The document outlines six ways to respond to opinions or interpretations: agree, disagree, agree and disagree simultaneously, disagree and explain why, agree but with a difference, and agree and disagree simultaneously. It recommends clearly stating your position before supporting your ideas and providing persuasive reasons when disagreeing. Agreeing and disagreeing simultaneously allows for a complex argument that readers can easily understand.
English Language - Argumentative Writing Goh Bang Rui
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http://www.slideshare.net/gohbangrui
These slides are used to explain the idea of writing an argumentative essay for English Language. Students are introduced to the concept of writing an argumentative essay and then expected to write a speech based on three appeals to the audience - logos, pathos and ethos. From there, they are to write an argumentative essay. These slides also explain the concept of evidence and its various examples.
If you have any feedback, please comment and like it if you find it useful.
This presentation was used in an English 101 ("Introductory Writing") class in Fall 2008 at Washington State University. The topics for the day were summary, use of quotes and citations, using one's own voice, and otherwise working with sources to "enter the conversation" in order to continue it. Slides refer to some specific assignments and readings, but some of the content is general enough to be useful.
English Language - Argumentative Writing Goh Bang Rui
Follow me now on slideshare
http://www.slideshare.net/gohbangrui
These slides are used to explain the idea of writing an argumentative essay for English Language. Students are introduced to the concept of writing an argumentative essay and then expected to write a speech based on three appeals to the audience - logos, pathos and ethos. From there, they are to write an argumentative essay. These slides also explain the concept of evidence and its various examples.
If you have any feedback, please comment and like it if you find it useful.
This presentation was used in an English 101 ("Introductory Writing") class in Fall 2008 at Washington State University. The topics for the day were summary, use of quotes and citations, using one's own voice, and otherwise working with sources to "enter the conversation" in order to continue it. Slides refer to some specific assignments and readings, but some of the content is general enough to be useful.
A Writer’s Reference 8th Edition by Diana Hacker PDF FreeLuis York
Download link is on slide 4, or copy/paste: http://bit.ly/AWrRef8thPDF
Tags: a writer's reference 8th edition pdf, a writer's reference diana hacker, a writers reference, diana hacker, hacker sommers a writer's reference, nancy sommers, writers reference
Assignment 3 Persuasion Versus JudgmentConsider various guideli.docxrock73
Assignment 3: Persuasion Versus Judgment
Consider various guidelines for approaching controversial topics, gathering evidence, forming judgments, and constructing arguments to persuade others to agree with our judgments.
For this short assignment:
Think about the processes of forming a judgment and persuading others in your professional environment. Construct a 2- to 3-paragraph essay intended to persuade someone to agree with your position on a particular topic. Be sure to identify the topic and cite and explain the evidence you consider supportive of your position.
Make reference to the 11 guidelines for constructing persuasive arguments, and apply two to three of them in your response.
GUIDELINE 1: RESPECT YOUR AUDIENCE
This guideline may sound idealistic, but it is eminently practical. If you believe the people you are trying to persuade are doltish or intellectually dishonest, you are bound to betray that belief, if not directly then indirectly in your tone or choice of words. Moreover, they will generally sense your disparaging view of them and feel hurt or resentful, hardly the kind of reaction that will make them open to persuasion.
GUIDELINE 2: UNDERSTAND YOUR AUDIENCE’S VIEWPOINT
Many people make the mistake of thinking that knowing their own viewpoint is all that is necessary to be persuasive. “What my readers think about the issue is really irrelevant,” they reason. “All that matters is what I’m going to get them to think.” In addition to being pompous, this attitude ignores two crucial points. First, people’s views matter very much to them, and when others refuse to acknowledge this fact they feel offended. Second, we must know where people stand before we can hope to reach them.
Situation 1: You are writing for a single reader who has presented his or her ideas in an article, book, speech, or conversation. Review what your reader said, noting not only the person’s position but also the reasoning that supports it. Determine both the strengths and the weaknesses of the person’s position.
Situation 2: You are writing for a single reader who has not, to your knowledge, expressed a view on the issue in question. Suppose, for example, you are writing a letter to the president of a company objecting to
GUIDELINE 3: BEGIN FROM A POSITION YOU HAVE IN COMMON WITH YOUR READERS
Beginning from a position of agreement with your reader is not an arbitrary requirement or a matter of courtesy or good form. It is a simple matter of psychology. If you begin by saying—in effect, if not directly—”Look here, you are wrong, and I’m going to show you,” you push your readers to defensive if not outright hostile reactions. They are likely to read the rest of your paper thinking not of what you are saying but of ways to refute it, concerned with measuring only the weaknesses of your argument. And if they are unreasonable and unbalanced in their reading, the fault will be more yours than theirs.
GUIDELINE 4: TAKE A POSITIVE APPROACH
Whenever possible, b ...
9.4 Confronting DisagreementBy employing the principles of accur.docxransayo
9.4 Confronting Disagreement
By employing the principles of accuracy and charity, and by effectively criticizing arguments, there can be constructive disagreement that avoids heated emotions and verbal aggression.
Mastering the skills of identifying and constructing arguments is not easy, but at this stage you should feel fairly confident in your command of such skills. The big test now is how you will react when someone disagrees with your argument or when you disagree with someone else’s argument. Although advancing an argument does not require an interaction, as mentioned in Chapter 2, disagreements are bound to occur. Many of us likely prefer to avoid disagreements. Indeed, many people are terrified of debating a point because they fear offending others or worry that a debate will only bring out the worst in everyone, quickly escalating into an emotional display of verbal aggression and “I’ll show you!” attitudes on both parts. Few truly gain from or enjoy such an exchange. This is why most people avoid addressing touchy subjects during holiday dinners: No one wants a delicious meal to end with unpleasantness. However, few gain from allowing contested issues to go unchallenged, either, whether you are simply stewing in resentment over your uncle’s unenlightened remark about a group of people or whether society fails to question a wrongheaded direction in public policy. Not knowing how to disagree in a calm, productive manner can be quite problematic. We should recognize, however, that some do like the tension of the battle and find the raising of voices and the test of quick retorts very exciting. Even so, all they gain is the confirmation that they can win by being the loudest, most articulate, or most aggressive. Unfortunately, this is an illusion, since quieting the opposition does not amount to having convinced them.
The solution to this common problem is threefold. The first part involves clearly articulating premises, examining the coherence of the argument, and identifying the support for each claim. This part is the most technically difficult but is already within your reach, thanks to the standard argument form. As we have discussed throughout this book, being able to draw an argument buried underneath filler sentences, rhetorical devices, and such allows us to grasp the meaning and coherence of what is being communicated. In this section, we will closely examine another factor in identifying arguments: the correct interpretation of an argument. We will call this the principle of accuracy.
The second part is not technically difficult, because it is an attitude or state of mind. In ordinary idiomatic language, it is referred to as giving a person the benefit of the doubt, letting someone have his or her say, or putting suspicion aside. In other words, we should judge others and their ideas fairly, even if we may be less than inclined to do so. Philosophers call this attitude the principle of charity.
Finally, the third part involv.
“Conflict is inevitable, but combat is optional.” — Max Lucade
First and foremost, you must learn to accept conflict as an inevitable part of your social interactions. How you respond to and resolve conflict will limit or enable your success.
Every individual approaches life and situations differently. We all ronnasleightholm
Every individual approaches life and situations differently. We all use communication as a means to express ourselves. However, communication is as much about listening as it is about talking. Communication is a mutual exchange.Everyone has had a disagreement with someone in which the other person may respond with “You aren’t listening to me!” or “You don’t understand me!” The fact is, you are not validating the other person or are perceived as someone who is not providing validation. Validation can defuse a potentially explosive scenario.Consider your personal experiences and communication skills. Write your responses in two to three paragraphs. Be sure to incorporate terms, concepts, and theory from your readings to support your comments.
(Paragraph one) What are the skills you use to communicate and how do they impact your interactions with others?
(Paragraph two) How do you plan to manage conflict communication?
Do you set a goal for the outcome you are seeking to achieve?
Do you consider your audience?
What point of view do you try to convey?
What is your message or argument in communication?
Have you ever applied the principles above? Have they worked for you? If not, what has worked for you?
I have already answered the first question and attached it to the post.
When it comes to the skills I use to communicate with others, it varies depending on the situation;however, the most common ones are active listening, mindfulness, empathy and being mindful of my body language (non-verbal communication). All of these impact my interactions more positively than negative in a way to where I am able to build healthier relationships for personal and business purposes. Being conscious of how we communicate with others takes a large effort that essentially affects our reputation. When people choose to lack consciousness that is a way of non-verbally saying we don't care how others fee
...
The Point of the PaperYour paper is acritical evaluati.docxgabrielaj9
The Point of the Paper
Your paper is a
critical evaluation of the argument
that someone (you or someone else) gives in support of his or her position on this problem.
It is NOT a discussion of the conclusion, or of the second premise.
Common ProblemsReally a paper “pro-and-con” the conclusionDid not evaluate the argumentOnly discussed premise two, reallyJustified Premise One, then abandoned itDid not try hard enough to understand what the theory is and how it worksJustifications that simply restate the argument in more wordsSAY WHAT YOU ARE WRITING ABOUT!!
For your introduction, describe and explain the problem that gives rise to the argument you are discussing. DO NOT explain the argument, summarize the argument, or repeat the argument.
Explain what the problem is that you are trying to solve
(or that the person whose argument you are discussing is trying to solve). Discuss why this particular subject is a problem, give a little history to set up the problem, etc. This section is usually two or three paragraphs.
Position – one sentence!At the end of your introduction, it is natural to point out that there is a position that you (or someone else) takes on the problem. For example, if you are going to discuss your argument against the teaching of values in our schools, you would assert here that you are against it. On the other hand, if you are going to discuss William Bennett's argument in favor of such teaching, you would point out here that he is in favor of it. The point here is that your paper is about an argument that supports some position on the problem you have outlined in the introduction. State that position here. You should note two important things: the position stated here should be exactly the conclusion of the argument in the next section, and this is not the place to express your opinion. You may, in fact, disagree with the position defended by the argument that your paper is about, and it is fine to point that out here, but do so in one sentence only. For example, you might say: "Bennett's position on this subject is that values should be taught in schools. I am, however, opposed." This part of the paper is normally one or two sentences long.
ARGUMENTImmediately following the position statement you should present the argument that supports the position (either yours or someone else's). It should be presented with numbered premises and a conclusion that is also numbered. There should be a horizontal line separating the premises from the conclusion. For example:(1) If the teaching of values in schools will revive America's flagging morality, then values should be taught in schools.(2) The teaching of values in schools will revive America's flagging morality.(3) Therefore values should be taught in schools.
NOTE: THE CONCLUSION IS THE POSITION!!
Justification I – 1 of Top 3 partsFirst, you should defend the validity of your argument. If your argument is an immediately recognizable form, you may say si.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
They Say, I Say Ch 4
1.
2. Three Ways to Respond
The three most common and recognizable ways
to respond are to:
Agree
Disagree
Agree and disagree simultaneously
Doing so will allow your reader to place your
response on a mental map of familiar choices.
3. Why Tell Your Response?
Before giving support for your ideas, it is
important to clearly state your position.
A response or interpretation is always
responding to other opinions or interpretations.
4. Disagree–and explain why
It is not enough to simply claim that you
disagree; you need to provide persuasive
reasons as to why you disagree.
Providing a “why” allows you to prove you have
something to contribute to the conversation.
5. Ways to Disagree
The “duh” response: disagreeing with the
assumption that the information provided is a
new or stunning revelation.
The “twist it” response: agreeing with the
evidence provided, but showing how it actually
supports your own opinion.
6. Agree-but with a difference
It is not enough to simply agree with others; you
need to also add something new to the
conversation.
It is important to open up some difference
between your position and the one your
agreeing with (don’t parrot the ideas of others).
7. Agree and Disagree
Simultaneously
Agreeing and disagreeing simultaneously allows
you to provide a complex argument.
It allows your reader to easily place your opinion
on the mental map of positions, while still
allowing a thoughtful response.
8. Ways to Agree and Disagree
The “stress” response: including agreement and
disagreement, but stressing the importance of
one over the other.
The “mixed feelings” response: showing the
“pros” and “cons” of a position without
decisively being for or against.
