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Literature Teaching Sequence 10:  Composition (argument)

Political Theories

Goal:  The focus of this unit is the thesis.  We will combine a discussion of some particularly interesting and foundational political ideas with an analysis of the various ways in which the different theses of these authors are developed.

Friday
Assignment:   Lao-Tsu, "Tao-te-Ching:
We'll begin with a discussion of some of the interesting ideas propounded by Lao-Tsu.  There is plenty of good material here to stimulate honest discussion of the perceived merits of his political and social philosophy.  We'll talk about how these particular ideas complement and reinforce each other so that a primary idea or thesis, although never explicitly stated, emerges.  We'll then talk about what a thesis is, how it needs to express a point worth making, and the way in which, even unstated, it directs the whole of an essay or text.
Monday
Assignment:  Hobbes, "Leviathan" and Machiavelli, "The Qualities of a Prince"
"And now for something completely different."  We'll explore the political ideas of Hobbes and Machiavelli and their contrast with those of Lao-Tsu.  At the same time we'll examine the very different way in which Hobbes and Machiavelli make their arguments--Hobbes building a rational argument from mechanical principles while Machiavelli relies upon aphorisms, anecdotes, and pragmatic experience.  We'll see how the theses of these two philosophers are developed in their essays and the ways in which they incorporate anticipated objections and alternative points of view into their argument.
Wednesday
Assignment:  Jefferson, "The Declaration of Independence"
Again, we will be considering a work that stands in marked contrast to the ones we've previously examined, both in terms of its ideas and style.  There is room here for some lively discussion of political philosophy that I hope will inspire the students to want to explain and defend their particular opinions.  We'll spend some time talking about developing different theses by examining their journal entries from the Times in light of the political ideas we've discussed.  We will work through the process of brainstorming and try to generate some topics and ideas for their essays.  The reading also provides a nice contrast in style, and we'll talk about the ways in which Jefferson develops and supports his thesis by appealing to universal moral principles and ideas.
Friday
Assignment:  The first draft of their first essay is due today.  We will spend the class working on peer reviews, concentrating (primarily) on the clarity and strength of their thesis, and (secondarily) on the extent to which their paper stays on target and develops a logical argument.  We will use the collaborative exercise here.
Monday
No class today as the students will meet with me individually to discuss  my comments on their essays and the feedback they received in class.  Final drafts due on Wednesday.
 

Collaborative Learning Handout

Begin by selecting a recorder.  The recorder will report on your deliberations to the rest of the class.  Begin by having the recorder read the rest of the collaborative task aloud to the group.

Beginning with the person on the recorder's right, take turns telling the rest of the group about your paper.  Do not read your paper aloud.  Instead, begin by explaining your thesis and the important subordinate claims you make to support that thesis.  Talk about the data you have used to support those claims.  Don't worry about the introduction and conclusion for now, although you might want to talk about what you see as the important implications of your argument.  Take no more than a couple of minutes.

As the others listen to the presenter, they should think about the thesis and the way in which it is being supported in the paper.  Is the thesis clear?  Does it make an important or interesting claim?  Is it supported by the subordinate claims?  Are all of the subordinate claims relevant?  Is the data sufficient?  Are there terms that need to be defined?  (You get the idea).  Once the individual has finished talking about his paper, each member of the group must make at least one suggestion or ask at least one question.  The presenter should take some notes and respond to each question or suggestion as they are presented.

After each member of the group has presented, pick the thesis you think is best supported by its evidence.   The recorder will describe that paper to the class.