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You will do some small group work and in-class writing on Thursday; feel free to bring your laptop, tablet, iPad, etc., if you want to compose on it. To help you, I have placed at the top of the Course Content list two documents: one is a list of the fallacies in logic uttered by characters in the drama, a list composed by the class on Wed.; I have also placed the list composed by the class on Tues., a list of reasons for reasonable people doubting science.
Expect to work in small groups and then write in class on this prompt: In the drama Inherit the Wind, we readers identify fallacies in logic spoken by certain characters, including (but not limited to) Rev. Brown, his daughter Rachel, and the prosecutor, Matthew Harrison Brady. These fallacies in logic may exist because of the reasons many reasonable people doubt science. In this drama, this play, the aforementioned characters not only disagree that evolution exists, but they perceive that evolution is, in Brady's terms, "evil-lution," and they see evolution as a threat to their belief in the Creation Story of Genesis (Genesis Chapters 1 and 2) and as a threat to their faith in God's Word as revealed in the Scriptures of the Bible. For the essay, discuss the relationship between the fallacies in logic uttered by the characters of the drama and the reasons people doubt science, even perceiving science as a threat to their faith.
A complete draft will not be due until next Tuesday (Monday, Jan. 16 is a holiday), and you will do read-arounds and peer reviews at that time.Good people, I cannot read your essay on Inherit the Wind before Thursday afternoon, since I'll be reading your revisions of the "Patterns" essays anyway, so you have until Wednesday, Jan. 18, before a first draft is due in class for read-arounds and peer reviews.
Now, perhaps I can elaborate a bit on the prompt. In Course Content, you have two documents that are essential to completing the prompt: one lists the reasons people DO doubt science, and the other lists the fallacies in logic spoken by the characters of Rev. Brown, Rachel, and Brady. The way to approach this essay is to first identify which of those reasons people doubt science can be applied to the aforementioned characters. Why do Brown, Rachel and Brady, each in his or her own way, doubt or reject entirely the science of evolution? Then, relate these reasons to the fallacies in logic they speak. For example, Rachel wants Bert Cates to be on "the right side of things" and reasons that if a great man like Brady comes to prosecute Cates, then Cates must be wrong in teaching evolution to his students, much less even believe in evolution. The fallacies are one, that Cates is on the "[wrong] side of things," and two, that he's wrong if Brady is coming to prosecute him, a fallacy based upon the appeal to authority. What reason for doubting (or rejecting) evolution does she have for then speaking the aforementioned fallacies? Is it that evolution is counter to the evidence of her own experience with the Word of God as she reads the Creation story in Genesis? Is it that she lives in a town that believes the words of the Bible have to interpreted literally, and she wants to be a part of her community?
As you work with this prompt, please feel free to email if you have questions or want me to review a paragraph with which you may be struggling; I will be near the computer most of the weekend, and if I am not, it will only be for a span of several hours, the longest stretch coming on Sunday since I'll be in Los Angeles much of the day. I will check emails in the morning and when I arrive home. Otherwise, the longest I may take to reply the rest of the weekend will be a few hours. I'll try to check frequently otherwise.
You will do some small group work and in-class writing on Thursday; feel free to bring your laptop, tablet, iPad, etc., if you want to compose on it. To help you, I have placed at the top of the Course Content list two documents: one is a list of the fallacies in logic uttered by characters in the drama, a list composed by the class on Wed.