Argument/Persuasion Essay:Materials needed:

Ms. Teref's handout, Writer's Survival Handbook

Critical thinking: Argument essay – PURPOSE + how does this apply to your

life?

• The most common essays required in college: definition, cause/effect, example, comparison/contrast, persuasion/argument.

- How often do we argue our position? Think about a time:

- you got a detention,

- earned a bad grade and had to explain it to your parents

- wanted go to a party your parents didn’t allow you to go to.

NOTES: What will your essay look like? How is this critical thinking?You'll be writing a research paper with 2 sources

arguing your position about a school-related topic: OUR MANTRA:

1)make a claim/a pro does this sound familiar?

2)support your claim with evidence: quotes, facts, examples, appeals to authority, predicting consequences

3)counterclaim/counterargument/ a con what’s this? why?

4)refutation/ rebuttal what’s this?

5)analysis what’s the one strategy we use to analyze?

Cornell Notes Topic: Argument Essay

General

meaning

Journal response: What does the word “argument” mean to you? List as many meanings as you can.

Share with your group, share with the whole class + add to your notes.

Handbook,p.39.: read the first paragraph and compare your answer to the one in the handbook.

ANNOTATE: An example of argument/persuasive essay:

Handout: P.150-1 (Evergreen)

P. 150: Let’s read the intro! What’s the function of each paragraph?

Making predictions: what is the paragraph going to be about based on the topic sentence?

Have you ever been in the situation as described in the claim/topic sentence?

ANNOTATE FOR SHIFTS: Argument Paragraph: 1st reading

As I read the essay, put a slash every time the passage shifts from one part to another.

- For example, when the introduction is finished, put a slash.

- When a description of an event ends and another one begins, put a slash.

PURPOSE: Why are we doing this? (hint, hint: EXPLORE)

ANNOTATE: Argument Paragraph: 2nd reading

Annotate the essay for the following elements:

1. Claim/Argument:

2. Evidence: quotes, facts, examples, appeals to authority, predicting consequences

3. Counterclaim/counterargument:

4. Refutation/Rebuttal:

5. Analysis:

Outline the essay

According to your slashes, how many parts/ or chunks does the essay have?

How is this essay organized or structured?

Break the essay down into its parts and label each part. For example:

1) What’s the function of the 1st part?_______

2) What’s the function of the 2nd part? ______

…

Review &TransitionsCan the essay be divided into the following parts?

1. Topic sentence

2. Reason 1:

3. Evidence: facts

4. Reason 2/Counterclaim/a con:

5. Evidence: Appeal to authority

6. Reason 3:

7. Evidence: example

8. Analyisis

NOW, in groups, highlight the transitions between each part of the essay.

NOTES:Subtitle: TRANSITIONS?

Discuss and respond to the following:

-Why do we need transitions? What is their PURPOSE?

- - What function do they perform in reading and writing? How are they useful to us?

- - Which transitions did you underline?

- - What’s their function?

- Refer to p. 152

-

Who is the intended audience of this paragraph?

Who was the text written for?How do you know? Be specific.

NOTES: WHAT’S THE ROLE OF AN AUDIENCE IN WRITING AND SPEAKING?

HOW DOES YOUR AUDIENCE SHAPE THE WAY YOU SPEAK/WRITE OR COMMUNICATE?

What is the RHETORICAL TRIANGLE? What can you conclude

so far? What is its purpose?

Rhetorical Triangle: answer the questions in your notes

Why is the Rhetorical Triangle important?

• Rhetoric= the art of speaking or writing effectively

• How do you know you are communicating (speaking or writing) effectively?

• What are your tools for communicating effectively?

NOTES:Example of how to use the Rhetorical Triangle

Author: Ms. TerefAudience 1: LinguistsText: In order for a person to

speak coherently in their L2, the affective filter must be lowered.

Audience 2: General audienceText: To learn speak to clearly in

a second language, a person must feel comfortable to avoid nervousness.

Audience 3: 1st gradersText: It’s fun to speak another

language. You’re doing great!How are these versions

different? Inference?

NOTES:Your example of how to use the Rhetorical Triangle

Author: Your nameAudience 1: Address a

specific audience/use technical lingo

Text:Audience 2: General audienceText:Audience 3: 1st gradersText:

How are your versions different? What did you have to do to adapt the topic to your audience?

NOTES:CAJ: Critical Analysis Journal on Argument paragraph p.151

Refer to your handout, and let's analyze the essay by using the Elements of Thought (p.9 in handbook)

1. PURPOSE: The main purpose of the essay is to __________________

2. QUESTION: The key question that the author is addressing is ____________

3.POINT OF VIEW: The essay is told from _______ of view. This choice is appropriate because ____________

CAJ – Ms. Teref's example: “Fishcheeks”1. PURPOSE: The main purpose of the essay

is to convey the complexities of growing up in a

bilingual and bicultural family.

2. QUESTION: The key question that

the author is addressing is the importance of

cultural identity.

3.POINT OF VIEW:The essay is told from the first person

point of view of a grown up woman, Amy Tan.This

choice is appropriate because through Tan's flashback

It is clear that she has matured and accepted her culture.

CAJ: PARAGRAPH

The main purpose of the essay “Fishcheeks”is to convey the complexities of growing up in a bilingual and bicultural family.The key question that the author is addressing is the importance of our cultural identity.The essay is told from the point of view of a grown up woman, Amy Tan.This choice is appropriate because through Tan's grown-up view of her childhood dilemma, it is clear that she has matured and accepted her culture.

NOW, IN YOUR GROUPS, COMPOSE A CAJ FOR the essay on p. 151.

Finish your Cornell Notes

Add to the left side: key concepts, questions...

Summarize your Cornell Notes in paragraph form by using the following sentence stems:

The purpose of our unit on the argument essay is to ______________________________. For example, _______________________.

I can conclude that when composing a argument essay, _______________. Clearly, what I have learned is _______________.

Finish your annotations on p. 151Finish the questions on p. 151TURN IN THE FIRST PART OF YOUR

PACKET

HOMEWORK: WRITE DOWN 3 TOPICS YOU’D LIKE TO ARGUE FOR OR AGAINST

NOTES: What will your essay look like? How is this critical thinking?You'll be writing a research paper with 2 sources

arguing your position about a school-related topic: OUR MANTRA:

1)make a claim/a pro does this sound familiar?

2)support your claim with evidence: quotes, facts, examples, appeals to authority, predicting consequences

3)counterclaim/counterargument/ a con what’s this? why?

4)refutation/ rebuttal what’s this?

5)analysis what’s the one strategy we use to analyze?

3 ways to appeal or 3 ways to appeal or influence and inform a influence and inform a

reader:reader:

LOGOSLOGOSETHOSETHOS

PATHOSPATHOS

ETHOS

credibility/reliability of writer or speaker based

on personal experience, knowledge and/or

understanding and using reliable sources.

e.g Ms. Teref's student and his uncle who's a gas

station attendant

LOGOSLOGOS

reasonreason with audience and show with audience and show audience how reasonable you are; audience how reasonable you are;

logical appeal; logical appeal;

laying out an argument clearly and laying out an argument clearly and explicitly; explicitly;

compiling information into easy-to-compiling information into easy-to-follow patternsfollow patterns

[ rational ][ rational ]

PATHOS

appealing to readers’ emotions, interests, and people/causes they care about – love, loyalty, a

sense of justice and fairness, etc.

[ irrational ]

Film The Great Debaters: Purpose and Activity

As you watch the movie, take notes on the points below and discuss them in your groups:

1. How is the argument constructed? Which elements of argumentation (our mantra) did you notice? Write them down + subject/topic.

2. Describe the sense of urgency and passion: how is this evident? Example: body language: gesticulations, facial expressions.

3. Ethos, logos, pathos

Great Debaters Scenes 2, 3, 4 from 8-20 min

Setting: 1935, President FDR, “Fireside chats”, segregation, African American college

-What are the debate topics/subjects?-What debate-related vocabulary are you

familiar with? - Vocab: faulty assumption- fallacy ; ” if... then...” or logic-syllogism, a

legitimate source, rebut/refute, affirmative/negative

Great Debaters, Scenes:12, 20-end

Oklahoma debate: Should African Americans attend the same schools as whites?

Harvard debate: CIVIL DISOBEDIENCE

Debate vocabulary

- Ethos-Logos-Pathos

Inspired by the movie…

Team formation: 4 students per team, may share sources

Prep for library research

01/30/12

Homework: YOU WILL ADD THIS TO YOUR NOTES: From the debates we have seen in the Great Debaters, provide one example for the following:

1)ethos: An example of ethos from the movie is ____________. This is clearly an example of ethos because _________.

2) logos: An example of logos from the movie is ___________. This is evidently an example of logos because ______.

3) pathos: An example of pathos from the movie is ______. This is undoubtedly an example of pathos because _______________

Homework, Part 2: Cornell Notes Summary

The purpose of watching the movie The Great Debaters is to ______________. For example, _________. This activity will help me in writing my argument paper because __________________.

Library/Writing Center Visit – 2 days

- 1. Narrow down your topics- 2. Select 2 sources- 3. Exit slip: Student name, selected topic, sources cited

in MLA .- 4. Homework: annotate the sources for claim, evidence,

refutation/rebuttal, analysis.- http://www.procon.org/- http://debates.juggle.com/education- http://debatepedia.idebate.org/en/index.php/Welcome_to

_Debatepedia!

- http://homeworktips.about.com/od/essaywriting/a/100-Persuasive-Essay-Topics.htm

- http://www.idebate.org/teaching/glossary.phphttp://www.gpoaccess.gov/serialset/cdocuments/debatetopic.html01/30/12

Post-library day:

- -Team work: 4 students per team: 2 pros and

- 2 cons- - Group work: annotating in assigned

groups

01/30/12

Easybib. and iClaim- 2-day activity

- -Review of easybib.com - HOMEWORK #1: have your works cited page ready for the next class

- - iClaim: group discussion and note-taking

HOMEWORK #2: Bring your persuasion/argument packet to the next class – test!!! :o

01/30/12

Another example of argument writing: 1-DAY ACTIVITY: On your own –

you are being timedNO Cornell notes this time: Parenting Classes

PURPOSE: Why another argument essay? Why on your own?

Packet, p. 155:

Read the topic sentence and make a prediction. Write down your understanding at the top of page 155:

The passage is discussing _____________. This is evident because ______________.

PARENTING CLASSES: 1st reading

On your own: Read the essay, put a slash every time the passage shifts from one part to another.

- For example, when the introduction is finished, put a slash.

- When a description of an event ends and another one begins, put a slash.

PURPOSE: Why are we doing this?

PARENTING CLASSES: 2nd reading

On your own: Annotate the essay for the following elements:

1. Claim/Argument:

2. Evidence: quotes, facts, examples, appeals to authority, predicting consequences

3. Counterclaim/counterargument:

4. Refutation:

5. Analysis:

Highlight all transitionsFinish the questions on p. 155 P. 153: Read, and, in the margins,

summarize in no more than 10 words the 4 methods of persuasion.

TURN IN YOUR 2ND PART OF YOUR PACKET

Transitions + Questions on p. 155

AT THE BOTTOM OF P. 155:

Who is the intended audience of this paragraph?

Who was the text written for?How do you know? Be specific.

CAJ: Critical Analysis Journal

Refer to your handout, and let's analyze the essay by using the Elements of Thought (p.9 in handbook)

1. PURPOSE: The main purpose of the essay is to convey__________________

2. ASSUMPTIONS (a belief whose truth the author takes for granted): The main assumptions underlying the author’s thinking are____________

3.IMPLICATIONS: If we accept this line of reasoning, the implications or consequences are___________

Ms. Teref’s CAJ example based on essay on riding w/ a drunk driver

1. PURPOSE: The main purpose of the essay is to demonstrate the risks and danger of being pressured to ride with a drunk driver.

2. ASSUMPTIONS : The main assumption underlying the author’s thinking is that riding with a drinker is a life-threatening decision.

3.IMPLICATIONS: If we accept this line of reasoning, the implications are that riders must be cautious and stand up for themselves when riding with others.

Make sure you’ve done the following: 1) mark the shifts2) annotate the passage3) answer the questions on p. 1554) finish your CAJ5)TURN THE ABOVE TO MS. TEREF

Review of our mantra 1. Claim/Argument:

2. Evidence: quotes, facts, examples, appeals to authority, predicting consequences strengthen evidence with 3 appeals: ethos, logos, pathos

3. Counterclaim/counterargument:

4. Refutation/Rebuttal:

5. Analysis:

Make your evidence stronger with ETHOS, LOGOS, & PATHOS:BEDFORD READER, P. 551: