APELC Class Notes
Objectives: APELCers 1) explained the nature of of discourse and grammar, and 2) analyzed a non-fiction essay.
Third juniors and seniors, I offered you some new notes on the particulars of discourse and grammar, important concepts and vocabulary that we’ll use as you explore others’ and create you own rhetoric. Then we talked over the Brady piece for which you answered the journal prompt and shared your various answers.
I enjoyed hearing voices other than my own today, and as the weeks proceed we’ll be engaging each other more as we did today (getting away from the lecture and slides) so I’d encourage you all to continue to participate positively and productively.
We finished off briefly touching on schemes and tropes and I shared the candidacy-ending rhetoric of Howard Dean from the 2004 Iowa caucus which I include below.
Schemes and tropes will become more important as we encounter new text. Their an easy way into new text. You’ll come recognize different ways speakers create effective (an ineffective) arguments by making calculated syntactic (schematic) and semantic (tropic) choices. Review carefully then the information on syntax, clauses and phrases, and ways to identify and explore sentences I gave you today. We’ll get deeper into tropes too, especially metaphor, but that article is a few days away.
Note on notes. I suggested to you that each day in class you begin a new sheet of notes for each topic we cover. This’ll make it easier, I believe, for you to organize them according to topic and taxonomize and turn-in when I ask for a particualr day’s note set. For example, today you might’ve started a new sheet for the notes on discourse and grammar and another for our discussion of the Brady piece and figurative language, ie., two separate note sets for each topic. When I collect your notes then I can simply ask for your the sets from today and your review according to the protocol.
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