The document discusses techniques for writing coherent paragraphs and connecting ideas. It begins by defining coherence and explaining that transitional words and phrases establish relationships between sentences by indicating time, spatial, or sequential order. Six categories of transitional elements are described: spatial order, time order, numerical order, cause/effect order, comparison/contrast order, and general/specific order. The document emphasizes that paragraphs need transitional elements to be understandable and coherent, with all sentences arranged in a clear, logical order. It provides examples of transitional words and phrases for different categories.
Digital literacies – persuasive writingKevin Cummins
Lesson on persuasive writing. This free teaching resource is from Innovative Teaching Resources. You can access hundreds of their excellent resources here. https://www.teacherspayteachers.com/Store/Innovative-Teaching-Ideas
A general overview of persuasive writing. This presentation identifies the purpose of persuasive writing and lists its components. This is an introductory slideshow.
Digital literacies – persuasive writingKevin Cummins
Lesson on persuasive writing. This free teaching resource is from Innovative Teaching Resources. You can access hundreds of their excellent resources here. https://www.teacherspayteachers.com/Store/Innovative-Teaching-Ideas
A general overview of persuasive writing. This presentation identifies the purpose of persuasive writing and lists its components. This is an introductory slideshow.
PHIL 2306 Intro. to Ethics Components of an Argument Pro.docxmattjtoni51554
PHIL 2306: Intro. to Ethics
Components of an Argument
Professor J. Welsh
Components of an Argument:
An argument is made up of two or more propositions, one of which is claimed to be supported by the
other.
A proposition, in logic, is a statement that expresses a complete thought. Propositions can be true or
false, and the same proposition can be stated in different ways.
example:
“Torturing children is wrong” is the same content as “It is wrong to torture children”
There are two types of propositions:
conclusions—a proposition that is affirmed or denied on the basis of the other propositions.
premise—a proposition that provides reasons or support for the conclusion.
An argument can have more than one premise.
Once a conclusion is established with premises, it is sometimes then used as a premise to establish
the soundness of another conclusion.
The process by which we move from the premise(s) to the conclusion(s) is known as inference:
Inference: Draws a conclusion on the basis of certain evidence. Inference is only justified if the
evidence is related to the conclusion in the right way. Logic is what identifies how evidence and
conclusions must be related in order for us to claim that the evidence supports the conclusion.
Therefore, you find that the foundation of the argument are the premises.
In a good argument, the premises must be strong enough to support the conclusion and withstand
challenges.
Ethical arguments may contain different types of propositions as premises:
descriptive statements—tell us what is.
prescriptive statements—tell us what ought to be; that is, they deal with values. Normative
judgments and moral principles are prescriptive statements.
definitions—sometimes premises are merely definitions of key terms that may otherwise be
ambiguous, due to having different possible meanings.
analogies—a comparison based upon similarities between two things or events . In logic, analogies
are used to support the conclusion that because things are similar in some important respects,
they are also similar in other respects.
Rhetoric vs. Logical Argumentation:
We distinguish logical argument from what is called rhetoric.
Rhetoric is a means of defending a particular worldview or opinion, rather than analyzing it.
In logical arguments we end with the conclusion; whereas with rhetoric begins with a “pseudo-
conclusion” or opinion.
A rhetorician is distinguished by their using only those statements that support their particular
position, disregarding any statements or facts that do not.
The purpose of rhetoric is to win your opponents over to your view through the power of
persuasive speech, whereas we say that the purpose of a logical argument is to discover the
truth.
Analyzing Arguments:
We analyze arguments, first, by breaking down the argument into premises and conclusion.
One page 51 in the textbook, Bos.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
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Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
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.
4. 1. To add to a statement or
viewpoint Example:
Equally important, finally,
further, but also, in fact,
another way to, besides, in
general, more specifically, no
matter what and so on .......
5. 2. To show similarity
Examples:
Similarly, likewise, in the
same way, such as, in
other words, at the same
time , for the same reason
and so on......
6. 3. To contrast
Example:
However, nevertheless, rather,
but, yet, on the other hand,
meanwhile, otherwise, in
contrast, nonetheless, regardless,
in any case, even, despite this,
and so on.
7. 4. To express an
alternative
Example:
Or, either ... Or, whether ...
Or, conversely, this can be
relevant in at least two, First ...
Second, or firstly ... Secondly (
using “ly” is grammatically
correct).
8. 5. To make a
concession
Example:
Granted, naturally, of course.
9. 6. To place statement in a particula
context
Example:
In this connection, from this
perspective, from this viewpoint,
this point of view, from this
standpoint, so conceptually, one
could argue and so on ...
10. 7. To place a statement in
a timely fashion
Example:
Previously, before this,
begin with, ultimately, while,
meanwhile, furthermore,
sometimes, summing up,
soon, sometimes, when,
now, once and etc.
11. 8. To show cause and
effect Example:
As a result, consequently,
as a consequence, hence,
due to, in view of, therefore,
thus, moreover, that is why,
and so on ...
12. 9. To prove a point
Example:
Because, evidently, in fact,
considering, in view of, insofar as,
increasingly, more importantly, even
though, particularly, above all, by far,
even if, and so on ...
13. 10. To give an example of an
earlier
point of viewExample:
For instance, in this case, to
illustrate, as an illustration, to take
another example, namely, that is, as
shown by, as expressed by, and so
on....
14. 11. To repeat, insist on or
refer
an earlier pointExample:
As previously mentioned, as i
have said, in brief, as i have
noted, as been noted and so on
.....
15. 12. To emphasize when
adding
a conditional statementExample:
Indeed, obviously,
apparently, accordingly,
without a doubt, certainly, in
accordance, according to,
otherwise, as far as and so
on....
16. 13. To conclude a
paragraph or
an essayExample:
Thus, lastly, in brief, in short, on
the whole, to sum up, to conclude, in
conclusion, as i have shown, as i
have said, in summary, to summarise,
ultimately.
17.
18. OBJECTIVES:
• Distinguish between and among techniques in selecting and
organizing information,
• Justify the choice of a certain technique to make a cohesive
presentation,
• Describe the brainstorming process,
• Illustrate the different types of graphic organizer,
• Explain the difference between a topic and a sentence outline,
• Make a cohesive presentation with different graphic organizers,
using data from survey.
19.
20. BRAINSTORMING
• It is a process of generating creative ideas and solution through
intensive and freewheeling group discussion.
21. • Ralph Keeney, an emeritus professor at Dukes Fuqua
School of Business and consultant to multinational
companies and government organizations, said
almost everybody does brainstorming wrong.
23. LAY OUT THE PROBLEM
YOU WANT TO SOLVE
IDENTIFY THE
OBJECTIVES OF A
POSSIBLE SOLUTION
TRY TO GENERATE
WHEN ALL ARE CLEAR,
WORK AS A GROUP.
24. 1. LAY OUT THE PROBLEM YOU
WANT TO SOLVE.
• According to Keeney, when dealing with a problem, students should
keep on pushing until they come up with at least 5 alternatives, and
then, considering all of those, “identify your objectives for your study,
evaluate the alternatives and select the best”.
25. 2. IDENTIFY THE OBJECTIVES OF
A POSSIBLE SOLUTION.
• Knowing the goals will help making solutions easier.
26. 3. TRY TO GENERATE SOLUTIONS
INDIVIDUALLY.
• Coming into a group brainstorming with potential solutions reduces
the risk that participants will get bogged down on one objective.
• This will avoid an “anchor”.
27. 4. WHEN YOUR PROBLEMS,
OBJECTIVES AND PERSONAL
SOLUTIONS ARE CLEAR, WORK AS
A GROUP.
• Avoiding an “anchor” is a challenge when brainstorming for solutions
however, according to Keeney, if participants do their homework,
clarifying the problem, identifying the objectives, and individually
trying to come up with solutions, a brainstorming session can be
extremely productive.
40. TOPIC OUTLINE
• Arranges your ideas hierarchically, in the sequence you want, and show
what you will talk about.
Several aspects must be considered in writing a topic outline.
• Recall that all headings and subheadings must be words or phrases, not
sentences.
• Also, the wording within each division must be parallel.
• Finally, as in any outline, remember that a division or subdivision cannot
be divided into one part; therefore, if there is an "A" there must be a "B,"
and if there is a "1" there must be a "2."
41. SENTENCE OUTLINE
• Similarly does what a topic outline does; plus, it shows exactly what you will
say about each mini-topic.
Several aspects must be considered in writing a sentence outline.
• If you have chosen to write a sentence outline, all headings and sub-
headings must be in sentence form.
• As in any outline, remember that a division or subdivision can not be divided
into one part; therefore, if there is an "A" there must be a "B," and if there is
a "1" there must be a "2."
43. 2. ARGUMENT
Is a reasons offered
for or against
something. This term
refers to discussion
in which there is
disagreement and
suggests the use of
logic and the
bringing forth of
facts to support of
refute a point.
1.
ASSUMPTI
ON
Is a statement
accepted or
supposed as true
without proof or
demonstration;
an unstated
premise or belief.
3.
EVIDENC
E
Refers to the
data on which
judgment or
conclusion might
be based or by
which proof or
probability
might be
established.
44. Most of us would agree that educated people should not indulge in
name-calling and stereotyping in their speaking and writing. To do so
is an essential mark irrational prejudice. Nevertheless, such speaking
and writing are protected by the Philippine Constitution, which
prohibits anyone from abridging freedom of expression. Today, many
colleges and universities in a well-meaning attempt to shield
particular groups from unwelcome or insensitive words, re subverting
this prohibition. A former Supreme Court justice noted for his liberal
views, he’s stated, “If there is a bedrock principle underlying the
clause in the constitution is that the government may not prohibit the
expression of n idea simply because society finds the ide offensive or
Example:
45. ARGUMENT : The Philippine Constitution prohibits anyone
from abridging freedom of expression.
ASSUMPTIONS :
1. Educated people do not indulge in
name-calling and stereotyping.
2. Name-calling and stereotyping re
mark of irrational prejudice.
3. It means you o not know how to
do homework yourself.
4. Not doing homework means not
being able to discipline yourself.
EVIDENCE : If there is a
bedrock principle
underlying the clause in the
constitution is that the
government may not
prohibit the expression of n
idea simply because
society finds the ide
offensive or disagreeable.
46. PROCEDURES WHEN READING AN
ARGUMENTATIVE TEXTS
1. IDENTIFY THE ARGUMENTS.
2. ANALYZE AND CRITICIZE THE ARGUMENT.
3. ASSES THE EVIDENCE.
4. WHAT ARE THE CONCLUSION, AND ARE THEY SUPPORTED
BY THE EVIDENCE?
5. WHAT ARE THE ALTERNTIVES?
47. 3 PARTS OF TYPICAL ARGUM
PREMISE
THE STARTING POINT
OF DEDUCTIONS, OFTEN
, AGREEMENT TO THIS
ASSUMED.
CONCLUSION
What the authors
wants you to believe
by the end of the
argument.
ASSUMPTION
The unstated
link between
premise and
conclusion.
49. • Claims necessitate the use of language and logic in presenting the veracity of statements, propositions,
and arguments.
• Claims in texts are significant in supporting propositions/arguments.
51. CLAIMS OF FACT
• are inferences made based on data, documents, and scientific observation result or research.
EXAMPLE:
“Although it has been largely forgotten, the flu epidemic of 1918-1919 was one of the most
devastating epidemics of all time.”
52. CLAIMS OF VALUE
• Are value judgment made based on morals, standards, and norms.
EXAMPLE:
“It is immoral to participate in voluntary suicide.”
“ The hunting of animals is barbaric practice.”
53. CLAIMS OF POLICY
• are specific and measurable actions that need to be done
in order to address issues or concerns presented in an
argument or proposition.
Examples:
Congress should reduce the drinking age to 18.
54. CLAIMS OF CAUSE AND EFFECT
argue that persons, things and circumstances could produce a result.
EXAMPLE:
• "It's a matter of common sense that people deserve to be treated equally. The Constitution calls it 'self-
evident.' Why, then, should I have been denied a seat because of my disability?
• The moon has gravitational pull, consequently the oceans have tides.
• Since school was canceled, we went to the mall.
55. IMPORTANT TERMINOLOGIES IN THE STUDY OF CLAIMS.
• Fact
• Opinion
• Argument
• Persuasion
• Debatable Claim
• Evidence
• Credible source
56. GUIDELINES
• The thesis statement or the claim must debatable.
• The thesis statement or claim must be narrow.
• It must have a credible source.
• Resources must properly cited.
57. LOGOS
• Or logical appeal is focused on the message content transmitted.
Example:
• "The data is perfectly clear: this investment has consistently turned a profit year-over-year, even in
spite of market declines in other areas."
• "Ladies and gentlemen of the jury: we have not only the fingerprints, the lack of an alibi, a clear
motive, and an expressed desire to commit the robbery… We also have video of the suspect
breaking in. The case could not be more open and shut."
58. PATHOS
• Or emotional appeal is focused on the audience’s reception of the message transmitted.
Example:
"If we don't move soon, we're all going to die! Can't you see how dangerous it would be to stay?"
"I'm not just invested in this community - I love every building, every business, every hard-working
member of this town."
59. ETHOS
• Or ethical appeal is focused on the readers’ perception on the credibility and reputation of the writer.
Example:
• "As a doctor, I am qualified to tell you that this course of treatment will likely generate the
best results."
• "My three decades of experience in public service, my tireless commitment to the people
of this community, and my willingness to reach across the aisle and cooperate with the opposition,
make me the ideal candidate for your mayor.”
60. FOLLOWING STEPS IN PREPARATION FOR YOUR
WRITING
• Be attentive
• Check the facts
• Be keen in language use
• Do cross referencing
62. LESSON OBJECTIVES
• Discuss the meaning of coherence in a composition.
• Explore a coherent composition.
• Discuss the importance/essence of a cohesive composition.
• Explain the steps in achieving coherent composition.
• Writin a coherent composition.
63. WITHIN A PARAGRAPH,
TRANSITIONAL WORDS AND
PHRASES OFTEN INDICATE THE
REL ATIONSHIPS AMONG
SENTENCES. BY ESTABLISHING THE
TIME ORDER, SPATIAL ORDER, AND
SEQUENTIAL ORDER OF THE IDEAS
IN A PARAGRAPH, THESE WORDS
AND EXPRESSIONS ENABLE
READERS TO SEE THE CONNECTION
BETWEEN AMONG IDEAS.
64. COHERENT PARAGRAPHS
• Coherence in a paragraph is the technique of
making words, phrases, and sentences move
smoothly and logically from one to the other.
• In other words, the ideas are so interwoven and
"glued" together that the reader will be able to see the
consistent relationship between them.
65. SIX CATEGORIES:
•Spatial Order– Used in discriptive writing to signal
spatial relationships, such as above, below, beside,
nearby, beyond, inside, and outside.
•Time Order – Words used in writing narratives, and
instructions to signal chronological sequence, such
before, after, first, next, then, when, finally, while, as,
during, earlier, and meanwhile.
•Numerical Order – Words used in expository
writing to signal order of importance, such as first,
second, also, finally, in addition, equally important,
and more or less importantly.
66. 4. Cause/Effect Order – Words used in expository
writing to signal causal relationships, such as
because, since, for, so, as a result, consequently, thus,
and hence.
5. Comparison/contrast Order - Used in expository
writing to signal similarities and differences, such as
(for similarities) also, additionally, just as, as if, as
though, like, and similarly; and (for differences) but,
yet, only, although, whereas, in contrast, however, on
the other hand, rather, and instead.
6. General/specific Order – Used in discriptive
reports and arguments to signal more specific
elaboration on an idea, such as for example, such as,
like, namely, for instance, in fact, in other words, amd
67. • A paragraph without them will be difficult to
understand.
• A paragraph is coherent if all its sentences are
arranged in clear, logical order.
You can make a paragraph coherent by
arranging details logically and by supplying
transitional words and phrases that show the
connections between sentences.
68. USING TRANSITIONAL WORDS AND
PHRASES
1. Words and Phrases That Signal Time Order
after later afterward next at first now
before soon earlier then finally dates
2. Words and Phrases That Signal Sequential Order
although not only… but also
consequently
equally important on the one hand… on the other
hand
similarly furthermore the least
important
the most important last therefore
one..another first…second…third… in addition