fsfdsfdsfds frewr e erwewrew ewew

1. Today is Thursday November 2, 2016
The students will be able to identify elements of
argumentative writing in Outliers by Malcolm Gladwell
1. Warm up: Identify Malcolm Gladwell’s thesis AND rewrite your
thesis from yesterday to be an argument you can actually
win.
2. Reading and Evaluating Arguments
1. Connection to Outliers
3. Next Friday’s Global Awareness topic: Opportunity
4. HWK: Read Outliers 3-5 (end of part 1) by next Wednesday;
Take Home MC due Thursday; Precis x2 due Friday

2. Reading & Evaluating Arguments
 Be prepared to take Cornell Notes on your
own sheet of paper.
 Each table also needs a TEAM ANSWER
SHEET for group discussion questions.
 Be prepared to discuss answers to group
discussion questions with the class.
 Notes and answers will be submitted for
review at the end of the hour.

3. Reading & Evaluating Arguments
 An argument presents logical reasons and
evidence to support a viewpoint or claim
 ISSUE - problem or controversy about
which people disagree
 CLAIM - the position on the issue
 SUPPORT – explanation as to why the
claim is reasonable and acceptable
 REFUTATION - opposing viewpoints or
counterarguments

4. Types of Support
 REASON – a general statement that supports
a claim.
 EVIDENCE – facts statistics, experiences,
comparisons, and examples that show why
the claim is valid.
 EMOTIONAL APPEALS – ideas that are
targeted toward needs or values that readers
are likely to care about.

5. Malcolm Gladwell’s Argument
 What is the ISSUE(s) discussed in Chapter 1
of The Outliers?
 What CLAIM(s) does Gladwell make?
 What reasons, evidence, and/or appeal does
Gladwell provide to SUPPORT his claim(s)?
 What REFUTATION(s) does Gladwell make?
 Is Gladwell’s ARGUMENT convincing? Why
or why not?

6. Malcolm Gladwell’s Argument
 What is the ISSUE(s) discussed in Chapter 2
of The Outliers?
 What is Gladwell’s CLAIM(s)?
 What logical reasons and evidence does
Gladwell provide to SUPPORT his claim?
 What REFUTATION(s) does Gladwell make?
 Is Gladwell’s ARGUMENT convincing? Why
or why not?

7. Types of Claims
 Claim of FACT – statement that can be
proven or verified by observation or research
 Example: Within ten years, destruction of rain
forests will cause hundreds of plant and
animal species to become extinct.
 What claims of fact does Gladwell make in
Chapters 1 & 2?

8. Types of Claims
 Claim of VALUE – states that one thing or
idea is better or more desirable than another.
 Example: Requiring community service in
high school will produce more community-
aware graduates.
 What claims of value does Gladwell make in
Chapters 1 & 2?

9. Types of Claims
 Claim of POLICY – suggests what should or
ought to be done to solve a problem.
 To reduce school violence, more gun and
metal detectors should be installed in public
schools.
 What claims of policy does Gladwell make in
Chapters 1 & 2?

10. Inductive and Deductive Arguments
 INDUCTIVE - reaches a general conclusion
from observed specifics (specific  general).
 By observing the performance of a large
number of athletes, you could conclude that
athletes possess physical stamina.
 What inductive reasoning does Gladwell use
in Chapter 1? Chapter 2?

11. Inductive and Deductive Arguments
 DEDUCTIVE - begins with a major premise
and moves toward a more specific statement
or minor premise (general  specific).
 Athletes possess physical stamina. Because
Anthony is an athlete, he must possess
physical stamina.
 What deductive reasoning does Gladwell use
in Chapter 1? Chapter 2?

12. Chapters 3, 4, & 5 Annotation Focus
 Claims of Fact
 Claims of Value
 Claims of Policy
 Inductive Reasoning
 Deductive Reasoning

13. Chapters 3, 4, & 5 Annotation Focus
 Evidence – Identify types of evidence in
Chapters 3 & 4 and note whether or not it is
sufficient to support the claim and why.
 Personal Experience – Identify and explain
how it reveals Gladwell’s bias.
 Examples – Identify and note whether or not
they are used alone or in conjunction with
other examples. Explain how using examples
in conjunction strengthens the argument.

14. Chapters 3, 4, & 5 Annotation Focus
 Statistics – Identify and note whether they are
misused, manipulated, or misinterpreted and
explain how so.
 Comparisons and Analogies – Identify and
discuss how reliable they are (i.e., how
closely they correspond to the situation).
 Relevancy and Sufficiency of Evidence –
Note in the margin whether or not the kind of
evidence used is relevant and/or sufficient.

15. Chapters 3, 4, & 5 Annotation Focus
 Definition of Terms – Identify new,
technical, or special terms and note
whether or not Gladwell sufficiently
defines and/or explains them.
 Cause-Effect Relationships – Identify and
discuss effects on the intended audience.
 Implied or Stated Value System – Note
when Gladwell’s values seem to be
consistent (or inconsistent) with yours.

16. Chapters 3, 4, & 5 Annotation Focus
 Recognizing and Refuting Opposing
Viewpoints
 Feel free to question the accuracy, relevancy,
or sufficiency of Gladwell’s evidence. Note
questions/challenges in the margins.
 Note whether or not Gladwell addresses
opposing viewpoints clearly and fairly.
 Note whether or not Gladwell refutes
opposing viewpoints with logic and relevant
evidence.