Historical philosophical, theoretical, and legal foundations of special and i...
IRW Chapter 15
1. In Concert:
An Integrated Reading and Writing Approach
by Kathleen T. McWhorter
Part Four:
Critical Thinking, Reading, and Writing
Chapter 15:
Critical Thinking: Reading and
Writing Arguments
PowerPoint by Sarah Gilliam, Instructor of English
Mountain Empire Community College
2. Chapter 15: Critical Thinking:
Reading and Writing Arguments
Copyright 2014 by Pearson Education, Inc. All rights reserved.
3. An argument is a line of reasoning
intended to persuade a reader or listener
to agree with a particular viewpoint or
action.
Copyright 2014 by Pearson Education, Inc. All rights reserved.
4. An Argument Contains:
• An Issue
• A Claim
• Support
• Refutation
Copyright 2014 by Pearson Education, Inc. All rights reserved.
5. Recognizing types of supporting evidence is
crucial in reading an argument effectively.
What are some types of supporting evidence?
Copyright 2014 by Pearson Education, Inc. All rights reserved.
6. What are strategies for
reading arguments
effectively?
Copyright 2014 by Pearson Education, Inc. All rights reserved.
7. Critical Thinking Strategies for Argument:
1. Evaluating Evidence
2. Examining Opposing Viewpoints
3. Considering Emotional Appeals
4. Identifying Errors in Reason
Copyright 2014 by Pearson Education, Inc. All rights reserved.
8. Helpful Tips:
• Review the paragraph writing strategies from
Chapter 5 and Chapter 6 of your textbook.
• Topic sentences in an argument paragraph
should identify the issue and state the author’s
claim about the issue.
• Support your position with evidence and
reasons.
Copyright 2014 by Pearson Education, Inc. All rights reserved.
9. Helpful Tip:
• Review the essay writing techniques from
Chapter 10 and Chapter 11 of the textbook.
What are some strategies specifically
for writing argument essays?
Copyright 2014 by Pearson Education, Inc. All rights reserved.
10. Goal 1: Understand the Use of Argument
Review Questions
Fill in the Blank:
An argument is a line of reasoning intended to
_____________ a reader or listener to agree with a
particular viewpoint or action.
Copyright 2014 by Pearson Education, Inc. All rights reserved.
11. Goal 1: Understand the Use of Argument
Review Questions
Fill in the Blank:
An argument is a line of reasoning intended to
persuade a reader or listener to agree with a
particular viewpoint or action.
Copyright 2014 by Pearson Education, Inc. All rights reserved.
12. Goal 2: Recognize the Parts of an Argument
Review Questions
Which of the following does an argument NOT
always contain?
A. Claim
B. Refutation
C. Support
D. Issue
Copyright 2014 by Pearson Education, Inc. All rights reserved.
13. Goal 2: Recognize the Parts of an Argument
Review Questions
Which of the following does an argument NOT
always contain?
A. Claim
B. Refutation
C. Support
D. Issue
Copyright 2014 by Pearson Education, Inc. All rights reserved.
14. Goal 3: Read an Argument Effectively
Review Questions
True or False:
Identifying the author’s claim and any
supporting evidence is not reading the
argument effectively.
Copyright 2014 by Pearson Education, Inc. All rights reserved.
15. Goal 3: Read an Argument Effectively
Review Questions
True or False:
False: Identifying the author’s claim and any
supporting evidence is not reading the
argument effectively.
Copyright 2014 by Pearson Education, Inc. All rights reserved.
16. Goal 4: Think Critically About Arguments
Review Questions
Which of the following is an effective strategy
for thinking critically about arguments?
A. Examining other views
B. Evaluating the evidence
C. Finding errors in logic
D. All of the above
E. None of the above
Copyright 2014 by Pearson Education, Inc. All rights reserved.
17. Goal 4: Think Critically About Arguments
Review Questions
Which of the following is an effective strategy
for thinking critically about arguments?
A. Examining other views
B. Evaluating the evidence
C. Finding errors in logic
D. All of the above
E. None of the above
Copyright 2014 by Pearson Education, Inc. All rights reserved.
18. Goal 5: Write Argument Paragraphs
Review Questions
Fill in the Blank:
____________ _____________ in an argument paragraph
should identify the issue and state the author’s
claim about the issue.
Copyright@ 2014 by Pearson Education, Inc. All rights reserved.
19. Goal 5: Write Argument Paragraphs
Review Questions
Fill in the Blank:
Topic sentences in an argument paragraph
should identify the issue and state the author’s
claim about the issue.
Copyright 2014 by Pearson Education, Inc. All rights reserved.
20. Goal 6: Write Argument Essays
Review Questions
Which of the following is NOT one of the types
of audience?
A. Those who agree
B. Those who disagree
C. Those who agree and disagree strongly
D. Neutral audiences
Copyright 2014 by Pearson Education, Inc. All rights reserved.
21. Goal 6: Write Argument Essays
Review Questions
Which of the following is NOT one of the types
of audience?
A. Those who agree
B. Those who disagree
C. Those who agree and disagree strongly
D. Neutral audiences
Copyright 2014 by Pearson Education, Inc. All rights reserved.
Editor's Notes
Advertising can be considered a common type of argument—trying to sway a viewer to buy a product.
An issue is the problem or controversy that the argument addresses. It is also the topic of an argument essay or paragraph.A claim is the particular point of view the writer has on the issue. Issues have at least two points of view—pros and cons. However, there are often many points of view about an issue.Support consists of the details that prove a claim is correct and should be accepted. Reasons, evidence, and emotional appeals are all types of support for an issue.Refutation considers opposing viewpoints and attempts to disprove or discredit them.See the charts and visual idea maps explaining the parts of argument on pages 451–452.
Types of Supporting Evidence:FactsStatisticsQuotations and CitationsExamplesPersonal ExperienceComparisons and Analogies
Read once for initial impression. Try to get a general feel of the argument.Read the argument several more times. Identify the specific claim made by the author, then try to identify reasons or evidence supporting it. Does the author acknowledge or oppose other views?Annotate as you read.Highlight key terms.Diagram or map the argument to analyze its structure.
Is the evidence relevant, sufficient, and does it support the claim?Does the author fairly and clearly address opposing viewpoints? Does the author refute the opposing viewpoint with logic and relevant evidence?Emotional appeals are targeted at needs or values the reader is likely to care about. Is the author doing this in an unfair way to attempt to control the reader’s attitude about the subject?Errors in reasoning are also called logical fallacies. Activities:Exercises 15-10 and 15-11 (Evaluating an Argument) using the sample argument essay on pages 464–466 of the textbook.
Strategies for Writing an Argument Essay:Write a thesis that identifies the issue and states your claim about it. Place the thesis effectively.Provide adequate supporting evidence. Make sure the evidence is recent and from a reliable source. Be sure to define terms and any units of measurement.Analyze the audience. There are three types of audience: those who agree with your claim, those who disagree, and those who are neutral. Think carefully about the approach you take to addressing your respective audience.For reference, see the sample essay on pages 474–477.
Answer: persuade (sway or convince would also be acceptable answers)
Answer: persuade (sway or convince would also be acceptable answers)
Answer: B—Arguments can have refutation, but they don’t always have it.
Answer: B—Arguments can have refutation, but they don’t always have it.
Answer: False. This is an effective strategy for reading the argument effectively.
Answer: False. This is an effective strategy for reading theargument effectively.
Answer: D—All of the above.
Answer: D—All of the above.
Answer: Topic sentences
Answer:Topic sentences
Answer: C—It is unlikely someone agrees and disagrees strongly with a claim.
Answer: C—It is unlikely someone agrees and disagrees strongly with a claim.
