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Opinion/ Argument Writing

Opinion/ Argument Writing. “There’s more than one way home.” Keb Mo. Is there life on another planet?. What should we do about world hunger?. What is your favorite book?. The Importance of Opinion and Argument. In everyday life…

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Opinion/ Argument Writing

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  1. Opinion/ Argument Writing “There’s more than one way home.” Keb Mo

  2. Is there life on another planet?

  3. What should we do about world hunger?

  4. What is your favorite book?

  5. The Importance of Opinion and Argument • In everyday life… Appealing a grade, asking for a raise, applying for a job, negotiating for a new car, arguing in traffic court • In academic life… Defending your ideas, engaging intellectual debate • On the job… Getting people to listen to your ideas, getting your boss to notice, moving people to action • In writing… Irrefutably making your point, writing to be read • In reading, listening and viewing… Critically evaluating other’s arguments, recognizing faulty reasoning, which was better the movie or book

  6. The Common Core State Standards are all about: • RIGOR • RELEVANCE • COMPLEXITY

  7. W.CCR.1 Write arguments to support claims in an analysis of substantive topics or texts, using validreasoningand relevant and sufficient evidence.

  8. Opinion vs. Argument OPINION ARGUMENT • A broad term which includes many tactics to move people to a position, a belief, or a course of action supported by reasons • It is an idea that one holds to be true and may not be supportable by anything other than one’s personal feelings. • A specific kind of opinion based on the principles of logic and reasoning as supported by evidence. • It is an assertion supported by real-world evidence – measurable, objective truths or realities. • The inability to distinguish between subjective and objective evidence -- BIAS

  9. If it is the goal, what then is an ARGUMENT? • An issue open to debate • Your position on the issue • Your reasons for that position • Evidence to support your reason • Experience • Expert opinion • Research and Statistics

  10. The role of the Audience • Understanding your audience is the key to all kinds of persuasive writing, including opinion and argument. • An argument is a dialogue with your audience, so assume there is a reader that will not agree with you.

  11. Therefore, • Know your audience: • What is their position on the issue? • How strongly do they feel about it? • Are they open-minded enough to consider other views? • What will their objections be to your argument?

  12. The “Classic” Opinion: • Introduction • Thesis Statement (“state an opinion”) • Logically ordered reasons • Supported by facts and details • Opinions and reasons appropriately linked • Conclusion related to opinion presented

  13. The Classic Argument • Introduction • Thesis Statement • Background Information • Reasons and Evidence (QSs introduced) • The Opposing View and the Refutation • Conclusion

  14. Aristotle and the Rhetorical Appeals • Ethical Appeals (ethos) • Logical Appeals (logos) • Emotional Appeals (pathos) www.americanrhetoric.com

  15. The Great Debaters • 1930s Jim Crow South • Wiley College (Black liberal arts college in Texas) • Melvin Tolson, debate coach • James Farmer, Jr. 14 year old debater • Lincoln-Douglas Debate • True story concluding with… Wiley College vs. Harvard Resolved: Civil disobedience is a moral weapon in the fight for justice.

  16. Group Activity: “The Great Debaters” View this clip and think about the following: • Is their position in the argument stated clearly? • Do they support their position with • Logically ordered reasons? • Supported by facts and details? • Evidence? • Do they acknowledge the other side’s position? • Refute it? • Do you see examples of ethos, logos, pathos? COMPLETE THE WORKSHEET AT YOUR TABLE

  17. Opinion Activities • Family Letter Journals • Persuasion is All Around You • Favorite book or story www.readwritethink.org

  18. Argument Activities • The Pledge Socratic Seminar • Brutus vs. Antony • Patrick Henry Speech • Op-Ed Reading/ Writing • The Book or the Movie • The Quotation Sandwich*

  19. Leavenworth High School How do you feel about Pete? Do you like it? Why or why not? How was it selected? If you were to select a different mascot, what would it be? Why?

  20. What makes a good mascot?

  21. Are these good mascots? • What makes a good mascot? • Are there bad mascots? • What makes a bad mascot?

  22. At your table, make a list of at least 5 rules (warrants) a school could use as criteria to select a mascot: 1. 2. 3. 4. 5. Select someone from your group to report.

  23. The 5 Rules for Selection of a new Junior high school mascot: 1. 2. 3. 4. 5.

  24. The Problem: Immaculata High School and Pleasant Ridge High School are closing, and students from those schools now make it necessary for the Leavenworth School District to build a new high school – Leavenworth North High School. It will be situated in the northeast part of Leavenworth County. Your job is to select the new mascot using the rules (warrants) previously agreed upon. At your table, select an appropriate mascot.

  25. Your assignment: Using the evaluation rules, explain in a thorough, logical, paragraph why it would be a good mascot for Leavenworth High School North. Be sure to consider: • The rules (warrants) • Profile of the school and community area • Details and attributes of the mascot • Strong support for the decision you’ve made.

  26. Jeff Baxter Leavenworth High School Language Arts Department Chair Greater Kansas City Writing Project, Teaching Consultant jeff.baxter@usd453.org

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