentality” which is a major aim of this text.
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