Persuade us! Is Law right that it's morally wrong to eat meat?

What we read

We have just read the introduction to philosopher Stephen Law's short essay "Carving the Roast Beast," in which he states his thesis that "It's morally wrong to eat meat."

So confident was I that most, if not all, of us would think that Law is wrong that I wrote this blog post assuming that we disagree with Law's main idea about the morality of eating meat. But if the results of our quick survey on Classroom have just proved me wrong, that's OK: predicting the future is always risky.  

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Our response 

Critical thinking is an important element of our class in academic reading and writing, which is why our disagreement with Law's thesis is so helpful. Although I eat meat every day with a clear conscience (I'm one of the people who voted against Law's thesis), Law's short essay is a strong example of the sort of critical thinking skills we want to practice. In particular, we are going to write a persuasive essay later this term, and although we will use a more modern format than the traditional dialogue that Law chose to present his ideas, "Carving the Roast Beast" is also a solid piece of persuasive writing. 

Since most of us think Law is wrong, he has to work hard to persuade us, his readers, that his thesis is right. And as we read him, we should be looking critically at what he gets right, and where he makes mistakes. 

Mmm ... duck confit 

If we cannot find a serious mistake or two in Law's argument, then we should admit that he is right. And that means we either decide we want to be morally bad people or stop our bad meat eating habits. 

I don't want to give up beef steak, pork chops, duck confit, prawns, lamb shank, salmon or the other tasty animal flesh that I love. 

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My question

• If you agree with Stephen Law that it's morally wrong to eat meat, what do you think is the strongest argument to persuade those who disagree with you?
   or
• If disagree with Law, why do you think that he is wrong when he says that "It's morally wrong to eat meat"? 

Write a comment to tell your reason(s) for or against Law's controversial thesis on the morality of eating meat. 

It's OK, and very likely, that your ideas will evolve as we read Law's support in the body of his essay. For now, we just want your response to his thesis, with a short account of why you agree or disagree with him before we look at his supporting reasons.  

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Reference

• Law, S. (2018, August). Carving the roast beast [MS document prepared by P. Filicietti for use in EAP classes at AUA, retrieved from https://1drv.ms/w/s!AvLRvG3dUEtbw3Fm4_Mn-_T6Be_S ]. From S. Law, 2003, The Xmas Files: The Philosophy of Christmas, [Kindle Edition] (pp. 124 - 140). Weidenfeld and Nicolson. Available from https://www.amazon.com/ 

Getting into Unit 6 = Disease (SkR&W3, p57, Discussion point)

What we read

As usual, Bixby and Scanlon introduce "Disease" with a large photograph and some questions to get us thinking about the coming topic and ideas in Unit 6 of Skillful (2013, p. 57). 

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Bixby and Scanlon's questions

Discuss these questions in a comment. 

• How have medical technology and treatment changed since your grandparents were young? What about your parents? How have they changed in your own lifetime?
   
• What are some interesting or amazing uses of technology in modern medicine? Give as many examples as you can.
   
• What types of medical advances do you think, or hope (fear?), the future will bring? 

Write two or three paragraphs to address the questions in any order. Remember, it's response writing where we want your ideas written down in sentences as quickly as possible. Think for a minute or two, and then write. Then write your next idea, and the next one. And repeat. 

Write as though your readers have not seen the questions. Your writing should make sense as an independent piece of work. 

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Reference

• Bixby, J. & Scanlon, J. (2013). Skillful Reading & Writing: Student's Book 3. Oxford: Macmillan Education

Participating in online discussion boards (SkRW3, p66, Study Skills)

What we read

Skillful RW3, page 66
Click it to see the image full size

The study skills page that follows Unit 6 of Bixby and Scanlon (2013, p. 66) gets us to think about and gives some tips for participating in online discussion boards, such as our class blog. Although you might not have done this before, it is a common part of reading and writing in a modern academic environment. 

This class blog is our online discussion board. 

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My response 

One reason we use an online discussion board in our reading and writing class is that the research solidly shows that brainstorming or discussion activities for groups are more effective if participants start by working individually (O'Connell, 2010; Markman, 2017). In fact, experts at Harvard University's School of Management and elsewhere are sure that this can be very effectively done using online tools (Chamorro-Premuzic, 2015). Blogging is one effective way to do this, which is the reason I've turned Bixby and Scanlon's discussion exercise into a quick blogging discussion. Over the coming weeks, we will do several of the discussion exercises as online discussions, which is also a common aspect in university classes today. 

Dorothy Zemach's introduction

Another advantage of using a class blog is that it is an effective way for us to practice a couple of the strategies for successful learning that Dorothy Zemach suggests in her introduction to students on page 6 of Skillful Reading & Writing 3 (2013), specifically, asking questions and interacting, practicing new language, and being an independent learner. 

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Bixby and Scanlon's questions (+ one of Peter's) 

We have already done a quick class survey on whether we have previously used online discussion boards, and we have also thought about the scenario in which Bixby and Scanlon describe Fatima's first experience using an online discussion board. 

Now, read the six tips that they give for participating in online discussion boards. Think about them for a couple of minutes, and then write a response in a comment to these questions: 

• Why are academic writing skills important for an online discussion board?
   
• How do you think an online discussion board, such as this class blog, might improve your learning in a course?
   
• Which of Bixby and Scanlon's six tips do you think the most important or useful? Why?
   
• Do you disagree with or would you revise any of their tips? Why? (I do not entirely agree with all of them. How about you?) 

Writing tips

I changed the numbers to bullets because it does not matter in what order you address the questions. Also, your writing should make sense as an independent piece of work. It might help to imagine that your reader has not seen the above questions you are responding to. 

Although you want to use a formal style of writing, this is not an academic writing exercise. You want to express your ideas quickly in complete sentences and paragraphs, but you do not have time to spend five minutes planning of worrying about grammar and other language details. One of our purposes here is to practice writing for fluency: we will do accuracy exercises and formal, academic writing later. 

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References

• Bixby, J. & Scanlon, J. (2013). Skillful Reading & Writing: Student's Book 3. Oxford: Macmillan Education
   
• Chamorro-Premuzic, T. (2015, April 2). Why brainstorming works better online. Harvard Business Review. Retrieved from https://hbr.org/2015/04/why-brainstorming-works-better-online
   
• Markman, A. (2017, May 18). Your team is brainstorming all wrong. Harvard Business Review. Retrieved from https://hbr.org/2017/05/your-team-is-brainstorming-all-wrong
   
• O'Connell, A. (2010, February 4). Sometimes, it’s better to brainstorm alone. Harvard Business Review. Retrieved from https://hbr.org/2010/02/when-its-better-to-brainstorm
   
• Zemach, D. E. (2013). To the student. In J. Bixby & J. Scanlon, Skillful Reading & Writing: Student's Book 3 (p. 6). Oxford: Macmillan Education 

Welcome to RW2c and to our class blog

What I read

Although I've read a bit in preparation for it, this post has a different purpose than summarizing and responding to something I've read. I want to welcome you to your EAP class on Monday and Wednesday mornings.

So, welcome.

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My response 

Thank you for joining our Saturday class in Reading and Writing for academic purposes. I hope you find the next four weeks useful, productive, also challenging, and perhaps even fun. 

Click on them to
see images full size.

In her foreword to students on page 6, the series editor, Dorothy E. Zemach, gives some strategies for successful learning, one of which is to "be an independent learner" (in Bixby & Scanlon, 2013). This class blog is one way for us to do this. As Zemach suggests we do in her comment, it is one way for you to "find and then share information about ... different topics." Some of the topics you will write about here are the unit topics, but I also like Zemach's suggestion that "reading for pleasure and using the Internet in English" are important, so your writing here will not be limited to the topics of the units that we study over the next four weeks. 

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Reference

• Bixby, J. & Scanlon, J. (2013). Skillful Reading & Writing, Student's Book 3. Oxford: Macmillan Education 

Before you read "Designing Solutions" (SkR&W3, p20)

What we will read

We are going to read a text about two construction projects that were designed to overcome challenges, but before we read about those, Bixby and Scanlon want us to start thinking about the general topic of challenges and solutions to them. 

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Bixby and Scanlon's question

What are some solutions that humans have devised to overcome challenges in the following areas? 

• agriculture / farming 
• housing 
• transportation 

Comment on just one of these areas, presenting the challenges that occur to you and your solutions to them. 

Factors to think about include: 

• weather
• water
• limited space
• environmental issues
• energy efficiency
• geographical challenges 

Remember – imagine you are writing for readers who have not seen the question you are responding to. Your answer should make sense to her if handed, for example, to a randomly chosen student from a different class. 

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Reference

• Bixby, J. & Scanlon, J. (2013). Skillful Reading & Writing: Student's Book 3. Oxford: Macmillan Education

Getting into Unit 2 = Design (SkR&W3, p17, Discussion point)

What we read

On page 17 of Skillful, Bixby and Scanlon (2013) use a large photograph and some discussion questions to introduce the topic of unit 2, design, which is also the title of this unit. 

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Click on them to see images full size

Bixby and Scanlon's questions

Discuss these questions in a comment. 

• Look at the picture (click to enlarge it). Do you know where it is? What makes it special? 
• What do you like or dislike about the way it is designed?
   
• Think of three other famous buildings or structures from around the world that you feel are well-designed. What makes them interesting or beautiful?
   
• Choose a famous building or structure from your country (just one). What do you like about its design? What do you dislike? 

Remember – write for readers who have not seen the questions you are responding to. 

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Reference

• Bixby, J. & Scanlon, J. (2013). Skillful Reading & Writing: Student's Book 3. Oxford: Macmillan Education 

Discuss it Online & Sports fans and identity (SkRW3, p. 12, Developing critical thinking)

What we read

We have now read and checked our understanding of both "Discuss It Online" (Bixby & Scanlon, 2013, p. 9) and "Sports Fans and Identity" (ibid. p. 11). 

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Our responses 

As usual, Bixby and Scanlon now invite us to think critically about the issues that these readings raise, in this case by relating them to our own experiences much as Ali. K and Paul S. do in the reading on page 9 when they respond to their instructors question in an online discussion. 

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Bixby and Scanlon's questions

Think for a couple of minutes about the ideas in "Discuss It Online" and "Sports Fans and Identity"; then write one or two comments to respond to these questions.

• What is your most important chosen or group identity? Why?
   
• Do you think that most people are more interested in being unique or belonging to a group? Explain why you think this. 

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Reference

• Bixby, J. & Scanlon, J. (2013). Skillful Reading & Writing Student's Book 3. Oxford: Macmillan Education. 

Sports fans and identity (SkRW3, p. 11, Developing critical thinking)

What we read

We have read "Sports Fans and Identity" (Bixby and Scanlon, 2013, p. 11), and done the exercises that checked our understanding of the ideas in it. 

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Our responses 

As you were reading, you might have been thinking to yourself things like: 

• Yes, that's right. 
• No way. I don't agree with that.
  or 
• Really? Is that right? 

This critical assessment of what we read is an important skill, and one that the following exercise practices. 

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Bixby and Scanlon's questions

1. Read each statement based on "Sports Fans and Identity". Do you agree or disagree with the statement? Or are you unsure about it?
   Think of a comment or example to explain your agreement or disagreement.
   
   a. When you are a fan of a particular team, at a game or event, you instantly feel that you have thousands of friends. (Agree? Disagree? Not sure?)
   
   b. If a sports team is a very important part of a fan's identity, winning is extremely important. (Agree? Disagree? Not sure?)
   
   c. Winning a championship changes the way fans feel about themselves for a while. (Agree? Disagree? Not sure?)
    
2. Why do you think fans continue to support a team that does poorly year after year? 

Writing tip

To help make your writing a unified piece of work for your readers, one that makes sense read by itself, imagine you are writing for people you do not know who have not seen the questions you might be responding to. That also means avoid the use of numbering such as 1, 2, a, b, c. Just write connected sentences and paragraphs that communicate your ideas. 

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Reference

• Bixby, J. & Scanlon, J. (2013). Skillful Reading & Writing Student's Book 3. Oxford: Macmillan Education. 

Discuss it online (SkRW3, p. 9, Developing critical thinking)

Click them to see images full size

What we read

We have now read and checked our understanding of "Discuss it online," the first reading in Unit 1 of Skillful Reading & Writing Student's Book 3 (Bixby & Scanlon, 2013, p. 9). 

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Our response response 

Having read the text a couple of times, Bixby and Scanlon now invite us to respond to the ideas in it in a critical thinking exercise. 

My response

The research solidly shows that brainstorming or discussion activities for groups are more effective if participants start by working individually (O'Connell, 2010; Markman, 2017). In fact, experts at Harvard University's School of Management and elsewhere are sure that this can be very effectively done using online tools (Chamorro-Premuzic, 2015). Blogging is one effective way to do this, which is the reason I've turned Bixby and Scanlon's discussion exercise into a quick blogging discussion. Over the coming weeks, we will do several of the discussion exercises as online discussions, which is also a common aspect in university classes today, as we see in the example that is the reading on page 9. 

___________________________________ 

Bixby and Scanlon's questions

Bixby and Scanlon ask two questions. We will do them as two separate pieces of response writing. 

• First question:
  If you had to write a response to the discussion board question, what part of your identity would you mainly write about? Why? 
• Think for one minute, and then write. Write complete sentences. Our main purpose here is to communicate our ideas fluently and clearly, which is why it's important to write in sentences. However, this is not a formal academic writing assignment. You have six minutes to write one or two paragraphs responding to the question. 
• Remember: write as though your readers have not seen the question. Your writing should make sense to readers who have not seen the question. 
• Do not go on to the second question until I tell you to. We will do something else before that.
   
• Second question:
  Why is the family an important part of a person's identity? 
• When I tell you to, again think for one minute, and then write for five minutes to respond to this question. 

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References

• Bixby, J. & Scanlon, J. (2013). Skillful Reading & Writing: Student's Book 3. Oxford: Macmillan Education
   
• Chamorro-Premuzic, T. (2015, April 2). Why brainstorming works better online. Harvard Business Review. Retrieved from https://hbr.org/2015/04/why-brainstorming-works-better-online
   
• Markman, A. (2017, May 18). Your team is brainstorming all wrong. Harvard Business Review. Retrieved from https://hbr.org/2017/05/your-team-is-brainstorming-all-wrong
   
• O'Connell, A. (2010, February 4). Sometimes, it’s better to brainstorm alone. Harvard Business Review. Retrieved from https://hbr.org/2010/02/when-its-better-to-brainstorm