2. Agenda
HP Discussion
Review: The Argument Essay
Intro, thesis, reasons and support
Counterarguments
The Ending: Conclusions
Putting it all together
Quoting and citing outside sources
Preparing the final outline
3. Discussion:
Harry Potter in college?
The Harry Potter series is fun (I hope you
agree).
But why might it be worth reading in college
and by adults?
In your House, consider and discuss:
In what ways do you personally relate to
aspects of the Potter universe? (Come up with
several examples.)
How can Rowling’s world help us understand
our own?
Why is “fantasy” popular as a genre? Why
might it serve an important social function?
4. Review:
Basic features of an Argument Essay
1. A Focused Presentation of the Issue
2. A Clear Position
3. Plausible Reasons and Convincing Support
But you still need to focus on these parts:
4. A counterargument
5. The conclusion
What you should have written or noted these parts already:
5. Counterarguments: Acknowledge/Refute/Accommodate
Writers of position essays try to anticipate other widely held positions on the issue as
well as objections and questions readers might raise to their argument. Writers have
three options in anticipating readers’ alternative positions and objections:
they can simply acknowledge readers’ views;
they can accommodate them by making concessions
they can try to refute them.
Anticipating readers’ positions and objections can enhance the writer’s credibility
and strengthen the argument. When readers holding an opposing position recognize
that the writer takes their position seriously, they are more likely to listen to what
the writer has to say. It can also reassure readers that they share certain important
values and interests with the writer, building a bridge of common concerns among
people who have been separated by difference and antagonism.
6. Even Hermione initially expresses distress at the possibility of having to speak with Myrtle, and
when doing so is unavoidable, treats Myrtle with condescending politeness, calling out “How are
you, Myrtle? [...] It’s nice to see you out of the toilet. […] Just saying – saying—how nice you look
tonight” (134). It is clear to Myrtle—and to the reader—that Hermione is not interested in making
a personal connection with Myrtle, though she does seem aware that going along with others’
marginalization of Myrtle is troubling when she “sadly” comments “Oh dear” (135) while watching
Peeves heckle and chase Myrtle away. But even if we read this as a moment of conflicted
sympathy, it remains clear that Hermione is unwilling to stand up for Myrtle in any meaningful
way. (Student 4).
Let’s return to the essay sample to look at the counterarguments there. Note the
sentence strategy: the writer offers a concession followed by refutation
In this example from the argument, the writer concedes that a different reader
might argue that Hermione is sympathetic to Myrtle in this scene; but, in a quick
turn, the writer firmly refutes that notion as one that detracts from the thesis by
pointing out that “Hermione is [still] unwilling to stand up for Myrtle”; ultimately,
Hermione also contributes to Myrtle’s marginalization.
7. One might object that Myrtle needs to be more assertive in standing up for herself and
that she could finally gain some measure of respect if she were to push back at the
bullying and abuse that she faces. However, this objection ignores the unfair irony that,
just before her murder, Myrtle was privately dealing with the aftermath of bullying in the
girls’ bathroom, and she took the brave action of shooing away a boy who should not have
been in the bathroom. She paid with her life for revealing herself and speaking out
against him, as that boy was Tom Riddle/Voldemort, speaking in Parseltongue to the
snake, and when Myrtle opened her stall, she was killed by the snake’s deadly stare. In
this situation, standing up to patriarchal violence (in the form of Tom Riddle) resulted in
Myrtle’s death. (Student 5)
Here, in the first sentence of this paragraph, we see a more obvious objection to the thesis of the paper.
This time, the writer turns the counterargument to his thesis back around by using the phrase,
“however.” This language makes it clear that the writer will explain how the argument against the
thesis is illegitimate by providing information that the first reader has not considered—When
Myrtle did assert herself by telling Tom Riddle to exit the girls bathroom, she was murdered by a
male who asserted his patriarchal privilege in claiming space earmarked specifically for females.
8. As you draft, you will need to move back and forth smoothly between arguments for
your position and counterarguments against your readers’ likely objections and
preferred positions. One useful strategy for making this move is to concede the value of
a likely criticism and then to refute it immediately, either in the same sentence or in
the next one.
The following sentences from essays we’ve read illustrate ways to make this move (the
concessions are in italics, the refutations in bold):
The primary goal of a professional athlete — winning — is not appropriate for
children. Their goals should be having fun, learning, and being with friends.
Although winning does add to the fun, too many adults lose sight of what matters
and make winning the most important goal. (Statsky par. 5)
And it is perfectly obvious how important competitive skills are in finding a job.
Yet the ability to cooperate is also important for success in life. (Statsky par. 10)
But even if we read this as a moment of conflicted sympathy, it remains clear that
Hermione is unwilling to stand up for Myrtle in any meaningful way. (Student 4).
In these examples
from different
stages in their
arguments, the
authors concede the
importance or value
of some of the
readers’ likely
objections, but then
firmly refute them.
Counterarguments (concede, then refute)
9. The concession-refutation move, sometimes called the “yes-but” strategy, is important in
most arguments. Following is an outline of some other kinds of language authors rely on
to introduce their concession-refutation moves:
10. Counterarguing
Readers’
Objections: in-
class writing
List Possible Objections. Look for places where your argument is
vulnerable. For example, think of an assumption that you are making
that others might not accept or a value others might not share. Imagine
how people in different situations — different neighborhoods,
occupations, age groups, living arrangements — might react to each of
your reasons.
Accommodate a Legitimate Objection. Choose one objection that
makes sense to you, and write for a few minutes on how you could
accommodate it into your argument. You may be able simply to
acknowledge an objection and explain why you think it does not
negatively affect your argument. If the criticism is more serious,
consider conceding the point and qualifying your position or changing
the way you argue for it. If the criticism seems so damaging that you
cannot accommodate it into your argument, however, you may need to
rethink your position.
Refute an Illegitimate Objection. Choose one objection that seems to
challenge or weaken your argument, and write for a few minutes on
how you could refute it. Do not choose to refute only the weakest
objection while ignoring the strongest one. Consider whether you can
show that the objection is based on a misunderstanding or that it does
not really damage your argument. You may also need to modify your
position to make sure the objection is not valid.
11. “Yes, but” counterarguments
In your House, brainstorm or share a possible
counterarguments (accommodate a
legitimate objection and refute an
illegitimate objection).
If you can’t think of a counterargument to
your own argument, perhaps a housemate can
help you out!
12. The Ending:
What do you do in your conclusion?
Be sure to reiterate your main point in the essay. But don’t just restate your thesis
verbatim. Find another way to say it.
After you reiterate your main point, you need to do more.
Two strategies:
1. Answer the question “So what?”
Show your readers why this essay was important.
2. Propose a course of action, a solution to an issue, or questions for further
study.
Redirect your reader’s thought process and help them apply your ideas to the world
or to see the broader implications. Tell them what they can do.
Use one (OR BOTH!) of these to fill in your conclusion.
13. Sample Conclusions: Statsky
1. What does Statsky do in her
conclusion?
2. Where does she reiterate her
main point?
3. Then what does she add?
1. How does the ”Moaning
Myrtle” sample essay
conclude?
2. Does it reiterate the main
point? Where?
3. Does it provide a “So What?”
Where?
Does it suggest a course of
action? If not, how it could it
more clearly do so?
14. In-class writing:
Your conclusion
How will you end your essay?
You can reiterate (but do NOT repeat verbatim) your main
point in the essay.
You can answer the reader’s “So What?”
You might propose a solution, a course of action, or next
steps.
You might consider combining both strategies for an even
better finish!
15. How and When to Cite Sources
Avoiding Plagiarism
16. Avoiding Plagiarism: Writers — students and professionals alike — occasionally fail
to acknowledge sources properly. The word plagiarism, which derives from the
Latin word for “kidnapping, ”refers to the unacknowledged use of another’s
words, ideas, or information. Students sometimes mistakenly assume that
plagiarizing occurs only when another writer’s exact words are used without
acknowledgment. In fact, plagiarism also applies to such diverse forms of
expression as musical compositions and visual images as well as ideas and
statistics. Therefore, keep in mind that you must indicate the source of
any borrowed information or ideas you use in your essay, whether you have
paraphrased, summarized, or quoted directly from the source or have reproduced
it or referred to it in some other way. Remember especially the need to document
electronic sources fully and accurately. Information, ideas, and images from
electronic sources require acknowledgment in even more detail than those from
print sources (and are often easier to detect as plagiarism if they are not
acknowledged). Some people plagiarize simply because they do not know the
conventions for using and acknowledging sources. Others plagiarize because they
keep sloppy notes and thus fail to distinguish between their own and their sources’
ideas. If you keep careful notes, you will not make this serious mistake. Another
reason some people plagiarize is that they feel intimidated by the writing task or
the deadline. If you experience this anxiety about your work, speak to me. Do not
run the risk of failing the course or being expelled from school because of
plagiarism. If you are confused about what is and what is not plagiarism, be sure to
ask me.
17. Integrating Quotations: MLA Style
1. Every time you paraphrase, summarize, or directly
quote a source (in this case the film), you must
identify the material as quoted.
2. For quotations that refer to one character and are
under four lines of text, we can use "Quotation
Marks."
3. Always introduce the scene or character who is
speaking. For example, you might write:
When Harry, Hermione, and Ron are caught in the
hallway with a petrified cat, Filch insists, “You did it!”
(Harry Potter and the Chamber of Secrets).
4. We must include the name of the source to which we
refer. The citation will come between the last quotation
mark and the period.
18.
19. Review: In class essay #3: Class 16
Extend your insights to
contemporary society. How does
this character’s marginalization
compare to others you see who are
also marginalized?
REQUIRED:
3 quotes from the book
1 quote from another source
(could be a dictionary definition or
one of the other articles you read on
marginalization. )
Bring your outline.
Don’t forget to bring a
Blue Book!
Choose a character from Chamber
of Secrets who has been
marginalized in some way.
Explain how the character is
marginalized and provide examples
of the marginalization using quotes
from the book (and maybe even
examples from the first movie).
Analyze ways in which the
character responds to the
marginalization that you see as
productive or unproductive and why.
20. What do you need to do today?
Make sure you can finish your outline!
3 quotes from the book
1 quote from another source
(could be a dictionary definition or one of the other articles you read on
marginalization. )
Introduction Paragraph: Presenting the subject
Introduce the novel and author; Name and describe the character; describe his or her role in the novel.
Thesis: Describe the marginalization that you see this character experiencing and the outcome of that marginalization.
Body Paragraphs
Body paragraph 1: Use, cite, and discuss quotes to support your identification of the character’s marginalization, the outcomes/results
of marginalization, and ways in which the character responds to the marginalization.
Body paragraph 2: Analyze ways in which the character responds to the marginalization that you see as productive or unproductive and why.
Body paragraph 3: Extend your insights to contemporary society; how does this character’s marginalization compare to others you see who
are also marginalized?
Counterargument: Accommodate or refute a reasonable objection to your argument.
Conclusion: Re-emphasize your thesis. Answer the “so what?” question and/or make a call to action.
21. Your OUTLINE
You can bring a printed outline into
the essay with you.
Your outline should include:
Your thesis statement. (You can
write it out word-for-word.)
At least four quotations with
appropriate MLA-style citation. You
can copy these exactly
At least three quotes from the
book
At least one quote from an
outside source
22. Homework for next class
Read HP POA Chapter 3
HW Discussion #15: The
Counterargument:
HW Discussion #16: Your
complete outline. You can use this
during your in-class essay exam.
In-class essay #3 is Class 16
Bring A large Blue Book for essay
#3
Bring a hard copy of your outline!
