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Arguing Evaluations

Arguing Evaluations. From Everyday Arguments By Katherine Mayberry. Evaluative Subjects and Terms. Evaluations rest on two terms: The subject to be judged and the evaluative term applied to that subject. John is a good writer. Tracy Chapman is a gifted musician. (P. 117).

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Arguing Evaluations

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  1. Arguing Evaluations From Everyday Arguments By Katherine Mayberry

  2. Evaluative Subjects and Terms Evaluations rest on two terms: The subject to be judged and the evaluative term applied to that subject. John is a good writer. Tracy Chapman is a gifted musician. (P. 117)

  3. Groundwork: • Define the evaluative term. • What does “good writer” mean? • What constitutes “gifted” in a musician? • Look at Chapter 4 for potential ways to define. • Think about your audience. How is their definition different from yours? What do you need to do to convince them that your definition is the right one?

  4. How to define an Evaluative Term • How much time you spend depends on how much your audience thinks like you do. • If the audience has different expertise or values than you, you need to define the term extensively. • If the definition you posit is unconventional or controversial, you need to define it thoroughly. • If there are different definitions of the term, you need to spend time discussion why you have chosen one definition over another.

  5. Presenting the Definition • Stipulative Definition – one that restricts the definition to a particular meaning. The term could mean other things, you’re limiting in order to tighten and clarify your use of the term. • Clarity and precision • Avoid highly subjective terms: wonderful, beautiful, great • Avoid abstract generalizations: good job, great worker, quite positive

  6. Arguing the Definition • Factual argument • What are the statistics, the numbers? • Appeal to assumed values • How do most people think? Why do they think this way? • Identification of effect • What are the effects of this policy, action or object? • Appeal to authority • Who are the experts? What do they have to say? • Comparison • What other policy, action, object is your evaluation similar to? Draw an analogy. Look at p. 124.

  7. Ranking the qualities of your Definition • Determine if all qualities are essential. • If they’re not all essential, which qualities are essential? • How are the other qualities related to the essential quality?

  8. Arguing the Evaluation • Largely factual – you verify that the subject you’re presenting meets the criteria of evaluative term. • Presentation of your data: • Statistics • Facts • Examples • Experiences

  9. Ethical Evaluations • Ethical = behavior that conforms to an ideal code of moral principles of right and wrong or good and evil. • Most ethical arguments focus on demonstrating what is unethical or immoral about the subject.

  10. Aesthetic Evaluations • Aesthetic = to determine the beauty of based on standards currently accepted in a field. • What are the standards of beauty in an Impressionistic painting? • What are the standards for determining whether or not a horror movie is good?

  11. Functional Evaluations • Functional = how well something operates or performs its function. • Works well with ranked criteria. • Easier to convince a reader with this kind of argument than with Ethical or Aesthetic arguments.

  12. Interpretation • To figure out what something means – something that’s not always clear or openly expressed. • Literature scholars do this all the time. • People who study popular culture do interpretation. • An interpretation can imply an evaluation, but doesn’t necessarily perform an evaluative function.

  13. Interpretation Cont. • X =Y : the subject = the meaning • Television news broadcasting isn’t news, it’s entertainment. • Marriage isn’t a romantic partnership, it’s a formalization of female dependence. • Jack’s warmth and friendliness hide a cold, impenetrable shield of darkness. • Define the interpretive term. (What is entertainment? Etc.) • Document your interpretation using evidence. • Recognize the possibility of multiple interpretations.

  14. In Class • Discuss two sample essays. • See ppt on Liberal Arts Education. • See word doc on Liberal Arts Education.

  15. Assignment • Your assignment: Evaluate the value of a liberal arts education. • Is this an ethical, aesthetic, functional evaluation? Is in an interpretive task? • Make an evaluative statement. • What kind of evaluative statements are these? • A liberal arts education is essential to creating a responsible citizenry. • A liberal arts education is a waste of money in a technocratic society. • Without the liberal arts education most Americans get, America would become a ghetto of tastelessness. • A liberal arts education isn’t education, it’s a waste of time.

  16. What you need to do 1. Define your term(s). (Paragraph 1) 2. Argue for your definition. (Paragraph 2) 3. Rank the qualities of your definition. (Paragraph 3) 4. Argue your evaluation. (One paragraph each) • Appeal to assumed values (Paragraph 4) • Identification of effect (Paragraph 5) • Appeal to authority (Paragraph 6) • Comparison (Paragraph 7) 5. Think about your audience. How will you persuade them to think with you? 6. Conclusion (Paragraph 8)

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