Transcript of audio

part 1

0:00 We are going to be beginning the first day of the debate structure. That I said will kind of run alongside your personal projects.

0:12 So again, um we will build this project kind of together. You’ll be doing the things in class that you can take

0:20 home with you and work through in your own projects. So, it’s really nice because it aligns really really well and all the things that happen that I’m asking you to participate in and do as a team, the team that you’re assigned to, you will do in your projects.

0:35 So, it’s really… I found it to be incredibly effective and I was gonna do away with it but I’m like, nope, I couldn’t let go of it, because I thought it worked so, so well the last time Megan and I did this.

0:45 And Megan has such expertise in this area. It’s amazing that we have her. So, I think that’s all I want to say.

0:52 Make sure that you check the feedback on your DJ1s, DJ2 and 3 will be done before we meet again next week.

0:59 So I will be uploading them. I’ll be those and making them live. Quick hundred-word entries, just the next part of your project.

1:07 Looking at maybe things out there that are similar, maybe looking at debates, watching things, reading argumentative samples. I’ll ask that you make a couple moves just to start gathering some more like foundation for what you plan to do.

1:20 But that’s all you’ll be asked to do before next week. 

 

part 2

00:00 No one has a fear of clowns, do they? I’m just letting you know, there’s some scary stuff. So I don’t want anyone to be like, why am I sitting here right now?

00:09 Alright, so. The first thing. I’m just going to give some background information. You’ll probably, if you want to take notes

00:20 are free to. Otherwise, the stuff is mainly in the PowerPoint. So, the first thing out of the gate that we need to know is claim statements.

00:29 And that’s mostly what my feedback on DJ1s had to do with. Like, how are you building an argumentative claim? Um, some of you were just very informative.

00:39 And I just wanted to say, hey, you gotta take a position on this. So, your claim statement’s gonna be your main argument.

00:48 It’s gonna define your goals, the scope and direction of your essay, but most importantly, the exigence. Exigence means, and I’ve said this before, but I haven’t used the term in quite a while, urgency.

00:59 Why does it matter to your audience right now? So, if you’re dealing with a topic, and we really explored this in the pitch to Vulture, right, why should this matter to people getting on the site for Vulture, and why would they want to read your piece?

01:15 That’s exigence. Same thing for your argumentative piece. If you’re arguing a topic, why should anyone care? Why is it pertinent, why is it relevant, what, does it matter, and how can your reader take your information and go forward with it out in the world?

01:32 Does it affect them, does it change their perspective, does it cause them to vote one way or another, does it push them or encourage them to take action to do something?

01:40 That’s exigence. That’s your exigence. Okay, so it’s very much so tied into purpose, but it does have to do with why it matters.

01:48 So that’s a really good question to ask yourself as you start to determine what your position is on a certain matter, why does it matter?

01:56 Okay? Um, it can’t just be an opinion, like. I don’t think this should be the case. Well, why? Okay? You’ve got to start nailing down reasoning.

02:11 So, like this, MTV sucks. Well, that’s an opinion. So how do you change that? Well, MTV’s popularity is waning because the channel is no longer focused on music videos, but rather reality television.

02:26 That would be a claim statement. You’re making, you’re making a uhm, statement about something that’s happening. No one’s watching the channel anymore.

02:36 Popularity’s waning. Viewership is down. Okay? And I’m saying this is why. Cause. Viewers go on to see music videos, listen to music, see what’s going on in music and that’s really not what, what’s happening.

02:51 Do you see the difference between the two statements? Not that MTV sucks. This is what’s happening and this is why.

02:57 Okay? Simply describe something. Don’t just say what the thing is or how someone does something. Instead, state a position that represents one perspective or viewpoint to be backed up with reasoning.

03:15 Okay, so here what I’m getting at is, um, you’ve got to be able to show how it’s backed up. Let’s go back to this one.

03:29 Okay, MTV’s popularity is waning. That’s telling me how something is. Okay, all right, but why? Well, because this is what’s happening.

03:42 So you will also, you know, you will expand beyond that and have three reasons why you think that to be the case.

03:47 Not just one, but I’m just building. I’m just trying to show you foundationally. If you make a statement or you make an assertion or you, or you describe something or you tell how something is, you need to go the next step why that’s the case.

03:58 Why it should change if you want it to change. Or why maybe it’s a good thing that it’s the way it is and not everybody accepts it.

04:06 Okay, so these are good things to think about. Critiquing something, exploring or investigating something, analyzing something, those are like really good ways to frame or a lens to look through your topic.

04:20 Can you investigate something and like mine down to what, what the what’s really going on? Can you make a judgment about it?

04:26 Okay, try to explain it. But those terms are key. Those are like your verbs. Okay, if I can do this thing, then my claim statement will be stronger.

04:37 Okay, so here’s another one. Twinkies are delicious. That’s It’s an opinion. OK. But here, if I say Twinkies taste better than other snacks, I’m moving in a better direction.

04:50 Here, it’s like, okay, if I say Twinkies are delicious, and it’s an opinion, well like just because, because I said so, according to who, compared to what, like there’s a lot of questions out there.

05:04 About why that would be the case. So, if I start to say this, Twinkies taste better than other snacks, I’m setting up a comparison at least, okay.

05:15 But then I need to go to the next step. How can I show evidence that supports why they taste better than other snacks?

05:22 Because of their spongy texture. Because of their creamy filling. Because of their sugary goodness. So these are points that you can make and then you can back it up with evidence or data or surveys or however you want to do that.

05:38 Okay, but that’s what your next job would be. Once you make a statement and you explain three reasons why. Then you can start to build your case.

05:49 Okay, with can you find testimonials where other people are saying this? Where are they surveyed? Can you locate research where it’s been proven that this is the case?

05:59 Is there a theory about it? But that’ll be your job in the coming weeks for your own lines of reasoning to figure out how to back it up.

06:07 And you’ll have two popular sources and four academic to do that. Popular is rather easy and to be honest with you, I can get stuff for you in like a hot second.

06:18 Academic, when it starts to get a little trickier, and we’ll be exploring that together as a class two through our debates.

06:24 We’ll be doing that together as a group and then you’ll be going home and doing it in your projects. Okay, so this is what I want you to do each right now.

06:33 Answer this question, are clowns scary or silly? So just make the statement, I think that clowns are silly, I think that clowns are scary.

06:42 You pick whichever one and then start to list two or three reasons why you think that’s the case. So if I say, I think clowns are scary, why?

06:50 Give me two reasons. If you say, I think clowns are silly, give me two reasons. Does it have to be one of those two answers?

06:57 Yes. Do these, one of these two answers, there’s a reason for that. Normally if it was just a, just a, any old random writing I’d tell you to do what you want.

07:05 But this is very much attached to the work we’re doing. Okay. Why is that the case? Are they scary or are they silly?

07:19 Now we almost have a cause, so that’s good. And everybody has one? Everybody has a colored slip on their desk? Is that Okay.

07:28 And everybody has completed a survey? Okay. Just making Alright, so take a couple minutes to think about this. Take a side.

07:42 Talk to me a little bit about what you’re thinking. Share out some of your answers. If you’re okay with that.

07:46 I’m just interested in where this is going, you know. What would you say? The first one is, they look like monsters.

07:54 Like, just the hair? So you’re drawing an analogy to the physicality of a clown. Like, it makes you scared because it looks like a monster.

08:02 It doesn’t look like something friendly. No. Okay. Joseph, did I see your hand in the back? Uh, I’d say scary because even if they have good intent, you still have people who are scared of clowns.

08:15 Because they can come to a birthday party and you have kids like either running towards them or you have the other half running away. Is this from personal experience?

08:27 So it’s like, then you had the killer clown thing, what was that, 2016? So you have that, and in the media it’s heavily used, like Pennywise, for example.

08:37 You have clowns that are, the Joker, you have clowns that are, like, you are supposed to be viewed as scary by the media.

08:44 So like a redefining of, yeah, good, yeah. I think they’re silly, but it really just depends on how faded their colors are.

08:55 If they have bright colors, they’re like, you know, it’s silly. But if you look at Pennywise and Joker, it’s very dark and faded colors, and they’re usually in darker areas, so it makes a scarier tone for them.

09:05 So what is the definition of scary? Yeah. Do you have a definition, or are you talking about something else? That’s fine.

09:12 Okay, go ahead. We’ll get back to definition in a minute. We’re not there yet. I think we’re getting there now.

09:39 Okay. All right. I saw your hand and then we’ll go to Wesley. Yeah? I I feel like girls are more like friendly than a guy.

09:54 Like a boy type. Have you ever seen like a girl like Harley Quinn? What? Harley Quinn. She’s not She has makeup that’s similar, but.

10:04 Yeah. So you’re saying gender. Like That’s like. Okay. So you’re saying if that female clown was standing next to a male clown and they were dressed identically, she would be more approachable.

10:21 Identically? Yeah. It seems that. Yeah. I would say it’s the same. Because the, like, the way the clown was looking.

10:30 Uh huh. This is interesting. Very interesting. I’m not, I’m not like shooting you down. I’m just like, I find this I’ve seen like maybe like girl dressed up clowns and those don’t look scary at all.

10:44 Why do you think that is? I really don’t know. I think, I think the only thing that might scare me Again, I think we’re getting at definitions.

11:00 Okay. Uh huh. Alright. Do you want to add something? I think, think that’s strange because a lot of children love clowns.

11:08 But today, they, for example, this clown, like, I don’t like clowns at all. Yeah. So it was kind of moving.

11:15 You know, because clowns sometimes they give the kid candies, you know, like if you, if you take your kid, uh, like to some show or something, they give you candies.

11:25 And, and, and children love clowns, but sometimes those clowns, they have people. Yeah. Like the red punk nose. That’s their purpose.

11:36 Yeah. So let’s get it a definition because we’re getting there. Now I’m hearing stuff. How do you define what a clown is?

11:43 Go on. Face maybe? Because not all clowns have white faces. True. Okay. Something about the alteration of physical appearance through makeup.

11:58 Yes. Okay. Clowns don’t really look human, but we know that they are human. And that, I feel like that might be as good as it gets.

12:16 Okay. What else? So, I’m not going to give us an actual definition, I’m just going to mark things. So, physical Alteration, slash, how do I want to say that?

12:34 Something cosmetic? Okay, then you said, um, uh, human-like, but something, right? Okay, what else? Yes, good, purpose, that’s huge. Entertainment, y’all, there’s something there, okay.

12:58 Yes? So I saw a tweet, and it said, some of y’all don’t even know, don’t even need a costume, you’ve been a con the entire year.

13:08 So like, that doesn’t really express, like, what do they mean by a clown. Okay, you’re on to something. Okay, I’m seeing hands, so keep going.

13:18 You’re on, hold it, and anybody who has something to say to think about what he just shared. That’s a good one.

13:24 Uh, I would say vocal. Clowns are very vocal, because like, you can, without the voice, the vocal part, you can, uh, draw a similarity to a mind.

13:37 How do I want to do this? I’m just gonna put, like, not mind, you know, like, okay, because that’s immediately what I thought when you said vocal.

13:48 I’m like, ooh, but what about, Okay. Yes. Okay, uhm yes. Okay. I still, Maggie you wanna jump in on this Yeah, that tweet made me think about the question, are clowns scary or silly?

14:38 Because a lot of people define other people as a clown. Or like, when someone’s being like, I don’t know, just like, you know like when someone’s being silly, they’re like, you’re a clown.

14:51 You’re a clown and you’re around. So that plays into the definition of what we automatically think clowns are like. Like when you describe someone as being a clown, you’re describing them as doing something silly, doing something like outlandish or something like that.

15:07 Okay. Anything else, Megan? Did you look it up? Or no? I’ve been doing some research. Anything? No. I think that covers a lot of it.

15:29 Yeah. I’m going to leave this because again, you’re going to work on it. I think this should be helpful in your framing of what’s silly and what’s scary.

15:39 Because this gets at, this is getting at, I’m going to go out there and use the term traditional. Traditional silly, right?

15:50 We haven’t got it this whole time. We whole scary thing yet. And how that’s defined or how it sets itself apart from um, traditional perceptions.

16:00 Um, of clowns. Okay, again, I’m so much scared, more scared of that. You’re going to be grouped by, your color-coded papers.

16:13 Um, and this is just for in-class stuff, and so, and it’s gonna kind of force you to figure out how to work together and contribute your ideas and start to formulate things.

16:21 Um, but I want all the pinks on one side and all the blues on the other. Um, and I would advise you to turn your chairs towards one another in your group, create like little circles.

16:33 And then I’m gonna assign who’s scary and who’s silly, and we’re gonna get started on the next step. So go ahead and move yourself for the rest of the class.

16:39 We’ll be in this group every class period for the next few weeks working on this debate structure. And like I said, I know there’s days you can’t be here.

16:48 I, I get it. There’s days I can’t be here. Like, we’re, we’re people. Um, so. But I would try to be here as much as possible, even if you’re late, um, or you have to leave early, because you will be making the same moves and everything I’m doing will be mimicked in your personal work.

17:04 So it’s very wise to be here. Okay? So go ahead, get in your pinks and blues, and I’ll assign who’s who.

17:09 Okay?

 

part 3

0:00 It’s like a funny meme, you know, Ronald McDonald, but think about it, I put it there for a reason. You know me and my visuals.

0:09 Um, there is something that shifts and you need to be aware of it and cognizant, you have to have cognition, you have to tap into something going on up here.

0:21 Um, in terms of why there was a shift or change in expectations of what a clown is in terms of being scary or silly in the traditional way versus this whole new kind of subculture thing that happened with horror and everything else, um, in turn clowns into something else.

0:40 Okay, alright, so it is going to be your job right off the bat to do this. So my group, my silly group, you are group two.

0:53 Clowns are silly and should be characters included in children’s television programming. Because. And you have to think of three reasons.

1:04 So I have already attached clowns to adolescents. See what I’m doing? Because I, I’m saying how something should be. Or I’m, I’m saying how a situation should change.

1:21 Okay. So clowns, I’m giving you it. Clowns are silly and should be characters included in children’s television programming because you must find three reasons why.

1:32 That’s your job to build over the next few minutes. My blue group ones, clowns are scary, same thing. Should not be characters included in children’s television programming because, and what would be three reasons?

1:46 That’s tough, but it can be done. Okay, so work together. Get on Google, start searching stuff, look at twi- I don’t know, find what you can, but think about it because something tells me your gut reaction to it or your first reaction first inclination is probably right, go with it.

2:04 Okay? Alright. And you can look at the definition I have up here, maybe we need to ta- you need to talk in a group about that.

2:15 Why are we defining clowns as scary? Why are we defining clowns as silly? Gotta think. Work together. Maybe give each other jobs, see who’s going on what site.

 

part 4

0:00 I do want to show you on the next slide what it tells you to do, I, we’re just working in the left column, okay, just the left, don’t worry about anything else right now.

0:09 Like I told you, I would advise starting to research and be mindful of the terms in that sentence, okay. The terms given to you already are scary or silly.

0:23 Characters in television programming, okay. So again, I’m, I’m building something for you here and you need to be really aware of the terms being used in that statement because it will be helpful in how you create your reasoning, okay.

0:38 So, I’m putting this out there. It’s also possible that you could adjust your terms a little bit. So, silly and scary might be interchanged with another synonym you find to be more suitable, okay.

0:51 You could also, um, like I said, I don’t want you to change the, uh, the spirit of your claim. It’s got to stay with clowns somehow being scary.

1:01 This has to be somehow they’re, they’re funny and welcoming and friendly for children on shows. Um, but again, you can change some of the language if you feel it’s better.

1:10 But the most important thing is here. Those three valid debatable points, okay. You’ve got to poke around on the internet and start talking through some of this.

1:19 Because you have to. Also, determine why this is even relevant. Why would it matter that kids have clowns on their shows or not?

1:31 You see what I’m asking? Who even gives a shit? Like, I don’t know. You know like, there’s a lot of children’s shows that use the clown.

1:40 Or ah, historically they have. Maybe not as much, not so recent maybe. But, you know, in previous decades, in years ago.

1:49 Um, so again, I keep probing at that what changed and what’s shifted. And you did start to talk about a little bit in terms of like, you know, some kids are, like Joseph said, some kids go towards them, some kids go away from them.

2:02 Some kids have been exposed to, um, different characterizations of clowns. So, all these things are valid to talk about in your groups, but that’s what you should be doing.

2:13 Defining your terms, figuring out the best words to use, and then finding reasons. Okay? Does everyone have their claim statement down at least?

2:21 Can I get rid of the slide? Yeah, one person at least in the group should write it down so you have it so I can at least stay on the other slide.

2:29 Again, clowns are scary and should not be characters in kids TV shows. Clowns are silly and should be in children’s shows.

2:38 And then you gotta, you gotta build in your three reasons.

 

part 5

0:00 I’ll have you start whenever you’re ready. I was gonna have everybody just group pause, like freeze. And she’s going to talk to us a little bit more about the logistical side and the technical side of what debating looks like in a team debate style like this.

0:17 So she’s just going to give us some pointers and talk to us. Ask questions, feel free to do whatever. Um, so with debates there’s typically two sides.

0:28 Um, you’ll have a resolution that you’re debating. So in this case it’s, you know, whether or not clowns are scary or silly and whether or not they are suitable for child’s television shows.

0:39 So, I would kind of, whether or guys, um, this team is going to be the affirmative because you’re arguing that they are good for children’s television shows.

0:50 And you’re arguing, you would be necessarily, this group would be the negative side because you’re arguing that it’s not good for children.

0:58 You’re arguing against the status quo, or you’re supporting the status quo. And so, with these two sides, you’ll first, typically with the affirmative, they’ll be able to make their case first.

1:11 And when you’re making your case, you’ll want to start by establishing definitions and weighing criteria. Ultimately, you have a moderator or a judge, or you might have multiple people in some cases, and you’re going to need to tell them, before you even get to your main points, how should they be judging

1:28 the debate. Should they be judging it on balance, uhm, and so forth. And so, uhm, and then you’ll be able to get into your main points.

1:39 And then, it’ll be the negative’s turn to be able to speak and make their points. And then, typically, depending on how long the debate goes, you’ll have one or more rounds of what is, uhm, refutation.

1:55 So, the next opportunity for the affirmative to speak is going to be able to be refuting the points that your opponents made.

2:02 And then, of course, the negative would be able to have the same opportunity to refute the points that their opponents had made.

2:09 And so, uhm, depending on what style of debate you’re going for, there’s also sometimes periods of what they call crossfire, in which you’re able to essentially question your opponents.

2:22 Yeah. So, think of it almost as, you know, you’re, think of it as a trial, somebody’s on the stand, you’re questioning them, you’re trying to back them into a corner, to essentially go against their own arguments and saying it in their own words.

2:38 Uhm, which is a little bit more damning than just refuting it, uhm, from an outsider. And with these debates, depending on, you know, once again, where you’re debating or what form of debate you’re going for, you’ll have time constrictions.

2:53 So sometimes you should be debating for three minutes or five minutes, and that’ll depend, and I’m sure, are you going to be setting time limits for the debate?

3:01 Yeah, we’ll, we’ll set some time limits. We’ll give you, as we get into next week’s class on Thursday, we’ll start to give you like, hey, plan on speaking for three to five minutes to introduce your position and define terms and so on.

3:16 Same thing here, then we’ll talk about, you know, like how long crossfire will be, and yeah, we’ll, we’ll go through like all of that.

3:23 For sure, but plan on like the debate itself that will go between the two groups, taking up most of one class period.

3:30 Yeah, and so with the time limit that you’re given, it’s really important that you are able to use all the time you’re given and use that time effectively.

3:40 You don’t want any time where you’re not speaking. Where you give that time and you cede it to your opponents.

3:45 You want to be able to make um effective use of the entire time you’re given. And you’ll, we’ll, we’ll have you um, we’ll have you understand maybe a list of jobs or things that you can have somebody might be taking notes as somebody is speaking or you know, developing skills.

4:04 Um, a way to respond and then you’ll, you know, some of you may want to speak and some of you may not.

4:08 Decide who are your, who are your speakers, who are your researchers, who are your note takers, that sort of thing.

4:14 We’ll talk more about that next week as well. Um, but I just wanted you to get an understanding of what this will look like over the coming weeks and how you’ll build your up and then how this will all happen in the class.

4:26 Um, why would I do that? Why would I have you orally debate this? Why, why did I say okay, it’s gonna mimic what you’re doing, but talk to me about that.

4:36 She said a lot of things were hopefully the light bulbs were going off. How is this like with the work you’ll be doing at home is like?

4:44 What will you be asked to do in an argumentative essay, or um a podcast that you’re given, or whatever it is that you chose to do for your project?

4:51 Why would I be like, let’s spend the next like month in class debating? Yeah? Because you’re actually arguing where even if like, somewhat over the moon, you thought that clowns were really scary.

5:10 Exactly. So, you have to understand that your side’s not the only side. You need to, you know, listen to what’s being said to you from a different perspective.

5:21 You have to respond to that. You have to set parameters, meaning, you know, you’ve heard Megan say, you only have a certain amount of time to do these things.

5:29 We only have a certain amount of pages that you can write. You know, you’ve got to clip things. You also have to research.

5:34 You have to know what you’re talking about. You just can’t say. You gotta, because you’re, they’re just going to poke holes in your argument, in your reasoning.

5:41 Meaning you should always be anticipating. Always. What your opponent’s going to be doing. So, while you’re talking through and while you’re establishing your three main arguments, while you’re writing these down, the questions you should always be asking yourself is, how is my opponent going to refute

5:56 this point? How are they going to rebut this? And what points are my opponents making that I should be preparing to refute?

6:03 So, I’m your opponent. I’m your when you turn your work in. I’m your opponent, because that’s exactly what I do.

6:09 I just start asking questions like, you didn’t think of this, or you didn’t, you didn’t consider this, or this is, you know, you didn’t do your, you didn’t do your research.

6:16 So, that’s what I’m getting at. The way that you formulate your argument, the way that you build it and make it as strong as possible is what we’re looking for in this project.

6:25 Yes, you have to be articulate and clear and logical, but it’s really important to learn to build this thing. To discuss it and learn how to go back and forth with another person.

6:36 And we kind of talked about it the other day as we were looking at some of those film clips, even though some of them were funny, you know, people don’t, uh, don’t know.

6:45 Value argumentation as much as they should. Everybody just says whatever they think and they think that’s okay, and it’s really not.

6:53 I can get your point across. It only means people hate you. So, you know, especially when I was drawing attention to the way people get on social media and use it as a platform.

7:04 Okay, fine. Use it wisely. And being able to critically think and analyze another person’s argument is not only important if you want to go and debate and actually go to tournaments, but it’s actually important for your everyday life.

7:20 Think of, we’re coming up to an election, everybody’s putting out ads, everybody’s posting on social media. That’s an argument they’re making.

7:26 You should be questioning whether or not that is true. What is the other side going to say and what argument is stronger?