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Peer Discussion and Summary


Before beginning your discussion, you will need to propose a thesis.

During the process of proposing a thesis, you will form a thesis about how literary or other artistic creations and governmental or other social bodies affect one another. You will bring your thesis, along with support, to your peer discussion. You might present a thesis about good or bad ways in which these two entities interact or about how you think they should interact.

Use these ideas to help you formulate your thesis.

Your thesis can focus on one or several genres. (Note, for example, that drama is much more public than other forms of literature, so you might want to handle it differently.)
You can draw from the literary historical examples you've encountered in this course or elsewhere, as well as from any personal experience in which you have seen laws or market forces limit the publication of texts or the presentation of live performances.
You might also incorporate current issues around public displays of visual art or the advantages and disadvantages of government-supported art.
You could choose to explore to what extent, if any, cultural history changes the shape of literature or other forms of artistic expression, or discuss the role that literature and art in general play in people's lives.
For the discussion process, you’ll need to work as part of a pair who can meet for a face-to-face discussion. Your teacher will identify a process for this task that fits your learning situation. For instance, if you’re working primarily on your own in this course with no on-site classmates (self-paced course), the process will be a little different than if you are learning with one or more other students in the same building and on the same schedule (group-paced course). Discussions in those two cases are outlined here.

Part A
Record the names of the discussion participants. If you organized the discussion, record how you know the other person and summarize how you chose and invited him or her and how you organized the time and place for the discussion.


Part B
Record the thesis and supporting statements that you shared with your peer.


Part C
During the discussion, what main points did your peer make supporting your thesis, opposing your thesis, or raising new questions or related observations and thoughts?


Part D
Describe the discussion of the theses. How balanced was the participation? What would you change if you could do it again? What insights did you gain about your thesis from discussing it with others? What did you learn from discussing your peer’s thesis?

Sagot :

cultchvenom

Answer:

Peer Discussion and SummaryBefore beginning your discussion, you will need to propose a thesis.

During the process of proposing a thesis, you will form a thesis about how literary or other artistic creations and governmental or other social bodies affect one another. You will bring your thesis, along with support, to your peer discussion. You might present a thesis about good or bad ways in which these two entities interact or about how you think they should interact.

Use these ideas to help you formulate your thesis.

Your thesis can focus on one or several genres. (Note, for example, that drama is much more public than other forms of literature, so you might want to handle it differently.)

You can draw from the literary historical examples you've encountered in this course or elsewhere, as well as from any personal experience in which you have seen laws or market forces limit the publication of texts or the presentation of live performances.

You might also incorporate current issues around public displays of visual art or the advantages and disadvantages of government-supported art.

You could choose to explore to what extent, if any, cultural history changes the shape of literature or other forms of artistic expression, or discuss the role that literature and art in general play in people's lives.

For the discussion process, you'll need to work as part of a pair who can meet for a face-to-face discussion. Your teacher will identify a process for this task that fits your learning situation. For instance, if you're working primarily on your own in this course with no on-site classmates (self-paced course), the process will be a little different than if you are learning with one or more other students in the same building and on the same schedule (group-paced course). Discussions in those two cases are outlined here.

Part A

Record the names of the discussion participants. If you organized the discussion, record how you know the other person and summarize how you chose and invited him or her and how you organized the time and place for the discussion.

Tatiana, I known her since my last school I went too in mckeel, we discussed on both

sides of the argument as first how confeduate statures signifies in our society today. We

had a long through discussion in the library.

Part B

Record the thesis and supporting statements that you shared with your peer.

I shared with with her that the disadvanteges of taking down confederate flags because its

taking down a part of our American history and some cities were establish cause of

confederate soldiers and citizens

Part C

During the discussion, what main points did your peer make supporting your thesis, opposing your thesis, or raising new questions or related observations and thoughts?

Confederate monuments honor an important part of American history, and I our first

admendment is protected.

Part D

Describe the discussion of the theses. How balanced was the participation? What would you change if you could do it again? What insights did you gain about your thesis from discussing it with others? What did you learn from discussing your peer's thesis?

Answer:

A

My brother is my companion. Because we are roughly the same age, I invited him to this talk and encouraged him to try to be available late in the morning.

B

We chose to discuss the debate over removing Confederate monuments and whether or not it is the correct thing to do. I told him that I believe it is justified not to have these monuments posed because it portrays them as heroes and great men, which is inaccurate given what they fought for—and even if it was for "heritage," slavery was a part of that heritage.

C

It was decided by my peer that history would be erased. He believed that removing these landmarks was censoring a part of America, and that they might be utilized as a learning tool if people put the correct context around them, such as saying what they did and how they acted.

D

Our discussion was very evenly weighted, and in the end, we both decided to agree to disagree. If I could go back in time, I'd give us both some time at the start to gather the material we needed to bolster our arguments, as I found we wasted a lot of time looking for sources to support our claims. I obtained a new viewpoint that I would have never gotten if I hadn't discussed the subject with anyone: monuments may be utilized as a learning tool.

Explanation:

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