Eng 72 83 r week 12 day 1 040714
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This document contains the agenda and notes from an English class. The agenda includes turning in homework assignments and continuing work on group projects. The notes discuss evaluating arguments and identifying claims. It provides tips for identifying an author as an authority, stating a clear central claim, using relevant evidence, and addressing counterarguments. Students are asked to practice identifying claims and evaluating sentences for sufficient evidence. The document concludes by reminding students that their next assignment is a rough draft of Essay #2 along with a Works Cited page.
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Argument notes
This document defines argument and outlines how to develop effective arguments. It discusses three models of argument: as a fight, as a two-sided debate, and as a collaborative process. The document recommends viewing argument as a truth-seeking process that results in a persuasive product. It also outlines five levels of argument development that move from personal opinions to an understanding of audience assumptions and values. The document provides a framework for writing a classical argument.
Parts of an Argument
This document provides an overview of the key components of an argument, including the claim, reasons/data to support the claim, evidence to back up the reasons, and a warrant connecting the data to the claim. It also discusses acknowledging opposing views, drawing conclusions, inductive vs. deductive reasoning, the characteristics of arguable statements, and the importance of knowing your audience.
Writing Arguments
Provides an overview of how to write an argumentative essay--also includes brief discussion of logical fallacies
Identifying claims
This document discusses identifying explicit and implicit claims in arguments. It defines explicit claims as those directly stated using words like "because", while implicit claims refer to underlying assumptions and values. The document provides a framework for analyzing arguments by: 1) stating the thesis, 2) identifying explicit reasons and evidence for each, 3) determining implicit reasons and contextual evidence, and 4) evaluating the logic and validity. Identifying implicit assumptions is challenging but reveals the real issues and values underlying an argument.
Creating an argument
This is a PowerPoint that explains how to create an argument. Students should use this to help them create their Panel Presentations.
Argument Intro
The document discusses the key parts of an argument, including the main claim, premises, and conclusion. It defines these components and explains that an argument takes a stand supported by evidence to convince readers to accept a particular perspective. Specifically, it notes that the main claim is the central assertion, premises provide evidence to connect the claim to the conclusion, and the conclusion follows logically from the claim and premises.
Argument and persuasion
Persuasive writing aims to convince readers to adopt a certain viewpoint using sound reasoning and evidence. It presents a claim supported by multiple reasons backed by facts, expert opinions, statistics, or personal observations. Strong arguments also address potential counterarguments in a fair manner before rebutting them to demonstrate that the writer has considered alternative perspectives. Effective persuasive essays follow a standard format that introduces the claim, discusses each supporting reason and evidence, addresses counterarguments, and concludes by restating the central claim.
Argument/Persuasive
This document provides guidance on writing persuasive and argumentative papers. It defines the key difference between the two types of papers - argumentative papers propose a call to action to solve a problem, while persuasive papers discuss problems that may or may not have clear solutions. Both papers require a clear position, background information, strong reasoning and evidence to support the stance, consideration of other positions, and credible sourcing. The document provides tips on choosing a topic, structuring an argument, addressing counterarguments, and examples of each type of paper.
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Argument notes
This document defines argument and outlines how to develop effective arguments. It discusses three models of argument: as a fight, as a two-sided debate, and as a collaborative process. The document recommends viewing argument as a truth-seeking process that results in a persuasive product. It also outlines five levels of argument development that move from personal opinions to an understanding of audience assumptions and values. The document provides a framework for writing a classical argument.
Parts of an Argument
This document provides an overview of the key components of an argument, including the claim, reasons/data to support the claim, evidence to back up the reasons, and a warrant connecting the data to the claim. It also discusses acknowledging opposing views, drawing conclusions, inductive vs. deductive reasoning, the characteristics of arguable statements, and the importance of knowing your audience.
Writing Arguments
Provides an overview of how to write an argumentative essay--also includes brief discussion of logical fallacies
Identifying claims
This document discusses identifying explicit and implicit claims in arguments. It defines explicit claims as those directly stated using words like "because", while implicit claims refer to underlying assumptions and values. The document provides a framework for analyzing arguments by: 1) stating the thesis, 2) identifying explicit reasons and evidence for each, 3) determining implicit reasons and contextual evidence, and 4) evaluating the logic and validity. Identifying implicit assumptions is challenging but reveals the real issues and values underlying an argument.
Creating an argument
This is a PowerPoint that explains how to create an argument. Students should use this to help them create their Panel Presentations.
Argument Intro
The document discusses the key parts of an argument, including the main claim, premises, and conclusion. It defines these components and explains that an argument takes a stand supported by evidence to convince readers to accept a particular perspective. Specifically, it notes that the main claim is the central assertion, premises provide evidence to connect the claim to the conclusion, and the conclusion follows logically from the claim and premises.
Argument and persuasion
Persuasive writing aims to convince readers to adopt a certain viewpoint using sound reasoning and evidence. It presents a claim supported by multiple reasons backed by facts, expert opinions, statistics, or personal observations. Strong arguments also address potential counterarguments in a fair manner before rebutting them to demonstrate that the writer has considered alternative perspectives. Effective persuasive essays follow a standard format that introduces the claim, discusses each supporting reason and evidence, addresses counterarguments, and concludes by restating the central claim.
Argument/Persuasive
This document provides guidance on writing persuasive and argumentative papers. It defines the key difference between the two types of papers - argumentative papers propose a call to action to solve a problem, while persuasive papers discuss problems that may or may not have clear solutions. Both papers require a clear position, background information, strong reasoning and evidence to support the stance, consideration of other positions, and credible sourcing. The document provides tips on choosing a topic, structuring an argument, addressing counterarguments, and examples of each type of paper.
Writing an argument
The document provides an overview of writing an argument. It defines an argument and explains that an argument seeks to convince a reader by appealing to reason, emotions, or ethics. It also discusses coming up with a claim, considering your audience and purpose, templates for arguing, organizing an argument by stating your claim and supporting it with evidence, and establishing your own credibility.
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The Persuasive Essay Writing Process
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Organizing your argument—OWL
This document discusses how to effectively organize an argument. It emphasizes that an argument requires a clear claim supported by logical reasoning and evidence. The key components of an organized argument are a title to introduce the topic, an introduction stating the thesis, body paragraphs with topic sentences supporting the thesis by providing evidence and addressing counterarguments, and a conclusion recapping the main points. Proper organization guides the audience through the reasoning and establishes the writer's credibility.
Argument writing presentation
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Persuasion vs. argument
Persuasion writing aims to convince the reader of the writer's point of view, while argument writing acknowledges other views but aims to show the writer's perspective is valid and deserves consideration. Persuasion relies more on emotion and opinion to sway the reader, whereas argument offers credible evidence and reasons for its perspective. The goal of persuasion is agreement, while the goal of argument is acknowledgment of a worthy perspective.
Inventing arguments by analyzing artifacts
This document provides instructions for analyzing an artifact to invent an argument. Students are told to choose an artifact, determine its intended purpose or "exigence", and analyze how it addresses its intended audience. The document explains that the intended meaning and purpose of an artifact depends on the specific audience. It provides an example analysis of a video shown to protestors to call them to deeper action. Students are assigned to find an artifact, determine its exigence and how it aims to affect its audience, and present their analysis in a creative format.
Elements of persuasive or argument writing
The document provides guidance on writing a persuasive essay or paper. It explains that a persuasive essay attempts to convince the reader of a particular viewpoint using sound reasoning and evidence. It should introduce the topic and thesis, state facts of the case, prove the thesis with arguments, disprove opposing arguments, and conclude. The thesis usually appears at the end of the introduction as a one sentence summary. The essay should explain the topic, give supporting facts cited from sources, present facts building the strongest argument last, and conclude by restating why the audience should be persuaded. When planning, the writer should choose a position, analyze the audience, research the topic, and structure the essay.
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This document summarizes Ryan Craft's evaluation of a podcast production project. According to the summary:
- Research provided ideas and facts to argue why the Warriors will or won't win the NBA championship from different perspectives.
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- Time management was an issue as the script took too much time, rushing the final product.
- Peer feedback noted the quiet audio and suggested another person's opinion, which the creator disagreed with since both sides were already argued.
- The creator agreed the audio was too quiet and would add more detail or focus on two teams in the future.
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Writing a Thesis Statement
This document provides guidance on how to write an effective thesis statement. It explains that a thesis statement must have two parts: a subject and an opinion about that subject. It emphasizes that a thesis statement is not just a title, announcement of the subject, or statement of fact. A good thesis statement is restricted to a narrow topic, expresses a single unified idea, and is specific rather than vague. The document also notes that an effective thesis statement serves as a test of whether the main idea meets these requirements and acts as a reminder of the central point the paper aims to make.
What is an argumentative essay
This document defines an argumentative essay and outlines the steps to write one. It begins by explaining that an argumentative essay presents both the pros and cons of an issue. It stresses that topics should be narrow in scope and contain an argument. The essay then outlines the six steps to write one: 1) organizing thoughts, 2) researching the topic, 3) developing a thesis statement, 4) writing an introduction, 5) writing the body, and 6) concluding. It provides details on developing a thesis, using three organizational patterns in the body, effectively supporting ideas with facts/statistics, and refuting opposing arguments.
Presentation
This document provides guidance on writing an argumentative essay for a class. It includes information on choosing a topic from several prompts, the structure and requirements of the essay, and tips for developing an argument. Students must write a 3-4 page essay supporting a position on a debate topic while addressing any opposing views in their argument. The document provides deadlines for drafts and outlines the components of a strong introduction, body paragraphs with evidence, and a conclusion.
Dean R Berry Evaluation of Claims: Success Traits
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The document provides an overview of writing an argument. It defines an argument and explains that an argument seeks to convince a reader by appealing to reason, emotions, or ethics. It also discusses coming up with a claim, considering your audience and purpose, templates for arguing, organizing an argument by stating your claim and supporting it with evidence, and establishing your own credibility.
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The document provides an overview of argumentation and persuasion techniques for academic papers. It discusses developing a thesis, addressing opposing viewpoints, using logical reasoning and credible evidence to support claims, and avoiding logical fallacies. The document outlines plans for upcoming class meetings and assignments, and strategies for crafting persuasive arguments tailored to different audience types.
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This document discusses how to effectively organize an argument. It emphasizes that an argument requires a clear claim supported by logical reasoning and evidence. The key components of an organized argument are a title to introduce the topic, an introduction stating the thesis, body paragraphs with topic sentences supporting the thesis by providing evidence and addressing counterarguments, and a conclusion recapping the main points. Proper organization guides the audience through the reasoning and establishes the writer's credibility.
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Persuasion vs. argument
Persuasion writing aims to convince the reader of the writer's point of view, while argument writing acknowledges other views but aims to show the writer's perspective is valid and deserves consideration. Persuasion relies more on emotion and opinion to sway the reader, whereas argument offers credible evidence and reasons for its perspective. The goal of persuasion is agreement, while the goal of argument is acknowledgment of a worthy perspective.
Inventing arguments by analyzing artifacts
This document provides instructions for analyzing an artifact to invent an argument. Students are told to choose an artifact, determine its intended purpose or "exigence", and analyze how it addresses its intended audience. The document explains that the intended meaning and purpose of an artifact depends on the specific audience. It provides an example analysis of a video shown to protestors to call them to deeper action. Students are assigned to find an artifact, determine its exigence and how it aims to affect its audience, and present their analysis in a creative format.
Elements of persuasive or argument writing
The document provides guidance on writing a persuasive essay or paper. It explains that a persuasive essay attempts to convince the reader of a particular viewpoint using sound reasoning and evidence. It should introduce the topic and thesis, state facts of the case, prove the thesis with arguments, disprove opposing arguments, and conclude. The thesis usually appears at the end of the introduction as a one sentence summary. The essay should explain the topic, give supporting facts cited from sources, present facts building the strongest argument last, and conclude by restating why the audience should be persuaded. When planning, the writer should choose a position, analyze the audience, research the topic, and structure the essay.
Evaluating arguments lesson2
The document provides guidance on evaluating arguments, including defining what an argument is, identifying its key parts, and strategies for analyzing and assessing arguments. It discusses evaluating the types of evidence, claims, and support used; identifying logical fallacies, assumptions, and biases; and determining the completeness, validity, and credibility of an argument.
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This document summarizes Ryan Craft's evaluation of a podcast production project. According to the summary:
- Research provided ideas and facts to argue why the Warriors will or won't win the NBA championship from different perspectives.
- Planning considered backup ideas and an in-depth look at the favorite idea to structure the script.
- Time management was an issue as the script took too much time, rushing the final product.
- Peer feedback noted the quiet audio and suggested another person's opinion, which the creator disagreed with since both sides were already argued.
- The creator agreed the audio was too quiet and would add more detail or focus on two teams in the future.
English 104: Argumentative Writing
This document discusses argumentative writing and how to write an effective argumentative essay. It explains that the goal of argumentative writing is to persuade the reader of a position through clear claims backed by evidence. It provides guidance on choosing a narrow, focused topic with a clear thesis statement that takes a position and can be supported. Examples are given of strong and weak thesis statements. The document also outlines the typical structure of an argumentative essay.
Refuting an argument or counter argument
This document provides strategies for refuting arguments, including locating openings in the argument, refuting definitions and logic used, challenging support and evidence, using counter-arguments, and strategically conceding parts of the opposing stance. It discusses looking for ambiguity, fallacies, unsupported assumptions, ignored evidence, and presenting a more compelling argument. The document also provides an example refutation that demonstrates using irrelevance, rebuttal, and strategic concession to counter opposing points.
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Examination of the development of argumentive discourse as a necessary aspect of developing middle school students' written skills in argument.
Features Of Persuasive Writing
The document provides an outline for a lesson on expositions. It defines expositions as texts meant to persuade and lists their key features, such as presenting a clear thesis, supporting arguments with evidence, and restating the position in the conclusion. Sample topics are given that could be addressed as expositions, including debates on smacking children and school policies around food, technology and dress codes.
Parts of an argument
This document outlines the typical structure of an argumentative essay, including an introduction to gain attention and present the claim and primary arguments, background information if relevant, lines of argument presenting logically ordered reasons and evidence, refutation of opposing views noting their advantages and disadvantages, and a conclusion summarizing the argument, implications, and making an ethical or emotional appeal.
Argumentation Theory
Argumentation theory is the study of how conclusions can be reached through logical reasoning and includes the analysis of civil debate, conversation, and persuasion. It examines different types of arguments used in various contexts such as legal, scientific, mathematical, and political. The field has broadened over time from its philosophical origins to consider arguments beyond formal systems. Effective arguing requires understanding one's purpose, knowing the details of the argument, listening to others, and not arguing with those unwilling to provide good reasons for their beliefs.
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This document provides guidance on writing an effective argument paper. It explains that an argument paper must present a debatable topic or position. The paper should follow a classical structure, including an introductory paragraph with a clear thesis statement, background information, reasons and evidence to support the thesis, anticipated objections and rebuttals, and a concluding paragraph with a call to action. When developing the argument, writers should use logical reasoning supported by specific examples, consider opposing positions, and maintain a reasonable tone.
Writing a Thesis Statement
This document provides guidance on how to write an effective thesis statement. It explains that a thesis statement must have two parts: a subject and an opinion about that subject. It emphasizes that a thesis statement is not just a title, announcement of the subject, or statement of fact. A good thesis statement is restricted to a narrow topic, expresses a single unified idea, and is specific rather than vague. The document also notes that an effective thesis statement serves as a test of whether the main idea meets these requirements and acts as a reminder of the central point the paper aims to make.
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This document defines an argumentative essay and outlines the steps to write one. It begins by explaining that an argumentative essay presents both the pros and cons of an issue. It stresses that topics should be narrow in scope and contain an argument. The essay then outlines the six steps to write one: 1) organizing thoughts, 2) researching the topic, 3) developing a thesis statement, 4) writing an introduction, 5) writing the body, and 6) concluding. It provides details on developing a thesis, using three organizational patterns in the body, effectively supporting ideas with facts/statistics, and refuting opposing arguments.
Presentation
This document provides guidance on writing an argumentative essay for a class. It includes information on choosing a topic from several prompts, the structure and requirements of the essay, and tips for developing an argument. Students must write a 3-4 page essay supporting a position on a debate topic while addressing any opposing views in their argument. The document provides deadlines for drafts and outlines the components of a strong introduction, body paragraphs with evidence, and a conclusion.
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Argument
1) Making an academic argument requires taking a position, or claim, on a topic and supporting it with evidence. It is not enough to simply summarize information but one must develop an interpretation and back it up.
2) A claim is the main idea or position being argued, and it must be supported with evidence that proves why the position is valid. Claims can be complex ideas and the paper then provides reasoning and evidence for why the reader should believe that position.
3) Strong evidence from credible sources is needed to back up any claim. The evidence used needs to be consistent and directly relevant to claims being made. Considering counterarguments can also strengthen an argument by demonstrating a thorough understanding of the issue.
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Dean R Berry Pro and Con: Torture is Just a Means of Fighting Terrorism d
Dean r berry persuasive arguments i am not going to your gay wedding
Dean r berry persuasive arguments i am not going to your gay wedding
Dean R Berry Debate:Sugary Drinks Ban Begs the Question
Dean R Berry Debate:Sugary Drinks Ban Begs the Question
Dean R Berry Arguments: Sugary Drinks Ban Begs the Question a
Dean R Berry Arguments: Sugary Drinks Ban Begs the Question a
Dean r berry persuasive argument sugary drinks ban begs the question
Dean r berry persuasive argument sugary drinks ban begs the question
Writing-a-position-paper-and-defending-a-stance-on-an-issue.pptx
Writing-a-position-paper-and-defending-a-stance-on-an-issue.pptx
Dean r berry persuasive argument torture is just a means of fighting terrorism
Dean r berry persuasive argument torture is just a means of fighting terrorism
More from Elizabeth Buchanan
Analyzing literature
This document provides guidance for students on analyzing literature for an English class. It discusses that students will analyze either Bless Me Ultima or Hunger of Memory by writing an essay making a claim about the work and supporting it with evidence. It emphasizes close reading of texts, including reading works multiple times and annotating. It also defines literary terms like characters, plot, setting, symbolism, and narrator that students should understand to effectively analyze literature.
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This document provides an overview of different perspectives for analyzing literature: cultural/historical, formalist, and close reading. It discusses analyzing Rudolfo Anaya's novel "Bless Me, Ultima" through these lenses. It emphasizes developing a clear central claim to argue and supporting it with evidence from the text. Students are prompted to come up with a claim about "Bless Me, Ultima" and provide evidence for their own analysis.
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This document provides an overview of the Toulmin method of argumentation. It discusses the key components of an argument according to this method - the claim, qualifiers, exceptions, data (reasons), warrants/evidence, anticipated objections, and rebuttals. Students are instructed to read an article on euthanasia and then analyze it using the Toulmin framework during a one hour break. They will then return to class to discuss their analysis. Key philosophers and sources on argumentation are also cited. The document aims to teach students how to deconstruct arguments according to the Toulmin model.
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This document discusses the difference between facts and opinions. It defines a fact as a statement that can be proven true either through direct evidence or a reliable source. An opinion is a belief that cannot be proven and is based on feelings or judgment. The document provides several examples of facts like Barack Obama's birthdate and presidency, and distinguishes these from opinions. It emphasizes the importance of being able to separate facts from opinions in what we read and hear from others.
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This document provides an overview of using the KWL reading strategy to understand an article about the murder of Kitty Genovese. It explains that KWL stands for What I Know, What I Want to Know, and What I Learned. Students are guided through filling out the K and W columns based on their prior knowledge of the murder. They then read the article and fill out the L column. The document tests their memory of details about the murder by asking multiple choice questions.
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The document discusses different patterns of organization that authors use to structure ideas in writing. It describes transitions as words that show relationships between ideas. It then explains several patterns of organization like listing, comparison/contrast, definition and example, chronological order, and cause and effect. For each pattern, it provides examples and exercises for readers to identify and create paragraphs using these organizational structures.
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This document contains the agenda and notes for an English class. It discusses reviewing vocabulary homework and sentences, reviewing an assigned reading, and introducing the class to transitions, rhetorical modes, and the next essay assignment on obtaining resilience through adversity. The class will discuss listing, cause and effect, compare and contrast, and chronological patterns of organization. Examples are provided and the class will practice these patterns. Finally, the class will continue watching the film "Life is Beautiful" and homework is assigned for the next class.
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This document outlines the agenda and assignments for an English class. It includes:
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Eng 72 transitions and thought patterns
The document discusses different patterns of organization that authors use when writing, including transitions, thought patterns, and listing, cause and effect, comparison/contrast, examples, definitions, and chronological order. It provides examples of how each pattern is used and includes transition words for each pattern to help guide the relationship between ideas. The purpose is to teach students how to recognize these patterns when reading in order to better understand the connections within and between paragraphs.
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The document discusses the difference between facts and opinions. It provides examples of facts such as Barack Obama being the 44th president and being born in Hawaii, which can be proven with official documents. Opinions are beliefs that cannot be objectively proven, and include judgments about probabilities, values, or future events. The document advises students to carefully evaluate statements to determine whether they are facts that can be proven or opinions that are subjective beliefs.
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Eng 72 83 r week 12 day 1 040714
- 1. Week 12, Day 1, April 7, 2014 English 72(83r) Professor Elizabeth Buchanan
- 2. AGENDA • Please place homework on back table: • First Paragraph of Research Paper • Vocabulary 7 • Finish Literature Circle 7 • Give me your group’s decision on the product you will be using for your Ad Project • More on Argument
- 4. The Test of a Good Argument • As we have learned with fact & opinion, you need to read in a critical manner to determine if the author is giving you sound information for the argument that he/she is presenting. • In order to present a good argument, the writer should have expertise in the area; he/she should be an authority.
- 5. Test of a Good Argument • The writer should provide a central claim—the argument or proposition—should be clearly stated. • Key words should be defined in a clear manner. • Supporting evidence should be logically organized, and it should be relevant to the main idea. • A persuasive write will provide a refutation, also known as a counterargument in which he/she examines one or two of the opposition’s strongest arguments and disproves them.
- 6. Taking Claims Apart – Evaluating the Writer as an Authority • What does authority mean? • An accepted source of expert information or advice. • The persuasive writer should have firsthand knowledge of and/or experience with the topic. • The might also be a specialist in the field in which they are writing about. • Let’s check out some “experts.”
- 7. • Larry Sabato, professor of political science at the University of Virginia of UVA’s Center for Politics, comments on the presidential race.
- 8. • Colby Buzzell, who served in the U.S. Army for several months in Iraq, wrote a well-known blog about his experiences there: http://chftw.blogspot.com/. His blog postings were subsequently published in a book, My War: Killing Time in Iraq.
- 9. • Tom Cruise, actor and Scientology member, as a guest on Oprah pronounced psychiatry to be a “pseudoscience” and said that there is no such thing as a chemical imbalance in the brain that would require antidepressants.
- 10. • Deepak Chopra, author of many self-help books and consciousness-raising guru, discussed the child molestation scandals in the Catholic Church on CNN.
- 11. • Brett Favre, former NFL quarterback who played for over 20 years for the Atlanta Flacons, Green Bay Packers, advertising the merits of Wrangler’s Jeans.
- 12. • Former rapper and manufacturer of a line of men’s clothing, P. Diddy Combs, comments on fashion trends for black urban males.
- 13. Identifying Claims • What is the claim? • The point of view the author has on an issue. • For example, you may be for or against gun control. • You may favor or oppose lowering the legal drinking age. • Often there are several points of view about an issue.
- 14. Relevant Evidence • There must be a sufficient number of reasons of evidence to support a claim. • The amount and degree of supporting evidence will vary with the issue. • For serious issues, it is not enough to offer a single reason or piece of evidence.
- 15. Does this sentence offer enough evidence? • “All oceans are dying due to coastal development.” • No, this is not enough evidence because only a portion of the world’s oceans are affected by coastal development. • What would you add to this sentence to give it more evidence? • Industrial waste dumping • Oil drilling • Rising water temperatures
- 16. Let’s Practice •
- 17. Works Cited Page • Go to Word Document
- 18. For Wednesday, 4/9/14 • Rough Draft Essay #2 • The entire essay must be typed, including Works Cited Page.