This document discusses the concept of claims in academic arguments. It defines a claim as the main argumentative position or thesis being put forward. There are three main types of claims: claims of fact, which argue about the existence or non-existence of a condition; claims of value, which argue about worth, quality, or whether something should be approved or disapproved; and claims of policy, which argue that a change in behavior, policy, or attitude is necessary. The document provides examples of each type of claim and discusses characteristics of effective claims such as being focused, clear, direct, arguable, and revelatory. It includes an activity asking readers to develop claims on a given topic and discuss example claims.
Teaching argumentative writing can help develop students' critical thinking skills through inferences, arguments, facts and critical analysis. This powerpoint presentation provides: a definition for argumentative writing; examples of everyday arguments; elements of argumentative writing; ideas about how to organise an argumentative essay; practice prompts and much more!
tries to change the reader’s mind by convincing the reader to agree with the writer’s point of view.
highly persuasive and logical
assumes that the reader disagrees with the writer
should be noted that the reader is no less intelligent than the writer.
should be written objectively and logically
Teaching argumentative writing can help develop students' critical thinking skills through inferences, arguments, facts and critical analysis. This powerpoint presentation provides: a definition for argumentative writing; examples of everyday arguments; elements of argumentative writing; ideas about how to organise an argumentative essay; practice prompts and much more!
tries to change the reader’s mind by convincing the reader to agree with the writer’s point of view.
highly persuasive and logical
assumes that the reader disagrees with the writer
should be noted that the reader is no less intelligent than the writer.
should be written objectively and logically
Combining from many sources specially the ones I get from English Debate Society of Universitas Bakrie, here's the Debate 101 presentation that I usually used in my coaching or teaching activities.
Case Study 10.1 Introduction to the Case Study Introduction to.docxtidwellveronique
Case Study / 10.1 Introduction to the Case Study
Introduction to the Case Study
This last chapter is different from the others. Instead of introducing a new area of critical thinking, it is a capstone activity in which you will apply the skills you've learned to one contemporary, controversial issue.
The topic for this case study is global climate change. Because it is beyond the scope of this course to thoroughly evaluate a complex scientific topic, you will not be expected to form a position or offer your opinion on this topic. Rather, the material in this chapter is presented for you to practice evaluating arguments, identifying fallacies, and questioning sources—with the hope that you will continue to apply these skills whenever you encounter material aimed to persuade.
This chapter won't present any new exposition. Instead, we provide some relevant review notes that have been excerpted from the earlier chapters. You can consult these notes if you need a refresher as you work through the final videos, articles, and questions in the course.
REVIEW NOTES
Arguments
To say that something is true is to make a claim. But to give reasons to believe that it is true is to make an argument. Thus all arguments consist of at least two parts:
1. premise – one or more reasons to support the claim
2. conclusion – the claim being supported
Common Fallacies
Fallacy:a type of flawed reasoning
1. Begging the question: fallacy where the argument relies on a premise that resembles the conclusion, depends on the conclusion, or is as controversial as the conclusion.
2. Appeal to popularity: fallacy where the arguer attempts to bolster his or her argument by mentioning that "everybody" (or a large group of people) shares the same belief, preference, or habit.
3. Post hoc ergo propter hoc: fallacy where the arguer assumes that because there is a correlation between two events (i.e., one preceded the other), then the first must have caused the second. The phrase is Latin for "after this, therefore because of this."
4. Appeal to ignorance: fallacy where the arguer claims that because something cannot be proven false, it must be true unless the opponent can disprove the conclusion.
5. Appeal to emotion: fallacy where the arguer tries to persuade the audience by arousing feelings such as pity, fear, patriotism, flattery, etc. in lieu of presenting rational arguments.
6. Unqualified authority: fallacy where the arguer tries to get people to agree by appealing to the reputation of someone who is not an expert in the field or otherwise qualified to prove that something is true.
7. Ad hominem: fallacy where the arguer attacks his or her opponent's personal characteristics, qualifications, or circumstances instead of the argument presented. The phrase is Latin for "to the man."
8. False dichotomy: fallacy where the arguer inaccurately portrays a circumstance as having a limited number of possible outcomes, thus setting up an either-or situation with the intent of prese ...
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
3. WHAT IS A CLAIM?
The main argumentative
position (or thesis) being put
forward.
Claim = assertion
Asserting
Claim
Supporting
Claim
Defending
Claim
Argume
nt
4. WHAT IS ACADEMIC ARGUMENT?
Main Claim
Supporting
Claim
Support
Support
Supporting
Claim
Support
Support
6. CLAIMS OF FACT :
Facts are Always in Dispute
Argue a
condition
does or does
not exist
Argue a
condition has
or has not
existed
Argue a
condition will
or will not
exist
7. CLAIMS OF VALUE :
Any Claim that Argues Worth
Argues that
something possesses
a certain quality
(good, bad, just,
unreasonable,
practical, unfair)
Argues that
something reflects or
embodies a certain
quality (good, bad,
just, unreasonable,
practical, unfair)
Argues that
something should be
approved or
disapproved
8. CLAIMS OF POLICY :
Action or Change is Necessary
Argues that a
particular change
in behavior is
necessary
Argues that a
particular change
in policy is
necessary
Argues that a
particular change
in attitude or
approach is
necessary
11. ACTIVITY
In your group, discuss the following:
1. Consider the blurring between news and entertainment. Develop
three argumentative claims (one fact, one value, and one policy)
about this topic. Be sure to provide clarity in your claim!
2. Discuss this argument:
“I’m not gay; not that there is anything wrong with that.”
What is happening here? What is the purpose and (do you think)
audience for this claim? How and why would and could this be
effective?
12. CHARACTERISTIC OF CLAIMS
Focused
Claims
Guide the attention to a
particular aspect of an
issue
Clear, direct language
and incredibly specific
Arguable
Claims
Make assertion that can
be challenged on
various grounds,
inviting opposition
No room for questions,
obvious facts, or
limited perspectives.
Revelatory
Claims
Reveal an unfamiliar
topic or a new layer of
a familiar one.
Challenge norms and
show hidden sides.
Tear down the curtains,
clear away dirt, and
reveal the roots (and
often the mess)
13. ACTIVITY
In your group, discuss the following:
1. Consider how the following unfocused thesis statements (main
claims) could be more focused. Be specific and offer at least two
improved versions for each.
2. People should avoid large corporate retailers.
3. King Lear is Shakespeare’s best work.
4. The settlers were wrong in driving out the Native Americans.
5. There are many good things about public television.