9.1.3: 12 Angry Men- Module 3.1- Argumentation/Body Paragraphs- Lesson Plans and Activities
- Page ID
- 248451
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Module 3.1
Argumentation/Body Paragraphs
SLO: To develop students’ abilities in critical thinking, college-level reading, and integrating source material into their compositions.
To expand students’ use of techniques of exposition and argumentation.
The instructor will present a hypothetical scenario in class:
A student has missed twelve out of twenty three classes in ENG 101. This has lowered the student’s grade substantially even though they have submitted all the required homework and out of class essays. However, they have also missed more than half of in class activities, including peer reviews which the instructor made clear was essential to the writing process.
The student claims that all absences are for legitimate reasons such as family emergency, illness, employment, sporting events, and transportation issues. In the syllabus, the instructor states that they “drop the three lowest attendance scores to accommodate issues like family emergency, illness, employment, sporting events, transportation issues, etc.” and that anything beyond that could only be made up at their discretion through extra credit opportunities.
The student insists that since their absences were all beyond their control that all of them should be dropped, not just three. However, the student did not provide any documentation confirming any of these conflicts and did not reach out to the instructor until the last week of the semester. The student claims that their phone was stolen for a period of time during the semester and that a billing issue prevented internet access at home. Unlike the other conflicts, the student provides a copy of a police report for the phone and a notice from Xfinity about terminating their internet and wi-fi.
Beyond a reasonable doubt, is the student entitled to earn these attendance points back?
The instructor will divide students up into groups (or “juries”), twelve members apiece ideally but groups could be smaller depending on class size. The instructor will assign one student to the be the foreman to tally the votes, take charge of the group, note who is participating, etc.
Unlike an authentic legal jury, each student will be required to defend their position to the rest of their jury. If the results are not unanimous, the jury must talk among themselves until the verdict is fully unanimous. If the juries are not unanimous when their meeting time has expired, they will be branded as “hung”.
The foreman from each jury will report back to the entire class with their verdict and some of the reasoning members gave to support their position. The foremen will also identify the students who changed their votes (if any), which will give the instructor an opportunity to spotlight these to students to inquire about why they changed their votes.
This will segue into a lecture about how, just like a trial case, a writer sustains arguments in an essay by providing evidence.
The instructor will then present this information about evidence in college composition, taken directly from the textbook Integrated Reading and Writing:
https://human.libretexts.org/Courses/Evergreen_Valley_College/Integrated_Reading_and_Writing
“Quantitative data, such as statistics
Example: Present the percentage of a specific ethnic population in low-income housing units when making a claim related to racial poverty.
Empirical evidence from scientific research
Example: Provide data from qualitative research when comparing the effectiveness of different methods for teaching young children to read.
Quotes, paraphrases, and summaries from experts and specialists
Example: Use a quote from General Petraeus of the U.S. Army when discussing the withdrawal of troops from Iraq and Afghanistan.
Anecdotal evidence and relevant narrative
Example: Interview a health food store owner to learn more about his or her experience with vegetarian food choices; include relevant narrative about personal experience with choosing a vegetarian lifestyle.
How can you find additional support?
Search reputable academic databases: These databases, such as Academic Search Premier and JSTOR, include searchable collections of scholarly works, academic journals, online encyclopedias, and helpful bibliographies that can usually be accessed through a college library website.
Search credible news sources: Databases, such as NexisUni, can be used to locate news articles from around the world. Articles from reputable news sources may also be found through careful Internet searches.
Search academic peer-reviewed journals: Journal articles that have been peer-reviewed are generally considered reliable because they have been examined by experts in their field for accuracy and quality.
Search Google scholar: This Internet search engine helps the user locate scholarly literature in the form of articles and books, professional societies’ websites, online academic websites, and more.
Ask for help at the library research desk: Library staff can provide useful services, such as assistance with the use of library research tools, guidance with identifying credible and non-credible sources, and personalized assistance with the selection of reliable sources.”
For homework, students will be assigned to read “Twelve Angry Men Presents an Idealized View of the Jury System” and tasked to identifying the evidence author David Burnell Smith uses to support his claim that “The 1957 film version of Twelve Angry Men is a good, entertaining piece of cinematography, but it has multiple, inaccurate portrayals of real justice.” (97) (Found on the Internet Archive)
https://archive.org/details/readingsontwelve0000unse/page/96/mode/2up?q=12+angry+men&view=theater