Simon & Schuster Handbook for Writers, 10/e Ch. 15 & 16: Argumentation

1. Simon & Schuster Handbook for Writers, 10/eCh. 15 & 16: Argumentation • An argument is a line of reasoning intended to persuade the reader or listener to agree with a particular viewpoint or take a particular action. • When writing an argument, an author’s job is make a point and support his/her point with adequateand relevant support. • When reading an argument, a reader’s job is to identify the author’s point and evaluate his/her support.

2. Argumentative Writing • Topics are controversial in nature—that is, there is more than one side to the argument. Should the drinking age be lowered to 18? YES NO

3. The Parts of an Argument • Issue: A concern or problem about which people disagree (e.g. The welfare system) • Claim: The writer’s opinion about the issue (e.g. The welfare system is unjust and needs reform) 3. Support: The details that demonstrate the claim is correct and should be accepted. (e.g. people cheat the system, deserving people can’t get benefits, and it costs taxpayers too much money.) There are three types of support: • Logical appeals (reasons with evidence) • Emotional appeals • Ethical appeals See Ch. 3B (pp. 18-19)

4. Aristotle’s modes of persuasion

5. Logical Appeals Types of Evidence for Arguments: • Facts: objective truths; facts should appeal to readers’ sense of logic • Statistics: numerical data (figures, percentages, averages) from credible sources • Quotations and citations: statements from an authority/ recognized expert on the subject • Examples: descriptions of situations used to illustrate or explain a point; typical anecdotes to demonstrate truth • Personal experiences: personal stories/accounts • Analogies: comparisons to similar cases

6. Logical Fallacies (errors in reasoning) • Coming to a hasty generalization--basing a conclusion on insufficient evidence (see example on p. 37) • Making an either/or fallacy(see example on p. 37) • Making false analogies(faulty comparisons) (see example on p. 37) • Making a false cause—asserting one event leads to another (see example on p. 38) • Suggesting a slippery slope—asserting one event will cause a “domino effect” (see example on p. 38) • Name calling/personal attacks “Ad hominem” (see example on p. 38) • Making a bandwagon appeal(see example on p. 38) • Citing a false authority(see example on p. 38) • Drawing a conclusion not based on evidence “Non sequitur” (see example on p. 38) • Introducing a red herring—an unrelated topic meant to side-track/distract readers (see example on p. 38) • Begging the question(circular reasoning) (see example on p. 38) • Using too many emotional appeals (see example on p. 39) • Using biased/slanted language (see example on p. 39) Practice: Identify the logical fallacies in #’s 1-2 in Exercise 3-9 on p. 39 (hint: there may be more than one fallacy)

7. Emotional Appeals Emotional appeals focus on readers’ values, needs, and feelings • Values: hard-work ethic, patriotism, kindness . . . • Needs: desire to feel attractive and liked . . . • Feelings: sympathy, compassion, etc. . . Support this organization to stop animal cruelty Use this toothpaste for a beautiful smile that shines

8. Ethical Appeals Ethical appeals focus on your trustworthiness as a writer. Tips for creating an ethical appeal: Present yourself as an authority on your topic (What makes you an expert on the topic?) Write a well-reasoned argument that avoids fallacies Avoidover-using emotional appeals Raise and counter objections (i.e. acknowledge the other side) Create goodwill

9. Journal prompt Argue a claim about one of these issues: • Immigration laws • Climate change/global warming • Athletic scholarships • Alonger school year for K-12 • Censorship of the Internet Issue + Claim + Support = Argument

10. Tips for Reading Arguments Effectively • Read once for an initial impression • Read the argument several more times; Identify the claimand support • Annotate as you read—record your thoughts • Highlight key terms; look up unfamiliar words

11. Sample Argument Essay • Read “Why Organic Foods are Worth the Cost” by Alex Garcia, pp. 179-185 • Answer (pair/share): • What issuedoes this student raise? • What claimdoes this student make on this issue? (That is, what is this student’s thesis?) • What evidencedoes this student provide to support her thesis? • Does this student present a convincing argument? (That is, do you agree/disagree and why?)

12. Writing Argumentative EssaysTHESIS STATEMENT • Your thesis statement in an argumentative essay must be strong and to the point. Often persuasive thesis statements include the words “should,” “ought,” and “must.” • Examples: • The death penalty shouldbe abolished. • Cigarette smoking shouldbe banned. • Teens who are are caught texting while driving oughtto have their licenses revoked. • Tuition rates must decrease.

13. Writing Argument EssaysESSAY STRUCTURE

14. Conducting Research(Part 3: Source-Based Writing and Part 4: Research & Documentation) • Many assignments in college require you to locate and read several sourcesof information on a topic and then use them to support your ideas in an essay.

15. Use sources in an essay to support your own ideas Information gathered through research can help support the main points you want to make in your essay. Important statistics Technical information Background information The opinion/view of an expert or authority, or an explanation from an expert/authority You can support your thesis by including these in your essay

16. Tips for Finding Appropriate Sources • Ask a reference librarian for help • Start with general reference sources—like Wikipedia—and then move to more specific sources • Use current sources (nothing more than five years old; or even more recent, depending on the topic) • Sample a variety of sources—websites, journal articles, newspaper articles, books, etc. • Preview articles by reading abstracts and summaries • Read selectively—just read the portions of the article that are relevant to your research • Choose reliable, credible, trustworthy sources • Look for sources that lead to other sources • Take notes!

17. Library databases • Library databases are indexed collections of magazine, journal and newspaper articles that have been checked for accuracy and reliability by publishers and then licensed for distribution online. • College libraries subscribe to a variety of databases as a service for students.

18. Library Databases vs. The Internet

19. Use the SCC library to locate sources You can access the library from the SCC homepage www.salemcc.edu

20. How to access the library databases at Salem Community College • Go to our website www.salemcc.edu and click on “Cettei Memorial Library” • Click on “Subscription Databases—Subject” • When you are on-campus, you will automatically have free access to these databases

21. Popular Databases ERIC LexisNexis TOPICsearch *These databases are a good starting point for your research. Remember to preview (skim) articles and read selectively. Only print out articles that you really need.

22. EBSCO Host

23. Points of View Database

24. Evaluating your sourcesTo determine the usefulness of your sources, ask yourself the following questions: • Is the material recent enough? (some topics like the health care law debate require the most up-to-date materials) • Does the author have suitable credentials? • Is the author expressing a fact, an opinion or both? • Is the source reputable?(sources such as The New York Times, a major newspaper, would be considered reputable, whereas unrecognized sources like a personal blog would not be considered reputable)

25. Take notes on your sources • Write down title, author, publication information, and page numbers for all of your sources (you will need this information for your works cited page) • Paraphraseinformation you may want to cite in your essay—that is, write notes in your own words.

26. Avoiding Plagiarism • Using someone else’s words or ideas without properly giving them credit is called plagiarism. • All sources must be cited!!! That is, you must mention the source of all information/ideas you learned in your research. Even if you don’t write those ideas word-for-word, you still must credit the source. • See Chapter 19 of your textbook and the “Avoiding Plagiarism” handout in your green course syllabus for more information.

27. Caution! • You want the majority of your essays to be your own ideas in your words. • In a short essay, you should only include 2-4 short citations maximum! • Avoid lengthy quotes!

28. Writing Parenthetical Text Citations • Introduce source material in the present tense • Joan Smith agrees . . . • Another researcher remarks . . . • According to the American Academy of Pediatrics . . . • Paraphrase, directly quote, or summarize the source material • Joan Smith agrees that corporal punishment is not a legitimate form of discipline in schools (104). • Another researcher remarks, “Corporal punishment teaches children to solve problems with violence” (Hayes 20). • According to the American Academy of Pediatrics, all corporal punishment should be banned in schools (“Corporal Punishment in Schools”). *Note, this source did not have a named author or page number.

29. Writing the Works Cited Page • In addition to introducing your source material and providing parenthetical text citations, MLA documentation requires that you also provide a works cited page at the end of your essay. • The works cited page is a alphabetical listing all sources from which you paraphrased, summarized, and quoted (it is not a listing of all the sources you consulted during your research). • Consult your textbook and the Purdue Owl Website for instructions on how to format your works cited page.

30. Resources in Simon & Schuster’s Handbook for Writers • Part 3: Source-based writing • Ch. 18: Quoting, paraphrasing and summarizing • Ch. 19: Avoiding plagiarism • Part 4: Research and documentation • Ch. 21: Starting and planning research projects • Ch. 22: Finding published sources • Ch. 25: MLA documentation • MLA sample paper on pp. 350-360