High School Argumentation

High School Argumentation 9-10 Band & 11-12 Band

English Language Arts Standards Reading: Informational Text Grade 9-10 • Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. • Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

English Language Arts Standards Writing Grade 9-10 • Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. • Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. • Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Argument Terms

Logos, Pathos, & Ethos…oh my! The goal of argumentative writing is to persuade your audience that your ideas are valid, or more valid than someone else's. The Greek philosopher Aristotle divided the means of persuasion, appeals, into three categories--Ethos, Pathos, Logos. Yes, I am an old Greek dude…no, I am not Dave Roberts!

Logos Logos(Logical): means persuading by the use of reasoning. Use of Facts Use of Statistics Use of Evidence Use of Numbers The Message Example: A Snickers bar has 280 calories and 30 grams of sugar; That’s not very healthy.

Pathos Pathos (Emotional): means persuading by appealing to the reader's emotions. Getting people to FEEL: * happy * sad * angry Creates ACTION!

Ethos Ethos (Credibility), or ethical appeal: means convincing by the credibility of the author. Key words: Trust Respect Honesty Record Truth Believe

Rhetorical Question • It is not answered by the writer, • Its answer is obvious or obviously desired • It is used for effect & emphasis • "Can I ask a rhetorical question? Well, can I?"(Ambrose Bierce) • For if we lose the ability to perceive our faults, what is the good of living on? • --Marcus Aurelius In a hurry, pal?

Pregnant Pause… A pause that gives the impression that it will be followed by something significant. John took the microphone and asked Sarah to marry him. There was a pregnant pause while he, and the 3000-strong audience, waited for an answer.

Audience the assembled spectators or listeners at a public event, such as a play, movie, concert, or meeting.

Argument a reason or set of reasons given with the aim of persuading others that an action or idea is right or wrong

Counter Argument an argument or set of reasons put forward to oppose an idea or theory developed in another argument.

Claim an assertion of the truth of something, typically one that is disputed or in doubt.

Evidence the available body of facts or information indicating whether a belief or proposition is true or valid.

We are Marshall For those of you who may not know, this is the final resting place for six members of the 1970 Thundering Herd. The plane crash that took their lives was so severe, so absolute, that their bodies were unable to be identified. So they were buried here. Together. Six players. Six teammates. Six Sons of Marshall. This is our past, gentlemen. This is where we have been. This is how we got here. This is who we are. Today, I want to talk about our opponent this afternoon. They're bigger, faster, stronger, more experienced and on paper, they're just better. And they know it too. But I want to tell you something that they don't know. They don't know your heart. I do. I've seen it. You have shown it to me. You have shown this coaching staff, your teammates. You have shown yourselves just exactly who you are in here. When you take that field today, you've got to lay that heart on the line, men. From the souls of your feet, with every ounce of blood you've got in your body, lay it on the line until the final whistle blows. And if you do that, if you do that, we cannot lose. Identify & Label: Logos Pathos Ethos Pregnant Pause Rhetorical Question Parallelism Claim Evidence

Miracle Great moments are born from great opportunity.And that's what you have here tonight, boys.That's what you've earned here, tonight.One game.If we played 'em ten times, they might win nine.But not this game. Not tonight.Tonight, we skate with 'em.Tonight, we stay with 'em, and we shut them down because we can!Tonight, we are the greatest hockey team in the world.You were born to be hockey players -- every one of ya.And you were meant to be here tonight.This is your time.Their time -- is done. It's over.I'm sick and tired of hearin' about what a great hockey team the Soviets have.Screw 'em!This is your time!!Now go out there and take it! Identify & Label: Logos Pathos Ethos Pregnant Pause Rhetorical Question Parallelism Claim Evidence

George W. Bush: 9/11 Address Good evening. Today, our fellow citizens, our way of life, our very freedom came under attack in a series of deliberate and deadly terrorist acts. The victims were in airplanes or in their offices: secretaries, business men and women, military and federal workers, moms and dads, friends and neighbors. Thousands of lives were suddenly ended by evil, despicable acts of terror. The pictures of airplanes flying into buildings, fires burning, huge -- huge structures collapsing have filled us with disbelief, terrible sadness, and a quiet, unyielding anger. These acts of mass murder were intended to frighten our nation into chaos and retreat. But they have failed. Our country is strong. A great people has been moved to defend a great nation. Terrorist attacks can shake the foundations of our biggest buildings, but they cannot touch the foundation of America. These acts shatter steel, but they cannot dent the steel of American resolve. America was targeted for attack because we're the brightest beacon for freedom and opportunity in the world. And no one will keep that light from shining. Today, our nation saw evil -- the very worst of human nature -- and we responded with the best of America. With the daring of our rescue workers, with the caring for strangers and neighbors who came to give blood and help in any way they could. Immediately following the first attack, I implemented our government's emergency response plans. Our military is powerful, and it's prepared. Our emergency teams are working in New York City and Washington D.C. to help with local rescue efforts. Our first priority is to get help to those who have been injured, and to take every precaution to protect our citizens at home and around the world from further attacks. The functions of our government continue without interruption. Federal agencies in Washington which had to be evacuated today are reopening for essential personnel tonight and will be open for business tomorrow. Our financial institutions remain strong, and the American economy will be open for business as well. The search is underway for those who were behind these evil acts. I have directed the full resources of our intelligence and law enforcement communities to find those responsible and to bring them to justice. We will make no distinction between the terrorists who committed these acts and those who harbor them. I appreciate so very much the members of Congress who have joined me in strongly condemning these attacks. And on behalf of the American people, I thank the many world leaders who have called to offer their condolences and assistance. America and our friends and allies join with all those who want peace and security in the world, and we stand together to win the war against terrorism. Tonight, I ask for your prayers for all those who grieve, for the children whose worlds have been shattered, for all whose sense of safety and security has been threatened. And I pray they will be comforted by a Power greater than any of us, spoken through the ages in Psalm 23: Even though I walk through the valley of the shadow of death, I fear no evil for you are with me. This is a day when all Americans from every walk of life unite in our resolve for justice and peace. America has stood down enemies before, and we will do so this time. None of us will ever forget this day, yet we go forward to defend freedom and all that is good and just in our world.Thank you. Good night. And God bless America. Identify & Label: Logos (door) Pathos (middle) Pregnant Pause (Back row) Parallelism (window) 5) Claim 6) Evidence

Arguments in your mailbox

Analyzing an Academic Argument • First Read “Rice Paddies and Math Test” (excerpt from Outliers, Malcolm Gladwell) A. Index each paragraph B. Look over the organization • Second Read: A. What is the argument? Find and circle the claim. B. How is the argument supported? Highlight the evidence.

ACT Prompt

ACT Writing Prompt In some high schools, many teachers and parents have encouraged the school to adopt guidelines for what students can wear in the school building. Some teachers and parents support a dress code because they think it will improve the learning environment in the school. Other teachers and parents do not support a dress code because they think it restricts the individual student’s freedom of expression.In your opinion, should high schools adopt dress codes for students? In your essay, take a position on this question. You may write about either one of the two points or view given, or you may present a different point of view on the question. Use specific reasons and examples to support your position. What is the prompt asking us to do? Highlight this! What are the “opposing views”? Label these as Arg 1 and Arg 2 Decide what side you want to take.

Sample Essays for Both Positions • Model process A. Read aloud Article #1 B. Highlight in PINK the article’s POSITION/ CLAIM statement C. Highlight in YELLOW supporting EVIDENCE • Repeat process over independently w/second article • Fill out chart

ACT Writing Prompt “T” Chart 2) YOUR Position statement In some high schools, many teachers and parents have encouraged the school to adopt guidelines for what students can wear in the school building. Some teachers and parents support a dress code because they think it will improve the learning environment in the school. Other teachers and parents do not support a dress code because they think it restricts the individual student’s freedom of expression.In your opinion, should high schools adopt dress codes for students?

Creating your INTRODUCTORY paragraph: Restate the prompt Acknowledge both sides of the argument 3) YOURPosition statement High schools across the country have considered adopting dress codes for their students. Some believe that dress codes will improve student learning while others think that dress codes would limit students’ freedom of expression. In my opinion, high In some high schools, many teachers and parents have encouraged the school to adopt guidelines for what students can wear in the school building. Some teachers and parents support a dress code because they think it will improve the learning environment in the school.Otherteachers and parents do not support a dress code because they think it restricts the individual student’s freedom of expression.In your opinion, should high schools adopt dress codes for students schools SHOULD NOT require dress codes for students because _______________________, _________________, and ___________________.

Citing Evidence • Topic: Gun Control • Following the horrific news events involving victims of gun violence, states are debating amending current gun laws, limiting a person’s access to the weapon. Some people see this as an intrusion into their constitutional right to bear arms and feel that gun laws are only aiding the criminals, not protecting the victims. Others see amending and fortifying gun control laws as a necessary step to prevent future violent acts and protect innocent people. In your opinion, should gun control laws be strengthened to limit an individual’s access to guns?

SEE Grid

Visual Arguments

English Language Arts Standards Reading: Informational Text Grade 11-12 • Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. • Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

English Language Arts Standards Writing Grade 11-12 • Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. • Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. • Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

Argument Terms

10 Terms to know A process of reasoned inquiry & rational discourse seeking common ground Argument: Claim: Claim of fact Claim of Value Claim of Policy AKA assertion or proposition; states the argument’s main idea or position; has to be arguable Asserts that something is true or not true Argues that something is good or bad, right or wrong Proposes a change

10 Terms to know 6) Closed thesis 7) Open thesis 8) Counterargument thesis 9) Rogerian Argument 10) Rebuttal Statement of the main ideas of an argument that also previews the major points the writer intends to make Statement of the main ideas of an argument that does not list all the points the writer intends to cover. Begins with the counter and then provides a statement of the main ideas of an argument. Based on the assumption that having a full understanding of an opposing position is essential…accommodating rather than alienating Possible objections

Staking a Claim Claim: 1) AKA assertion or proposition; 2) states the argument’s main idea or position; 3) has to be arguable; 4) has to be stated as a complete sentence; (if it is a single word or phrase, it’s a topic, not a claim) 5) strong claims require topic exploration through readings, discussions, taking notes, etc.

Topic: Single-Sex Classrooms Of the following, which is a claim? Justify your reasoning and prepare to discuss… 1) Many schools have single-sex classrooms 2) Single-sex classrooms have been around for years, especially in private schools. 3) Single-sex classrooms are ineffective because they do not prepare students for the realities of the workplace.

Statement or Claim? • SUV owners should be required to pay an energy surcharge. • Charter schools are an alternative to public schools. • Ronald Reagan was the most charismatic president of the 20th century. • Requiring students to wear uniforms improves schools spirit.

Statement or Claim? • Students graduating from college today can expect to have more debt than any previous generation. • Print newspapers will not survive another decade. • Plagiarism is a major problem in today’s schools. • People who read novels are more likely to attend sporting events and movies than those who do not.

Analyzing Academic Argument 1) First Read: from “The C Word in the Hallways” (Anna Quindlen) A. Read & Index 2) Second Read: A. Identify Position/Thesis Statement B. Highlight and label claims of fact, value, and policy 3) Third Read: A. Underline the evidence used & the types

Logical Fallacies

Fallacies of Relevance Weaknesses in an argument; failure to make logical connections between the claim & evidence Logical Fallacy: Red Herring: Ad Hominem: Faulty Analogy: Using evidence that is irrelevant to the claim…used as a measure of avoidance Type of red herring where the character of the speaker is attacked (against the man) Compares two things that are not comparable but have irrelevant or inconsequential similarities

Fallacies of Insufficiency Hasty Generalization: Circular Reasoning: When there is not enough evidence to support a conclusion Repeating a claim as a way to provide evidence, resulting in no evidence at all

More Common Fallacies Post Hoc Ergo Propter Hoc: Appeal to False Authority: Ad Populum A.K.A. Bandwagon appeal • Latin for “after which therefore because of which” • Incorrect to claim that something is always a • cause just because it happened earlier • Correlation does not imply causation • Someone who has no expertise on an issue is cited as an authority • Evidence boils down to “everybody’s doing it”…

Logical Fallacy Walk About…

I know the Professor said that the Bridges of Madison County was smarmy trash and lacked any artistic worth. But I still think he's wrong. After all, it was on the best-seller list for over 100 weeks.

Bandwagon

Mr. Equalminded's idea for implementing affirmative action in the university's admission process is complete folly. He say's he wants the student body to represent diversity in the community. But that's ridiculous. I suppose this means we'll have to throw out our academic standards while were at it. After all, if we're going to let students into our prestigious institution just because of their gender or the color of their skin, then what's going to happen to our reputation?

Straw Man

Mr. A. Theist has argued that a moment of silence in public schools would violate the separation of church and state. But have you ever met that jerk. His attacks on religion obviously stem from the fact that he's a narrow minded bigot who never had the inclination to pray for the benefit of anyone else. In fact, just the fact that Mr. Theist opposes the proposal is enough for me to accept it.

High School Argumentation