**ATTENTION 1st/2nd AP/1102: J#12 HW RDG/RESPONSES DUE COMPLETED BY CLASSTIME THURS. 1/11**

1st/2nd AP LANG/ENG 1102

HW DUE THURS. 1/11 (*after SNOW DAYS):

1) Given to you in class Mon. 1/8 (**JOURNALS SECTION of binder**), take the next two nights to read Arthur C. Brooks' New York Times (3/2/19) [still!] timely op-ed "OUR CULTURE OF CONTEMPT"

*NOTE: thanks to STUPID PAYWALLS (thanks, NYTimes), I can't link the article here, BUT!!! remember I have linked a PDF copy on the Classroom post!

2) After reading the article, IN PREPARATION FOR A ROBUST AND ENGAGING SMALL and LARGE-GROUP DISCUSSION IN CLASS THURS. 1/11 and FRI. 1/12, for JOURNAL #12, answer the following TEN (1o) multi-part ARGUMENT ANALYSIS QUESTIONS BELOW (*on paper, post-its, OR TYPED UP/PRINTED) 

• 1) Brooks begins his article with a personal anecdote(s)/example(s). 
• What rhetorical effect do these personal examples in the first two paragraphs have on readers? **Be specific (___tone, POV, appeals, etc.).

• 2) In your OWN WORDS, describe "MOTIVE ATTRIBUTION ASYMMETRY." 
• To illustrate the effect of this phenomena/cognitive bias, Brooks compares the American political climate to the animosity between the Palestinians and Israelis. Describe the rhetorical effect of this analogy.

• 3) What paragraph incorporates Brooks' definition of CONTEMPT? 
• What other specific evidence does he use here to back up/support his definition?

• 4) PARAGRAPH #5 ["People often say..."] introduces Brooks' MAIN ARGUMENT/CLAIM about American society/ideology today. In ONE SENTENCE, summarize Brooks' central argument presented in PARA. #5.

• 5) List two factors Brooks says are contributing to the overall divisiveness and contempt in all facets of American society.

• 6) PARAGRAPH #8 ["While we are..."] introduces a PARADOX regarding America's relationship with contempt. 
• Explain that paradox in your OWN WORDS and the effect of the PATHOS APPEAL Brooks incorporates here to strengthen his reasoning. 

• 7) Give one example of effective facts, statistics, research, etc. Brooks cites in order to strengthen his LOGOS/ETHOS appeal.

• 8) The LAST HALF of the op-ed ["What can each of us do..."] is written in a more problem-solution context.
• Explain how this shift in format effects the article's TONE and OVERALL APPEAL to readers.

• 9) Do you agree with Brooks' counterclaim in PARAGRAPH #10 that we do not need to disagree less; rather, we need to "disagree better." Explain your reasoning.

• 10) Finally, the LAST HALF of the op-ed contains countless/effective 'one-liners' and thinking/talking points that provoke critical thinking and discussion.
• Choose ONE SPECIFIC "one-liner" or particularly effective statement that made the biggest impression upon you while reading this article. Be ready to share your choice in class discussion and present your reasons why you feel this statement was especially effective.

**ALSO NOTE/REMINDER: 

• YOUR ANSWERS, EFFORT, AND DISCUSSION FOR THIS OP-ED and JOURNAL #12 RESPONSE WILL BE YOUR FIRST INDICATION TO ME OF HOW SERIOUS YOU ARE ABOUT THIS CLASS/THIS SEMESTER, SO DO AS YOU WILL! :) 
• THESE RESPONSES WILL ALSO BE A GRADED DISCUSSION BOTH 1/11 and 1/12, and I'll be taking up the assignment, SO COME PREPARED!!