1:26PM Jul 30, 2019
I'm still moving from analysis to synthesis. When I get to this level, I'm going to make a decision about where to put my foot down.
I'm going to take the no stance, I'm going to take the no stance that education is not competition. Everybody okay with that? What did I do? What is it? What did I do? You picked it up? Oh, yeah, yeah, clicked it and dragged it. So I'm gonna, I'm gonna take the no position. Okay, and I'm going to say education is not competition. Here's my general data, I could build this out. I could make it much more intricate. But for now, for the sake of our time, I'm not. But if you're concerned that your papers not long enough, expand here. Okay. And if you need to expand here, How do you do it?
Look at what I have on the board.
On the other side,
not that one, but this one.
Have what over their
Use the questions. If I want to expand this, I can apply those questions to each one of these steps. What is the world? What kind of thing is the world? What? What causes the world to be better? What's the result of the world being better? How was the world like the school blah, blah, blah, blah, blah, I can expand all of this. So If I'm lacking for information, I'm But if you're a good question, ask or you're a good student, period.
So get good at that. All right. So What I'm going to do is I want to narrow this down, because I'm going to write 500 words, and I can't I don't want to write 1500. I don't want to write 100. I'm aiming for 500 words, because that's just about the length I want to do. So I'm thinking right now and a 500. Word little synopsis, I'm probably going to make two main points. Maybe I'll make three, maybe I'll make four. There's no rule here. I'm just thinking about how when I map it out, Now I'm thinking like the designer, like, how do I want to make this all right, if I'm going to make it, I want to make two main points and I'm going to use these two. I'm gonna use these two symbols. Okay. There's nothing to do with money. I'm just using that symbol. I'm going to take these and I'm going to sort them follow me here. First thing I did was analyse. and analyse looked like this. Everybody okay with that so far? Second thing I did,
was converted to a question.
Third thing I did was make it yes or no. And now, I'm going to sort it. All of this is synthetic. I'm pulling it back together.
How do I sort these? I'm going to group them. Do any of these go together? to any of my no points go together? Remember, don't make me do all the thinking. And If you can't read, it just asked me what it says. I'll tell you. The first word is volition. volition means choice making. Okay, good. So leisure and liberty seem to go together. Let's put them here. There's liberty.
which means like free choice. I'm going to put it there too. I like that. I'm going to put lead out in the world. Yeah, let's put career and benchmark together, I'm going to give them a different symbol. I don't know if I want to put them on the other ones. Okay, now look at what I've got. I've got three groupings, the dashes, The dollar signs, the pluses? Does Everybody see that? And I'll leave this up here, you can take a closer picture. So if at the ones you are taken are blurry, And if you need to step up here and take a photograph, while I'm doing this, it doesn't bother me, I totally understand. So I've got three, in my paragraphs, I'm not going to use these words, I'm going to find sexier ways to say it. Okay. So the sexier way to say the dollar sign is, is the reason education is not competition is because education is about freedom,
which is a good buzzword, everybody wants to be free.
Education is about growth.
It's my dash benchmarks, career, and education is about others. The world and being let out. Those are my three main points. My claim is, education is not competitive. My support structure is education is not competitive, because education is about freedom. Education is about growth. And ultimately, education is about others. And I'm structuring it this way, because I think this carries the most weight. This is my big point. This is my preliminary point to bait my reader. Because I already know my reader agrees with that. Right? Everybody loves freedom, the tropes, right, a flag. You say those things, you got them, right? I'm not I don't really mean that I'm putting that in here. But freedom and growth That's attracted to my reader. What's harder to get for my reader to believe is that I get educated for other people. These are very selfish, self oriented. This one is moving outward. So you see what I'm doing. I'm literally doing education leading out. I'm starting with my own personal freedom to do it, my growth to do it, and I grow in order to give to others.
So that's how I'm going to do my paper. Now, how do we actually put it on paper? I'm going to show you six pieces to structure any kind of argument. Okay? Again, this is not like something I think you have to take notes on or, but if you if you're going to record this, I would put it on the back side of that tullman part that that tullman chart, so that you kind of know how to move backwards from the analytical to synthetic. This is a map of how to organise an essay. And not just in the essay to organise anything, every argument typically follows the structure. Okay, so let me go all the way back. All right, I know you're digging in your backs, because I said something about notes. That's okay. But see if you can follow me here.
I'm going to make an analytical movement.
There's the text, Everybody got it. I'm close to the text. I'm reading. I want to discern the texts what the text is making a blank claim. So in order to get to that claim, I back up a little bit and try to understand what the text is claiming. In order to understand the text. Well, I need to do what? analyse and what am I doing by moving positions, asking different, what questions I'm understanding it more fully. I've now broaden out to the bigger perspective, I've a bigger perspective of that thing. Now What I want to do is I want to go back the other direction. And I want to home in on it as it were. And I want to move back. And I want to now I want to say something Now I'm going to produce a claim. Alright, so how do I do that? I'm asking myself questions. I'm coming more to a synthetic idea. I think education is for others. And this kind of thing. Now, here's where we are now. Now when I put it into the form of a text. So what I've done is I've come all the way back to a text, the new text that is going to be produced is produced by me. Right? I'm going to put it there. So How do we organise that? Every students always say two things. I don't know what to say. And I don't know how to say it. Well, I'm telling you that reading and zooming out tells you kind of what you want to say. Now let's get to the how you want to say it. Aristotle, again, who I think is very, very helpful. And Cicero, other people like that said that there are six parts of any discourse, there's six things you're doing when you're making a text. And the first thing you're always doing when you're making a text is you're exhorting people. The reason I put the word exhort up there instead of just introduction, is typically you've thought of introduction as just like giving an overview. That's not the point of an introduction. The point of an introduction is to exhort someone, what does it mean to exhort? Does anybody know? to exhort them is like to pull them out? I want to like summon you. And there are five different ways I can do that. can ask a question. Imagine I stood up here the first day of class, and I said, and now I'm going to do my introduction. And I said, What would it be like? If we all were dead? Right? some stupid thing like that. what I'm doing is I'm pulling your attention. You call it an attention grabber? I think that's a ridiculous way to describe it. You're exhorting people you're calling people to listen to your text, You can ask a question. You can offer a statistic.
You can give an anecdote.
What does an anecdote?
It's like a little personal storey. I mean, how many lectures Have you heard started with? When I was a little girl? I used to always left bicycles. That's a personal anecdote. Okay. And let's, let's be honest, that's most people's crutch. You're going to write papers, where has that same stupid anecdote at the beginning? Right. In the beginning, you could offer a question, you could offer a stat, you could offer an anecdote, you could offer a joke. Right?
You start your lecture, like, for example.
Let's suppose I'm in a religious institution, and I'm standing up and I'm talking and I say, you know,
Do you guys ever hear about the
ES hear about that fellow that was rescued by the National Guard. Recently, he'd been floating at sea and ended up on some deserted island, It was crazy, having about six months ago, and the other night, 60 minutes at a piece on the guy that took him back to the island, he survived on and they asked him, you know, how he did it. He should know where he lived. And he showed him this, you know, where he built a bathroom and whatnot. He was there for good six, seven months. And I said, you know, what's that little building right back there, that kind of little pop up pieces of wood, and, you know, palm trees and whatnot. And he said, Oh, that's my church. And he said, I, you know, I had to I had to cope with being here alone. And the only way to do that was to practice my faith and, and they said, Well, you know, back there about 10 yards away. So what's another little thing back there with wood and palm trees, and he rolled his eyes, he was like, Oh, that's the church I used to go to. Right. The funny part is, if you've ever been in church, you've heard people saying that kind of thing. Anyway, so let's suppose I'm starting a lesson or a lecture or something like that in a religious institution. And I tell a joke like that, what I'm doing is not just grabbing your attention, I'm actually inviting you to listen to what I'm about to say next, when exhorting them as a way to pull you in. By the way, attention to the word that's at the root of attention means to bend. So tend to tend to something it's like to work, just to warp it. So to have attention is like you bending your direction to me. So that's what you all are doing. You're just starting with something, if I'm starting my essay, which I'll show you in just a second with some kind of exhorting. I'm that's what I'm doing. Alright, so and I can also issue a challenge. That's exactly what Goodman does. Is he starts with Hey, I think we should abolish grades.
Now watch. I'm going to flip over,
right here. Oh, man.
Hold on, let me Mere
I'm Sorry about that.
Let me share my screen so you can see my keyboard. Okay.
Hopefully, what happened?
Do this. Oh,
I don't happen. Getting up get no action on my computer either.
Is it blue? And blinking?
Is my cursor down far enough yet?
And we go.
So let's suppose I'm writing.
That's not big enough, is it?
Let me get my text bigger. Hold on.
That's big enough. Let's go back.
Okay, can you see that? Okay, So I'm starting.
I'm starting my pay my essay, and I'm going to argue.
And I'm going to argue that
that we should see education not as a competition, right? So my exhorting is going to reflect that,
I'm going to start with something like.
So I'm opening with a quote, that's kind of humorous, but also challenging.
Benjamin Franklin wants
noted that you should never let school get in the way of a good education, I'm gonna have a follow up sentence, a follow up sentence is going to say,
Hawaii, let's say,
in our modern era,
we might revise his sentiment by saying that we should never let competition or sport get in the way of thought, Growth, and life. Okay. Those are not my three points, we see where I'm going. In two sentences, I've given a welcome. That's kind of given a challenging idea. And then the second sentence, I'm pushing towards where I want to be at the end of 500 words, but I'm not giving you a thesis. I don't need to do that yet. But that's how the sentence functions. The sentence is moving from this challenge to a possible new direction. Are you following me? Yes or no?
Or no? Let me share this. Okay.
All right. So I'm going to keep going. Let me see if I can.
Do you want me to do it on focus or not? Are you okay? If it all stays white? Do you know what focuses like the focus will just keep that one line white? Do you want it all white? better that way? Okay.
We'll do it. We'll do the typewriter style. Okay.
All right. Now, to go back over here.
So I want to The second step is always for me to establish a statement of facts. What This just means is I give you the conditions of how things already are, Right? So what I'm doing in a statement of facts is I'm saying, Hey, here's the situation. Think about in any conversation, you're a part of you're arguing with a parent, you go home and your parent is asking you why you failed this class. Let's suppose that scenario, Okay. And your claim is I focused on learning instead of marks. And you start out with some kind of exhorting them. In order to really prove your point, you don't jump straight into your proof, you usually give some background material say, okay, Okay, first of all, we got there. Here's what was going on. Here's what the class was, like, we got introduced to this new Professor, Ba, ba, ba, ba, ba, and then you step into your argument, you usually give some framework, That's what the statement of facts is. Okay? So that's all I'm talking about here. Now, watch what happens when I moved back over, I'm going to move back over here. And I've got two sentences, right? And right now I have what 45 words, Okay. I'm going to jump in here. And I'm gonna make this a simple three pair, three sentence paragraph, and I'm going to go ahead and kind of point to my I'm going to delineate my argument. And I'm going to say, LLC freedom wants indecision, determine which sport get in the way of life, in our
of great competition.
And entirely, Mrs.
of education, Such
of the modern student
by the way, just because I write this way doesn't mean you have to, okay, whatever I'm saying that you think is weird, or doesn't make sense, You can either ask me about it or ignore it, I'm just writing as if I were sitting down by myself, throwing something on paper,
As such a burden monitor student is to,
let's say, revoke
the competitive assumptions about learning And ultimately, bear witness to the fact that education is about freedom,
ultimately, they're already used that once. And finally, for the benefit of others, Follow me or No. Okay. Now,
let's suppose I wanted to stop right here and make sure that I'm in
good shape. What's it about today,
We might revise his sentiment by saying that we should never let competition or sports get in the way of thought, growth and life.
So when I listened to it now, I don't like the word saying. So I'm going to jump back in here and say we should revise this sentiment and assert that we should never let competition or sport get in the way of thought growth in life. So what I'm doing here is this is what the process of it looks like. For me, if I'm sitting down and writing this. What I want you to see though, is that I'm doing all the same thinking that you're doing, I'm using these techniques have gotten there, and I'm playing it out. All I've done right now is focused on my introduction. Now watch what happens next, I'm going to move on to my statement effects. Watch what I'm going to do
in the in the late 90s.
identified the dangers of the grading system and their destructive and dangerous grading system and their destructive outcomes.
Goodman notes that students develop a competitive posture towards their neighbours
prime So students for the marketplace, Are you following what I'm doing?
Okay, or your last? Any questions about what I'm doing?
any concern about what I'm saying?
You can tell me It's Okay. I want to make sure this isn't confusing.
Are you having that feeling of? I don't say it the way he says it. Okay, that's okay. That's Normal. I'm different than you have been doing this a long time. And guess what, a lot of my papers get a lot of red lines to. I always, always say too much. I just told you. Secondly, I love to explain. Right. So I always overexplain. I always over design the dress and have this Tiny Tim gun in my head saying
make it work.
Right. Always have to cut something off the dress. So this is the way I do it. This I mean, you have to vomit. Okay, just vomit this stuff out, and then pick through it later. Alright, so goodness suggested that instilling competitive sensibilities, prime students for the marketplace, and ferments, hostilities and paternal insecurities. Okay, Right. Okay, fine. You don't say it that way. Look at what I've done. That's What I'm what's key. This is a statement of facts. The statement of facts is before I can make my point to you, that we should do freedom, growth and otherness before I can get there. What I want is I want you to see where with conversation has been. what I've done in my own Texas say the former text said this. I'm not relying on it for my argument. It isn't my argument, but it shapes my argument. It's informing my argument. So that's what the statement of facts is supposed to do. Okay, so look at what I've done. I've done these two things. I've done, I'm exhausted you by using the Ben Franklin quote, and I've outlined my perspective, and then I've established a statement of facts, Then I'm going to divide myself, Okay. The division is where I show my specific point of separation from the statement of facts. I'm going to say, here's what Paul Goodman says is happening. Here's What I'm going to say should happen. Here's the dividing point. The dividing point for me is going to be
right here at the end of this paragraph.
Now listen to it.
In the late 90s identify the dangers of the grading system and their destructive outcomes, particularly good notes that students develop a competitive posture towards their neighbours and their themselves. Goodman suggests that instilling competitive sensibilities to the marketplace and filming hostilities and paternal insecurities. Okay.
In contradistinction, Of course, you don't have to use these words. This is just me. contradistinction education, has never been about Let's say I want to use a different word than competition, hostility, Tension, conflict or use conflict has never been about conflict. In fact, education has always been
has always been
instituted for public goods. And for the betterment
We educate To make the world work
and work well.
This education must be seen as an avenue for freedom. for personal development, or growth, I can use that word And for the gift of others, Okay, see what I've done. Let me Can I shrink it down a little bit? Can I go to like 400%? Can you still read that? Okay. Okay, so that way, you can see the whole paragraph together. So look at what I've done. Introduction exhorting them have established where I want to go, What I want to say, I go backwards and say, Okay, here's what's been said in the text. This shows my reader that I'm not making an argument willy nilly that I've critically and carefully thought about it, I've rooted my argument in the texture of framed by the text. And I've now in these last two sentences, distinguished myself, and divided myself out and said, this is where I'm going to put my foot down. Are you all still with me? Yes or no? Okay, now I'm gonna go, I'm gonna try to speed up a little bit. Look at these, I'm gonna put these last few here. Okay, so the next step is really where the meat of my paper is, it's in the proof. Okay, now, I'm not gonna write all my proof down. But my proof is where we're basically this part, this stuff, the stuff that I sorted out, always tell students, you begin in the middle, where the end is, what does that mean? beginning, middle and end, you always start a paper in the middle. I don't mean literally, with my pin, I mean, that's where your brain is. This is the middle of the paper freedom, growth and otherness. That's like the centre of everything I'm driving towards. That's what you begin there, You've already begun there, you've already got the middle sort of establish, you know where you are. So the outsides of the paper, the beginning and the end, or pointing towards the middle, there like framing the middle. So If I know where I want to go, the introductory stuff is not hard. The problem with most of you when you sit down to write is that you think you start with a blank cursor, and you have no idea where you want to go. But about the fourth sentence, you're often La La Land talking about something utterly ridiculous. And So you've let yourself drag on, you don't know where you're headed. But if you critically think about these issues, and you engage the conversation, you know where you're going, Okay, so I know where I'm going, I'm going towards my proof, I'm not going to write it all down here, because it would take too much time, but here are going to be my paragraphs. My first paragraph is going to say
education, As old as all has historically
The chief means ups means of human freedom. And then I go on here to talk about liberal study The next paragraph, then I say, education
has more recently
been understood as a means for personal growth dot last next paragraph. By the way, each one of these paragraphs is probably going to be you know, four or five sentences long. Because guess what, is this is my first paragraph freedom. What am I sub points?
Right? Growth, my sub points are benchmarks, careers. Others, my sub points are world and leading out is that make sense? So I've got plenty of material. My last paragraph is education
a practice intended for the benefit of others. And our shared world. Ba ba, ba, ba, ba, ba Good. Now, this next part, you don't always have to have in a paper. But if you need to extend it, If you need to extend the idea, you use this.
You use the reputation.
The reputation is this pause in your argument we say now now now now people might disagree with me, They might say, Right, You've heard this before you say this with like, if you're going to give a really good argument to your parents, you always anticipate what they're going to say, right? And sometimes you say what they're going to say before they say it so that you can deflate them. Now dad before you go and say this, this and this. Remember, I also think that right? You do that in order for your text to have more force. Sometimes you include it sometimes you don't. But guess what, if I'm writing my paper about education should be about freedom, growth and otherness. And I'm anticipating what my opponents going to say, look what I already have. Already, haven't my opponents going to say? It's in the yes column. Does that make sense? I've already done the thinking. I write a paragraph and say, folks might argue that education enables the status, rank, and so on and so forth. And I talked about this, have already got the data in front of me. The last piece is what we would call the what you call the conclusion but what I want to call the amplification. And This is why a conclusion is not is not not not not a retelling.
It's intended to ask what next?
If you want to talk college success, and if success means doing the next thing, the succeeding thing. Inclusion ultimately is pointing your paper to the next part of the conversation. Remember, if you enter into a conversation where people are arguing about which place we should go to eat, or which movie to watch, when you contribute to a conversation, Your goal is not to lead the conversation where it is. It does, you know good to say we should watch Zombieland too. And then nothing happened. The goal is to say we watch Zombieland too, and we start moving that direction. So The question is, when you're contributing to any conversation, whether it be biology, chemistry, sociology, or Western civilization, whenever you're writing, the professor wants to know in your conclusion, what next? Where will this go. So in my conclusion, I am wrapping up my paper, but I'm showing that in the wrapping of my paper, what might happen if I'm right, I'm asking myself, what might be the case, if I'm right about all this, and it looks something like this. If, in the end, students were returned to their freedom and growth,
may survive. In our era, The most pressing crisis
for future students, and workers alike, Is the sustainability of the planet.
as the chief engine of otherness,
Our students may gain the width and sensitivities
required to make the earth Last
and thrive, see what I'm doing. I'm saying if I'm right, and education is about awareness, then that may affect the way we live on the planet. Because one of the biggest problems we're facing is the sustainability of our rivers and our oceans, and our ice caps, and our wildlife and our food. I'm saying education should make the world better. Is this making sense? So my conclusion does, it does wrap up what I'm saying. But it's also saying if I'm right, This may have lasting value. That's, that's my class in two weeks. That's everything. That's me compressing all of college into this one thing. And It's this
understanding of the claim,
The big conversation about it, my contribution to the conversation coming back into it, and saying something in my own text. And as a result, once I say something in my own text, guess what happens? Another student sees my text, looks for its claim, Boom, they come back and offer there's some other students sees there's backs up understands the claim in the data moves. That's how academia works. That's the that's it in a nutshell. The only difference between the humanities and the sciences is that the sciences do it with numbers
Instead of letters.
I mean, of course, they're larger distinctions. But that's a simplified way of looking at it. To me to be successful college to always prepare for the next thing is to be good at that. That process. You can do you, you don't have to learn it. You already do it. You already do it. You do it with a girlfriend you do with a boyfriend, you do it with a parent, you already do it. You just don't do it on purpose when it comes to academics.
And that's what I'm trying to push for.
Questions. Tomorrow's an exciting reading.
Thomas wills. He basically says we'll make love to robots, and we won't need families anymore.
It's really interesting. See you tomorrow.
Yeah, I'll be there. Yep, just tell me when we had the most