Week 14: April 28 & 30 - Love and Death Castillo, Chap. 9 “Sofia, Who Would Never Again Let Her Husband Have the Last Word…” Chap. 10 “Wherein Sofia Discovers La Loca’s Playmate…” Chap. 11 “The Marriage of Sofia’s Faithful Daughter to her Cousin” Chap. 12 “Of the Hideous Crime of Francisco el Penitente…” 1. For all chapters, identify the four levels of analysis: 1) metaphoric/symbolic; 2) literary; 3) sociological; and spiritual. Chapter 9 “Sofia, Who Would Never Again Let Her Husband Have the Last Word…” 2. In this chapter, Sofia begins a transformation of her own. What is this transformation and what role does Esperanza play?Chapter 10 3. In this chapter, we return to La Loca, reading from her point of view. What do we learn from this, the youngest of Sofi’s daughters? 4. As Fe leaves Sofia’s home we realize she has not come to terms with what she went through when Tom broke off the engagement. What is Fe like now? Has she also changed? 5. What about Esperanza, what news about her? And what about “La Llorona, Chicana international astral-traveler”? Chapter 11 6. Much happens to Fe in this chapter. Be able to recount all of Fe’s experiences and the relationship to big business, the U.S. government, and the medical profession.Chapter 12 7. What to make of this last chapter in Caridad and Francisco’s lives? What are the recurring themes and metaphors/symbolizes, etc.? In preparation for the Opposing Viewpoints short paper due in Module Five, you will outline a position (thesis) on a topic of your choosing.  Using the Prewriting Template provided, outline two to three of your reasons for supporting your thesis and then also outline the objection’s position. Please note that the main purpose of this assignment is to formulate the strongest possible objection to your own position before responding to it. You will be required to use at least four outside (i.e., other than the textbook) sources for this paper, two for each side of the issue. You do not need to do extensive reearch before completing the outline. Possible topics: Affirmative Action, Abortion, State-Financed Health Care, Flat Tax...or anything you want. It is best to choose a position for which you can find reasonable arguments on both sides. Click on the title above to turn in your outline. First Paper (Opposing Viewpoints): Critical Elements Distinguished Proficient Emerging Not Evident Value Main Elements Includes almost all of the main elements and requirements and cites ample appropriate support to illustrate each element (23-25) Includes most of the main elements and requirements and cites appropriate support to illustrate each element (20-22) Includes some of the main elements and requirements (18-19) Does not include any of the main elements and requirements (0-17) 25 Inquiry and Analysis Explores multiple reasons and offers in-depth analysis of evidence to make informed conclusions about the issue (18-20) Explores so.

1. Week 14: April 28 & 30 - Love and Death
Castillo, Chap. 9 “Sofia, Who Would Never Again Let Her
Husband Have the Last Word…”
Chap. 10 “Wherein Sofia Discovers La Loca’s Playmate…”
Chap. 11 “The Marriage of Sofia’s Faithful Daughter to her
Cousin”
Chap. 12 “Of the Hideous Crime of Francisco el Penitente…”
1. For all chapters, identify the four levels of analysis: 1)
metaphoric/symbolic; 2) literary; 3) sociological; and spiritual.
Chapter 9 “Sofia, Who Would Never Again Let Her Husband
Have the Last Word…”
2. In this chapter, Sofia begins a transformation of her own.
What is this transformation and what role does Esperanza
play?Chapter 10
3. In this chapter, we return to La Loca, reading from her
point of view. What do we learn from this, the youngest of
Sofi’s daughters?
4. As Fe leaves Sofia’s home we realize she has not come to
terms with what she went through when Tom broke off the
engagement. What is Fe like now? Has she also changed?
5. What about Esperanza, what news about her? And what
about “La Llorona, Chicana international astral-traveler”?
Chapter 11
6. Much happens to Fe in this chapter. Be able to recount all
of Fe’s experiences and the relationship to big business, the
U.S. government, and the medical profession.Chapter 12
7. What to make of this last chapter in Caridad and
Francisco’s lives? What are the recurring themes and

2. metaphors/symbolizes, etc.?
In preparation for the Opposing Viewpoints short paper due in
Module Five, you will outline a position (thesis) on a topic of
your choosing.
Using the Prewriting Template provided, outline two to three of
your reasons for supporting your thesis and then also outline the
objection’s position. Please note that the main purpose of this
assignment is to formulate the strongest possible objection to
your own position before responding to it.
You will be required to use at least four outside (i.e., other than
the textbook) sources for this paper, two for each side of the
issue. You do not need to do extensive reearch before
completing the outline.
Possible topics: Affirmative Action, Abortion, State-Financed
Health Care, Flat Tax...or anything you want. It is best to
choose a position for which you can find reasonable arguments
on both sides.
Click on the title above to turn in your outline.
First Paper (Opposing Viewpoints):
Critical Elements
Distinguished
Proficient
Emerging
Not Evident
Value
Main Elements
Includes almost all of the main elements and requirements and
cites ample appropriate support to illustrate each element
(23-25)

3. Includes most of the main elements and requirements and cites
appropriate support to illustrate each element
(20-22)
Includes some of the main elements and requirements
(18-19)
Does not include any of the main elements and requirements
(0-17)
25
Inquiry and Analysis
Explores multiple reasons and offers in-depth analysis of
evidence to make informed conclusions about the issue
(18-20)
Explores some reasons and offers somewhat in-depth analysis of
evidence to make informed conclusions about the issue
(16-17)
Explores minimal reasons and offers minimal analysis of
evidence to make informed conclusions about the issue
(14-15)
Does not explore reasons and analysis of evidence and does not
make informed conclusions about the issue
(0-13)
20
Integration and Application
All of the course concepts are correctly applied
(9-10)
Most of the course concepts are correctly applied
(8)
Some of the course concepts are correctly applied
(7)
Does not correctly apply any of the course concepts
(0-6)
10

4. Critical Thinking
Demonstrates comprehensive exploration of issues and ideas
before accepting or forming an opinion or conclusion
(18-20)
Demonstrates moderate exploration of issues and ideas before
accepting or forming an opinion or conclusion
(16-17)
Demonstrates minimal exploration of issues and ideas before
accepting or forming an opinion or conclusion
(14-15)
Does not demonstrate exploration of issues and ideas before
accepting or forming an opinion or conclusion
(0-13)
20
Objection and Response
Incorporates and fully develops a strong objection; offers a
strong and novel response to that objection
(14-15)
Incorporates and moderately develops an objection; offers an
adequate response to that objection
(12-13)
Incorporates but does not fully develop an objection; responds
somewhat to that objection
(11)
Does not incorporate a full objection; does not respond to that
objection
(0-10)
15
Writing
(Mechanics/Citations)
No errors related to organization, grammar and style, and
citations
(9-10)

5. Minor errors related to organization, grammar and style, and
citations
(8)
Some errors related to organization, grammar and style, and
citations
(7)
Major errors related to organization, grammar and style, and
citations
(0-6)
10
Earned Total
Comments:
100%
An Introduction to Argument
Structure and Analysis, Part 1
As we saw in Module One, when we think of the word
“argument,” we typically think of disagreement on an issue.
Many of us would probably imagine two individuals getting into
a heated debate, or even a
yelling match, and call this an “argument.”
However, in logic, we typically use the word
‘argument’ to refer to a series of statements in which one or
more propositions are being used to support another
proposition. The supporting statements, or reasons, are called
premises. The main point, or the proposition these premises are
supporting, is called the conclusion. Each of the
propositions is a complete statement that may be true or false.

6. Example #1
P1: The world appears flat.
P2: All things that appear flat are in fact flat.
C: Therefore, the world is in fact flat.
In the argument above, both premise P1 and P2 are supporting
the conclusion that the world is in fact flat. However, the
propositions in P1 and P2 are subject to evidence to determine
whether they are true
or false. In this case, although premise P1 is arguably true
based on the appearance of the world to the human eye, we
know from scientific evidence that the earth, which appears flat
in casual observation, is
in fact spherical. So the premise P2 is false based on empirical
evidence that proves that not all things appearing flat are in fact
flat. We will cover evaluating arguments in the next module.
Example #2
Sentences can include many propositions. For example, consider
the following sentence about a potential job candidate:
Chuck is experienced, but unfriendly and lazy.
This single statement actually contains three propositions about
Chuck, each of which can be judged
either true or false. They are:
P1: Chuck is experienced.
P2: Chuck is unfriendly.
P3: Chuck is lazy.
However, this sentence, standing alone, does not comprise a
complete argument, because the sentence does not relate these
propositions to a conclusion about Chuck. A completed
argument might be:
P1: Chuck is experienced.
P2: Chuck is unfriendly.
P3: Chuck is lazy.
C: Therefore, Chuck would not be the best candidate for the job.

7. This argument uses the propositions as premises in order to
support a conclusion: namely, that Chuck would not be the ideal
candidate for the position.
Arguments come in different types, two of which we will study
at length in this course.
Deductive arguments are arguments in which the premises are
linked and, when taken together, the conclusion of
the argument would necessarily follow from the premises
(assuming they are true). The argument above about the world
being flat is a deductive argument: Assuming the premises are
true, if we took them
together, the conclusion would necessarily follow.
In inductive arguments, we are given pieces of evidence that
provide support for the conclusion, but they may not necessarily
prove that the conclusion will follow. The argument above
about the job candidate Chuck is one example of an inductive
argument: It provides statements that are unrelated to one
another, but taken as a whole (and despite the positive factor of
his experience) provide support for the conclusion that he
should not be hired. As opposed to a deductive argument, the
premises of an inductive argument do not need to be linked to
one another. Both inductive and deductive arguments
will be studied at length in Modules Five and Six.
What Kinds of Premises Exist, and What Makes a Premise a
Good One?
Premises, as we have covered, are propositions that provide
support for a conclusion. Different kinds of
premises include:
• Descriptive premises, which are based on empirical or
scientific facts. (E.g., the earth is spherical in shape.)
• Prescriptive premises, which are value statements of what we
should do.

8. (E.g., we should strive for gender equality in employment
practices.)
• Analogical premises, which are based on comparisons of
similar things. (E.g., a jaguar runs quickly. A cheetah has a
similar body structure to the jaguar, so it must al
so run quickly.)
• Definitional premises, which contain the definition of a key
term. (E.g., “Affirmative action is a policy to increase
opportunities for women and minorities in college admissions
and employment” [Boss, 2012, p. 172].)
In an argument, the conclusion (or main point of the argument)
is the component that is supported by one or several premises.
The premise is a proposition that provides support or evidence
for why we
should believe the conclusion to be true. Good premises should
have a factual basis; in other words, they should be based on
credible evidence. Premises should not rely only on mere
opinions or on ungrounded assumptions.