DWRL Lesson Plans - Reasoning

Identifying Reasons and Evidence with Friends

sariddick — Fri, 06 Mar 2015 19:21:31 +0000

Author:

Image Credit:

his"File:Friends (letras brancas, fundo preto.svg." Wikimedia Commons. Last modified 24 Dec 2014. Web. 5 Mar 2015. <http://commons.wikimedia.org/wiki/File:Friends_letras_brancas,_fundo_preto).svg>.

Brief Assignment Overview:

This lesson uses the popular sitcom Friends and the classic public debate of "Faith Vs. Reason" to create a fun, accessible way of understanding the relationship between claims, reasons, and evidence.

Type of Assignment:

Class Discussion

In-class Exercise

Assignment Length:

Partial Class Period

Pedagogical Goals - Rhetoric:

Pedagogical Goals - Literature:

Textual Analysis

Pedagogical Goals - Digital Literacy:

Multimedia

Video

Media Requirements:

Media Console/Projector

Required Materials:

1. A media console/projector

2. A computer

3. A whiteboard or chalkboard

4. Access to Friends "The One Where Heckles Dies" (Season Two, Episode Three).

Timeline for Optimal Use:

Early in the Semester

Full Assignment Description:

In this lesson, students will watch a few brief clips between two characters, Phoebe and Ross, on the sitcom Friends. In these clips, Phoebe and Ross argue about whether or not evolution is real, but not in the way that this argument tends to be portrayed. Ross, a paleontologist, insists that evolution is real, but Phoebe is unconvinced that it is absolutely better than any other possible theories. In teams, students will locate the reasons and evidence that their character gives in support of his/her claims, and they will look at how these components contribute to the most convincing argument, as identified by them, the show's audience.

This lesson is intended to be a fun, fast-paced, and engaging way to illustrate the differences between and significance of reasons and evidence in an argument. Because the argument featured in this assignment is an inoffensive play off of a common, longstanding public debate ("Faith vs. Reason"), this lesson also reminds students that looking at the parts of an argument from a rhetorical standpoint can be done without letting personal opinions affect the process. The "Faith vs. Reason" debate is one that students will likely have encountered before this lesson, but its comical, unusual, and lighthearted treatment in this episode will allow the students to easily respond from an analytical perspective, rather than an emotional one.

Suggestions for Instructor Preparation:

Instructors must have a way of playing the episode of Friends called "The One Where Heckles Dies" (1995). This can be viewed on DVD, online rentals (e.g., iTunes, Amazon), or through a paid streaming service (e.g., Netflix).

If the instructor does not have a chalkboard or whiteboard on which to write, they should prepare a chart that clearly separates the following: Ross's reasons, Ross's evidence, Ross's claims, Phoebe's reasons, Phoebe's evidence, and Phoebe's claims.

Instructions For Students:

Instructor should divide the room into two teams: Team Ross and Team Phoebe. From there, half of each team should be responsible for reasons and the other half for evidence. For example, in a room of twenty students, there should be ten Ross students and ten Phoebe students. There should be five students looking for reasons from Ross, five for reasons from Phoebe, five for evidence from Ross, and five for evidence from Phoebe. Everyone is responsible for recording any claims that they hear. This should make the task feel more manageable to the students, and it increases the chances that the students will capture a wide variety of points from the clips.

1. On your computer or tablet, or on a piece of paper, record any claims that you hear from your Team Leader (Ross or Phoebe) as you watch this debate. Also, write down all of the reasons or evidence that you hear he/she give. You may hear multiple claims, and you may hear reasons/evidence that support different claims. Do not worry about putting those pieces together yet. Just write down the reasons or evidence that you hear (depending upon your assignment), and write down all of the claims that you hear from your Team Leader.

The instructor should play clips at the following minutes: 4:10-6:00, 7:00-8:00, 9:00-10:00, and 15:00-17:10 (6 minutes total).*

2. Share all of the reasons, evidence, and claims that you identified.

Instructor should record these on a visible chart for the class. As the discussion progresses, students can see (1) who provided more reasons and/or more evidence (2) and which pieces of reasons and evidence affected them more as an audience. Have the class vote on who they believed won the argument, and have them discuss why that is based on the reasons, evidence, and claims that they heard and the ways in which all of those components were presented.

*Note: A bonus round can be the female characters vs. Chandler at the end of the episode (beginning at 17:10). If time permits, students really enjoy this round, and it ought to be worthwhile because it reinforces the lesson. Watching the show from 4:10 through the end may be helpful because it contextualizes the content a bit more, but it is not necessary.

Notes on Reception, Execution, etc.:

Students loved this episode, and later in the semester I received praise for it from a student.

Course Type:

Intermediate Writing Course

Introductory Writing Course

Course Description:

This lesson was designed for "RHE 306: Rhetoric & Writing," an introductory writing and research course.

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Procedural Enthymeme with Inform7

OyP — Wed, 29 Feb 2012 23:30:58 +0000

Author:

Chris Ortiz y Prentice

Image Credit:

Screenshot of Inform7 Interface

Brief Assignment Overview:

Even though we use enthymemes in our everyday speech, teaching the concept presents difficulties. By making enthymemes in the interactive fiction design system Inform7, students develop a deep understanding of implied reasoning. They also learn procedural reasoning, or how the authorship of rules that constrain action might also make claims.

Type of Assignment:

In-class Exercise

Homework Assignment

Major Course Project

Assignment Length:

Multiple Class Periods

Pedagogical Goals - Rhetoric:

Pedagogical Goals - Digital Literacy:

Open Access Software

Software

Video Games

Additional Pedagogical Goals:

Teach procedural rhetoric and implied reasoning.

Media Requirements:

Technology-Based Classroom (computers for each student)

Required Materials:

The Inform system has several versions: 6 is very good. 7 is the most recent release. Inform is available for free download.

Timeline for Optimal Use:

Useful Anytime

Full Assignment Description:

Like any software that offers a large and complex array of capacities, Inform 7 takes time to learn. On the other hand, you can begin using the software to good effect without a complete proficiency with its affordances.

This lesson will be most succesful when it serves as a major course assignment. The hardest part is teaching Inform: there are several user-friendly tutorials, screencasts, and manuals on the Inform website. Learning this software can be assigned as homework and can also be brought into the classroom. It is important to set minimum requirements in order to reduce student anxiety. E.g. Create a place. Create four different descriptions for when the user looks north, west, east, and south. Create an object. Create an event when the user interacts with the object. To achieve these tasks, the students will learn enough about the Inform interace to start creating procedural enthymemes.

A procedural enthymeme describes a set of rules that, in constraining an interactor's actions, makes an implicit claim. The user must reason out what this claim is in order to correctly manipulate the system. Procedural enthymemes are conscipicuous in video games. (Example: An avatar can only enter a house through the door, and not through the window, implying that a person does not enter a stranger's house through the window, unless they are a ne'er-do-well). It may be helpful to teach language-based enthymemes before moving on to the more complex idea of procedural reasoning: "We'd better knock, in case someone's home. We don't want them calling the cops."

In Inform, students author procedural enthymemes every time they create an object's capacities for interaction. Excluding certain capacities requires the user to reason:

Input: Go to car. Output: The car looks shiny and new. Input: Enter car. Ouput: The car is not yours. Input: Break window. Output: There are people nearby.

The final part of this assignment has students articulate the implied reasoning in the procedural affordances they've created.

Suggestions for Instructor Preparation:

Take some time to create interactive objects in Inform before you have your students do so.

Instructions For Students:

These instructions will differ depending on how you approach this lesson. One option:

Day 1

1) Articulate the implicit reasoning that links the following premises and conclusions. (Enthymeme's provided by instructor.)

2) Write five enthymemes of your own.

Homework:

1) Create a place in Inform.

2) Create a command to view in four directions.

3) Create a description of what the user sees in each direction.

Day 2

1) In Inform, create four objects.

2) Create a command that interacts with each object.

Homework:

1) What actions did you make available to the user with regard to each object?

2) By excluding all other actions, what do you imply about this object/your world? (It might be useful to have the students make fantasy-worlds, since the defamiliarization will make more visible the significance of providing such and such affordances .)

Day 3

1) Interact in each other's Inform "worlds."

2) Locate procedural enthymemes.

(Instructor leads class discussion.)

Evaluation Suggestions:

This assignment might be evaluated in any number of ways. Learning Record users will want to ask students to observe what they made, why, how they understand enthymemes and procedural enthymemes, etc. Letter or percentage-based graders may measure complexity of affordances, ability to articulate the implicit premise or conclusion, creativity of object-capacitiy or Inform "world."

Course Type:

Advanced Writing Course

Course Description:

This assignment would be appropriate in advanced computers and composition courses. Courses on the rhetoric of video games are espeically well-suited for this lesson.

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