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Analysis of Logical Support

BA 7. Analysis of Logical Support. 2.1 Classical Argument/ 2 Weeks. Chapter 9 in the St. Martin’s Handbook 3 Argumentative thesis statements for class Conditions of a valid thesis for the classical argument?. Thesis Statements: Rate these on a scale of 0-5.

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Analysis of Logical Support

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  1. BA 7 Analysis of Logical Support

  2. 2.1 Classical Argument/ 2 Weeks • Chapter 9 in the St. Martin’s Handbook • 3 Argumentative thesis statements for class • Conditions of a valid thesis for the classical argument?

  3. Thesis Statements: Rate these on a scale of 0-5 • Existing research on the drug demonstrates its safety. • Horses are better than dogs. • People should make their children buckle-up in the car. • Stricter guidelines need to be developed for high school football in order to prevent concussions. • Because of new data on long term effects of repeated head injuries and concussions, contact practice should be eliminated in high school football.

  4. Arguable statement • It attempts to convince readers of something, change their minds about something, or urge them to do something—or it explores a topic in order to make a wise decision. • It addresses a problem for which no easily acceptable solution exists or asks a question to which no absolute answer exists. • It presents a position that readers might realistically have varying perspectives on.

  5. Thesis Statements: • ARGUABLE STATEMENT (OR INITIAL CLAIM): Pesticides should be banned. • WORKING THESIS (CLAIM WITH REASON ATTACHED): Because they endanger the lives of farmworkers, pesticides should be banned. • WORKING THESIS: Because they endanger the lives of farmworkers, pesticides should be banned. • ASSUMPTION 1: Workers have a right to a safe working environment. • ASSUMPTION 2: Substances that endanger the lives of workers deserve to be banned.

  6. Insert a qualifier • What is the opposition’s best point? How can that point be considered in the thesis? • Because pesticides endanger farmers, they should be banned. • What if a certain pesticide is not harmful? • Because pesticides endanger farmers, pesticides proven to have a negative effect on user’s health should be banned.

  7. Elements of an argument St. Martin’s Handbook 2:8e • Claim (arguable statement) • Reasons (reasons drawn from facts, from authorities, from personal experience, and from examples) • Assumptions (unstated connections between claims and reasons) • Evidence • Qualifiers ( limiting or narrowing a claim )

  8. 2.1 Checklist on Website • After submitting BA 7, begin working on an outline for your classical argument. Use the 2.1 checklist on the website. • ! A major factor in 1.1’s that missed the mark was not writing with the checklist!

  9. BA 7: Analysis of Logical Support • Objective: To demonstrate your ability to analyze the effectiveness of support in an argument. • Description: Choose one of the following articles from First-Year Writing, and in a 400-600 word essay, identify and analyze the author’s use of support. • Use the questions following each of the article options as your guide for your analysis. You may also refer to the checklist in Section 9a of the St. Martin's Handbook to help you structure your analysis. Remember, though, that it is important to analyze in detail--do not try to answer every question in the checklist, for example.

  10. CHANGE IN DIRECTIONS! • While the prompt gives you three options, we are limiting you to ONE. Kant or Cant: The Myth of the Democratic Peace (pp. 431-444) -- Near the end of his essay, Layne describes democratic peace theory as “dangerous.” What in his article would most persuade you to agree with him—what evidence? What logical reasoning? Why do you think that some readers would respond passionately to this description of democratic peace theory?

  11. Classical Argument • What argumentative point is John Oliver making against Switzerland’s foreign policy of neutrality? • How does Jon Stewart’s opening dialogue tie into Oliver’s argument?

  12. Classroom Practice: Scandizzo • How does Scandizzo try to persuade you that the World Bank “intervenes with a soothing message”? • Where exactly does Scandizzo try to explain why the World Bank would want to offer a balance between the two sides? • Which of Scandizzo’s methods of persuasion are least and most effective?

  13. BA 7: Grading Rubric • C1—Issue Identification and Focus: Does the student thoroughly analyze the kinds of support used by the authors? Does the student evaluate the effectiveness of the support?  • C2—Context and Assumptions: Does the student consider the advantages and disadvantages of using specific types of logical support?  • C3—Sources and Evidence: Does the student support his or her analysis with evidence from the text?  

  14. BA 7: Grading Rubric • C5—Own Perspective: Is the student’s voice apparent throughout the analysis? Does the student assert his or her own views about the effectiveness of author's logical support? • C6—Conclusion: How effectively does the conclusion pull the analysis together?  • C7—Communication: Does the student communicate his or her analysis effectively?  Is the student's tone professional?  Has the student organized his or her analysis effectively?  Is the analysis relatively free of grammatical errors?

  15. Keys to Success • First, read the text carefully. Read it again. • Identify the author’s argument • Identify the author’s lines of support • Reread the prompt for the Kant or Cant piece and answer each question. • Check the list on the following slide • Check the grading rubric before submitting

  16. Successful responses will: • 1. Consist of two or more well-composed, cohesive paragraphs • 2. Briefly introduce the text at hand • 3.  Have a guiding thesis that makes a statement about the authors’ purpose and logical support • 4. Clearly identify the kinds of support used • 5. Clearly identify the types of appeals used • 5.  Provide relevant examples from the text • 6. Coherently discuss how the chosen forms of support relate to the authors’ purpose.

  17. Homework: • Turn in BA 7 by Saturday night (Remember to write on Kant or Cant: The Myth of Democratic Peace) • Read the example 2.1 in the back of your textbook (we will use this as an example in class next week) • Refine your thesis statement and find 3-4 assumptions. • Use the 2.1 checklist to create a working outline (the more detailed your outline, the easier it will be to write the argument) • First-Year Writing Ch. 8

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