Literary Argument

1. Literary Argument

2. Introduction • Most essays about literature are expository – you write to inform the reader. • Discussing the rhyme or meter of a poem • Examining the interaction of two character in a novel • Other essays are literary arguments – you take a stand on a debatable topic and attempt to change the reader’s mind about that topic.

3. Planning a Literary Argument • Choosing a debatable topic • Debatable topic – a topic on which reasonable people may disagree • Factual statement – statements about which reasonable people do not disagree • Examples: • Factual statement: Linda Loman is Willy Loman’s long-suffering wife in Arthur Miller’s play Death of a Salesman. • Debatable topic: More than a stereotype of the long-suffering wife, Linda Loman in Arthur Miller’s Death of a Salesman is a multidimensional character. • Your topic must also be narrow and interesting.

4. Planning a Literary Argument • Developing an Argumentative Thesis • An argumentative thesis takes a strong stand and lays the foundation for the rest of your argument. • To test your argumentative thesis, develop an antithesis - a statement that takes an arguable position opposite from yours. • Thesis statement: The last line of Richard Wright’s short story “Big Black Good Man” indicates that Jim was fully aware all along of Olaf’s deep-seated racial prejudice. • Antithesis: The last line of Richard Wright’s short story “Big Black Good Man” indicates that Jim remained unaware of Olaf’s feeling toward him.

5. Planning a Literary Argument • Defining Your Terms • Always define the key terms you use in your argument. • For example, if you use the term narrator, clarify if you are referring to a first-person, third-person, or omniscient narrator or if your narrator is reliable or unreliable. • Always use precise terms in your thesis statement. Avoid words such as wrong, right, good, bad, immoral. • Vague thesis statement: The poem “Birmingham Sunday (September 15, 1963)” by Langston Hughes shows how bad racism can be,. • Clearer thesis statement: The poem “Birmingham Sunday (September 15, 1963)” by Langston Hughes makes a moving statement about how destructive racism can be.

6. Planning a Literary Argument • Considering Your Audience • Keep your audience in mind. • You will be addressing an academic audience – your teacher and other students. • You can assume that that your readers are familiar with the literary work you are discussing. • Include plot summaries only when needed to explain or support a point you are making. • Assume you are addressing a skeptical audience. • Make sure your argument is logical and your evidence is solid. • Demonstrate you understand opposing positions.

7. Planning a Literary Argument • Refuting Opposing Arguments • You may need to refute – to disprove – opposing arguments by proving they are false, misguided, or illogical. • By summarizing and refuting opposing views, you make opposing arguments seem less credible to readers; thus, you strengthen your argument. • If an opposing argument is so strong that you cannot easily dismiss it, you should concede the strength of the argument and then point out its limitations.

9. Using Evidence Effectively • Supporting Your Literary Argument • Literary arguments are built on assertions – statements made about a debatable topic. • These assertions are backed by evidence – supporting examples in the form of references to the text, quotations, and the opinions of literary critics. • Example assertion: TorvaldHelmer, Nora’s husband in Henry Ibsen’s play A Doll House, is as much a victim of society as his wife. • Evidence: relevant quotations and examples from the play; paraphrase, summarize, or quote ideas from literary critics who hold this opinion. • Self-evident or factual assertions do not need supporting evidence. • Self-evident: All plays include characters and dialogue. • Factual: A Doll House was published in 1879.

10. Using Evidence Effectively • Supporting Your Literary Argument • Your thesis statement is an assertion that your entire essay supports. • Keep in mind, however, that you can never prove your thesis conclusively – if you could, there would be no argument. The best you can do is provide enough evidence to establish a high probability that your thesis is reasonable.

11. Using Evidence Effectively • Establishing Credibility • Some people bring credibility – believability: the ability to inspire belief or trust – with them whenever they write. • Example: well-known literary critic • When you write a literary argument, you must constantly work to establish credibility. • Clear reasoning, compelling evidence, and strong refutations help create a solid argument, but these elements alone do not create a convincing argument, establish credibility. • Demonstrating knowledge, maintaining a reasonable tone, and presenting yourself as worth listening to help establish your credibility.

12. Using Evidence Effectively • Establishing Credibility – Demonstrating Knowledge • Present your own carefully considered ideas about the subject - a clear argument and compelling evidence • Demonstrate you have thoroughly researched your subject. • Refer to important sources of information and accurately document your information to show you have done the necessary background reading. • Questionable sources, inaccurate (or missing) documentation, and factual errors undermine your argument. • Include a range of sources to show you are well acquainted with your subject.

13. Using Evidence Effectively • Establishing Credibility – Maintaining a Reasonable Tone • Your tone is your attitude toward your readers or subject. • Talk to your readers not at them. • Present yourself as a writer who is balanced and respectful not strident and condescending. • Use moderate language and qualify your statements. • Avoid words and phrases such as all, never, always, and in every case, which can make your points seem simplistic, exaggerates, or unrealistic. • Avoid absolute statements that leave no room for other possible interpretations. • Absolute statement: In “Doe Season,” the ocean symbolizes Andy’s attachment to her mother. • More measured statement: In “Doe Season,” the symbol of the ocean might suggest Andy’s identification with her mother and her realization that she is becoming a woman.

14. Using Evidence Effectively • Establishing Credibility – Presenting Yourself as Someone Worth Listening To • Make your argument confidently and don’t apologize for your views. • Don’t use phrases such as “In my opinion” or “It seems to me.” They undercut your credibility. • Be consistent and careful not contradict yourself. • Avoid the use of I.

15. Using Evidence Effectively • Being Fair • Argument promotes one point of view above all others, so it is seldom objective. However, you should still stay within the bounds of fairness and avoid bias – conclusions based on preconceived ideas rather than evidence.

16. Using Evidence Effectively • Being Fair: Avoid distorting evidence • Distortion is misrepresentation. • Do not misrepresent the extent to which critical opinion supports your thesis. • For example: If you say “many critics” think that something is so when only one or two do, you try to make a weak case stronger than it actually is through misrepresentation.

17. Using Evidence Effectively • Being Fair: Avoid quoting out of context • When you take words from their original setting and use them in another, you are quoting out of context. When you quote a source’s words out of their original context, you change the meaning of what someone has said or suggested. • Example quotation: “Emily Dickinson’s poems are so idiosyncratic that they do not appeal to readers.” • Original source context: Emily Dickinson’s poems are so idiosyncratic that they do not appeal to readerswho are accustomed to safe, conventional subjects. • By eliminating a key portion of the sentence, you end up altering the meaning of the original.

18. Using Evidence Effectively • Being Fair: Avoid slanting • When you select only information that supports your case and ignore information that does not, you are guilty of slanting. • In your literary arguments, include examples that represent a fair range of evidence, not just examples that support your thesis. • Consult books and articles that represent a cross-section of critical opinion about your subjects.

19. Using Evidence Effectively • Being Fair: Avoid using unfair appeals • Traditionally, writers of argument use three types of appeals to influence readers: • Logical appeals – address a reader’s sense of reason • Ethical appeals – emphasize the credibility of the writer • Emotional appeals – play on a reader’s emotion • Problems with these appeals • Using logical fallacies – flawed arguments – to fool readers into thinking a conclusion is logical when it is not. • Undercutting credibility by using questionable sources – books and articles written by people who have little or no expertise on the subject. • Using inappropriate emotional appeals - appeals to prejudice, for example – to influence readers.

20. Using Evidence Effectively • Using Visuals as Evidence • Visuals – pictures, drawings, diagrams, and the like – can add a persuasive dimension to your essay. Visuals are another type of evidence that can support your thesis. • Example: Suppose you are writing an essay about the importance of the symbolism of a quilt in a play. In fact, as you research more you conclude that the process of creating the quilt by piecing together its log cabin pattern parallels the process by which two characters in the play determine why the wife murdered her husband. The addition of a picture of a quilt with a log cabin pattern could not only eliminate several paragraphs of description but also help support your conclusion. • Before using a visual, make certain it actually supports the point you are making. To ensure the reader understands the purpose the visual is supposed to serve, introduce it with a sentence that establishes its context; then discuss its significance, paying particular attention to how it helps you make your point.

21. Organizing a Literary Argument • Thesis statement + supporting evidence • Introduction: • orient readers to the subject of the essay, present the issue under discussion and explain its significance • Thesis Statement: • Present the thesis in the introduction • In some cases it might be necessary to postpone stating the thesis until after the background • Background: • Survey critical opinion about the topic, point out the shortcomings of these approaches. • Define key terms, review basic facts, briefly summarize the plot of the work or works under discussion

22. Organizing a Literary Argument • Arguments in support of your thesis: • Present assertions and evidence in support • Move from least controversial to most controversial, from most familiar to least familiar • Begin with arguments readers are most likely to accept and then deal with those that require more discussion and more evidence • Refutation of opposing arguments: • Summarize and refute the most obvious arguments against the thesis. • Refute relatively weak opposing arguments after supporting arguments. • Refute (concede the strength and discuss limitation) strong opposing arguments before supporting arguments.

23. Organizing a Literary Argument • Conclusion: • Restate the thesis as well as major supporting arguments • Summarize key points, remind readers of the weaknesses of opposing arguments, underscore the logic of your position. • End with a quotation or memorable statement that will stay with readers after they have finished the essay.

24. 5 Guiding Questions • 1. What do you think? • Every argument is based on some Claim—a statement that readers do not already accept and that they will not accept without good reason (debatable thesis) • 2. Why do you think that? • You cannot expect readers to accept your Claim just because you say so. They look for you to support it with Reasons—statements that, taken together, give readers a basis for accepting your claim.

25. 5 Guiding Questions • 3. How do you know (your reasons are true)? • Readers may not accept your Reasons unless you support them with Evidence—statements, numbers, photographs, or other representations of states of affairs that your readers accept without question, at least for the purposes of the argument

26. 5 Guiding Questions • 4. Why do you think your Reasons support your Claim? • Readers may not see why your Reasons and Evidence support your Claim. In this case, you need to supply a Warrant—a general principle usually drawn from background knowledge shared by you and your reader that connects your Reasons to your Claim. Think of the Warrant as the foundation on which your argument rests. If your reader does not accept your Warrant, s/he will most likely not accept your Claim or Reasons. Since it is so fundamental, a Warrant is most effective when it does not need to be stated—when you can reasonably assume that your reader will accept your Warrant. Sometimes, however, a Warrant is articulated for the first time in a paper.

27. 5 Guiding Questions • 5. But what about this . . . alternative claim (reason, evidence or warrant) that does not support the claim in question? • A reader may have counter-claims (and counter-reasons, evidence, or warrants) that dispute the claim made in your argument. You must acknowledge the reader’s skepticism and respond to it. Hopefully your response will be convincing enough so that it dispels the reader’s doubts. We call this process Acknowledgment and Response.

28. Literary Argument about Beowulf • ¶ 1: Introduction • Thesis: Unferth’s challenge accurately portrays Beowulf – he is arrogant, boastful, and lucky. • ¶ 2: Reason 1 and Supporting Evidence • ¶ 3: Reason 2 and Supporting Evidence • ¶ 4: Reason 3 and Supporting Evidence • ¶ 5: Conclusion Make sure you clearly explain how your evidence supports your reasoning. Clearly link back to your thesis.

29. Assignment Instructions • Individual • Each individual group member will write 1) an introduction, 2) a conclusion, and 3) one body paragraph. • You will complete your individual portion prior to meeting with your group. • 50% of your grade will come from your individual section • Group • Each group will 1) peer edit each member’s individual sections, 2) create one introduction and one conclusion from group members’ individual writings , and 3) compile one complete essay. • 50% of your grade will come from your group’s final essay.

30. Quoting Poetry Correctly • from Shakespeare’s “Sonnet 71” When I perhaps compounded am with clay, Do not so much as my poor name rehearse; But let your love even with my life decay: Lest the wise world should look into your moan, And mock you with me after I am gone. (ll. 10-14)

31. Quoting Poetry • When you quote lines from a poem, you must quote accurately (every comma, every capital, every letter, etc). You may, however, adjust the capitalization of the first word and/or the final punctuation of your quotation to fit your sentence. • If you quote 4 lines or fewer, you must indicate where one line of the poem ends and the next begins. You do this by using a forward slash (/). • Shakespeare’s speaker refuses to lay claim to his love after he has departed from the world. He pleads with her: “let your love even with my life decay: /Lest the wise world …/… mock you with me after I am gone” (ll. 12-14).

32. Quoting Poetry • You must also indicate the line numbers for the lines of poetry you quote. You do this by providing the line number or range of line numbers in parentheses after the quotation (Notice that the citation is NOT included inside the quotation marks, and the ending punctuation FOLLOWS the parentheses). • You precede the numbers with an abbreviation for the word line. A single lower-case l stands for line. A double lower-case ll stands for the word lines. You will use the first abbreviation when quoting from one line of poetry, and the latter abbreviation when quoting more than one line. • Notice in the previous example that the writer did not wish to quote lines 13 and 14 in their entirety. He used ellipses (…) to indicate where he left out words.

33. Quoting Poetry Correctly • If you quote more than 4 lines, you must block the quotation. A blocked quotation should look like a photograph of the original passage. Although your paper is double spaced, you single space a blocked quotation. You may also block any lines you want to especially highlight. • When you block a quote in your poem analysis and/or paper, make sure that you clearly discuss those lines of the poem. • If you replace or add words to make the sentence grammatically correct, you must place that word in square brackets.

34. Quoting Poetry Correctly In the last five lines of the poem, the speaker expresses his fears for his love. When I perhaps compounded am with clay, Do not so much as my poor name rehearse; But let your love even with my life decay: Lest the wise world should look into your moan, And mock you with me after I am gone. (ll. 10-14) The speaker does not wish his love to even mention his name when he dies, when he is “compounded…with clay” (l. 10). He seems at first callous to wish the other’s love to “decay” (l. 12) just like his own body. However, he feels this way because he fears other people will take advantage of his love’s affection and grief. He does not want others to “look into [his love’s] moan” (l. 13) or “mock” (l. 14) his love after he dies.