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BOP #13 (CCAN TAKE PORTFOLIOS NOW) What makes an effective argument? Argument Notes

Grab Your Portfolios. BOP #13 (CCAN TAKE PORTFOLIOS NOW) What makes an effective argument? Argument Notes Start Langley article SRI 11/17 th , 26-liners coming 11/19 th …. Essential Question of the Day: How do we convince people to think/believe something?. Click to play….

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BOP #13 (CCAN TAKE PORTFOLIOS NOW) What makes an effective argument? Argument Notes

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  1. Grab Your Portfolios • BOP #13 (CCAN TAKE PORTFOLIOS NOW) • What makes an effective argument? • Argument Notes • Start Langley article • SRI 11/17th, 26-liners coming 11/19th… • Essential Question of the Day: How do we convince people to think/believe something?

  2. Click to play… http://www.youtube.com/watch?v=zXeUvDOMgGY BOP #13: The Trees “The Trees” in this song and their battle acts as a metaphor. Listen to the song and pay attention to the lyrics. What are they fighting over and how does it relate to human nature?

  3. LYRICS: “The Trees” by Rush There is unrest in the forest There is trouble with the trees For the maples want more sunlight And the oaks ignore their pleas. The trouble with the maples (And they're quite convinced they're right) They say the oaks are just too lofty And they grab up all the light. But the oaks can't help their feelings If they like the way they're made And they wonder why the maples Can't be happy in their shade. There is trouble in the forest And the creatures all have fled As the maples scream "Oppression!" And the oaks just shake their heads So the maples formed a union And demanded equal rights "The oaks are just too greedy We will make them give us light." Now there's no more oak oppression For they passed a noble law And the trees are all kept equal By hatchet, axe, and saw Write in your Writing Journal (INB) for 7 minutes reflecting on these lyrics and their message….: “The Trees” in this song and their battle acts as a metaphor. What are the trees fighting over and how do they and their conflict relate to human nature? What do they represent? “One also encounters a depraved taste for equality in the human heart that brings the weak to want to draw the strong to their level and that reduces men to preferring equality in servitude to inequality in freedom” ~~Alexis de Tocqueville, French political thinker Read the quote above, write in your Writing Journal (INB) for 5 more minutes: How do these lyrics and the above quote relate to the story “Harrison Bergeron”?

  4. Use your own paper and set up your Cornell notes –just follow the instructions in your “Notes” section of your portfolio on Cornell Notes: • Write your heading in the top left • Write the Essential Question at the top: • EQ: How do we convince people to think/believe something? • Draw a line across the bottom and label “Summary” • Now draw a line up the left and label “Key Points • That’s it! • As always, when notes are taken, they are a grade. You will turn these in when the bell rings as an ext ticket – you cannot leave if you have no notes!

  5. EQ: How do we convince people to think/believe something? Persuasion What makes a good argument?....How is it structured, what is included, how valid? Discuss at your tables – have someone write your answers on their notes. Share…

  6. Persuasion What is persuasion? Claim? Reasons? Evidence?

  7. An argument usually is found in Non-Fiction (articles & essays) and has specific parts: What is an argument? Argument over an issue = Claim Reasons + + Evidence to support a logical viewpoint

  8. Parts of an Argument • CLAIM – an arguable statement on an issue • What is an opinion some people have about an issue? What do people argue about? • SUPPORT- reasons and evidence that the claim is reasonable and should be accepted • How do you convince people to believe you? What kind of examples would you use?

  9. Types of Support • What’s the difference between: • a REASON and • EVIDENCE? • A Reason is: a general statement that answers WHY the writer thinks their claim. For example…. A writer claims: “More metal detectors should be installed in public schools.” But WHY???? • Reason: To reduce school violence (that’s a reason…)

  10. Types of Support But how do you know your reason is VALID??! EVIDENCE!!!! What is EVIDENCE? • facts, statistics, experiences, comparisons – specific examples that show why the claim is for realz. For example….. A writer claims: More metal detectors should be installed in public schools (But WHY????) because this will reduce school violence. But HOW do you KNOW??! EVIDENCE!!! For example, after using metal detectors in Chicago school, officials went from confiscating 15 guns and 294 weapons in 92 to just two guns in 1995. (Now that’s some goood evidence 

  11. Is This a reason or evidence? • Claim: Women should/should not fight in combat. • Women are too emotionally fragile for combat. • Reason • Smaller female soldiers have, on average, 45 to 50 percent less upper-body strength. • Evidence • In direct combat, women would not have an equal opportunity to survive, or to help fellow soldiers survive. • Reason • women with equal training as their male counterparts can outperform men. • Reason • Women also tolerate hot and humid racing conditions better than men because of their smaller body size, according to a 1999 article in the European Journal of Applied Physiology and Occupational Physiology. • Evidence

  12. EQ: How do we convince people to think/believe something? Persuasion What argument is Vonnegut making about society?Write on your notes:His Claim: ______________________________________His Reasons – what characters/moments does he use in the story to support (use 2)?: _______________________

  13. Thesis & Essay Structure • You are about to read an essay, and asked to find the thesis. What is it? • Thesis = a single sentence written by the author, usually in the introduction, that sums up the entire paper • In an argument, the thesis = claim + reasons • Example: The death penalty is wrong (claim) because (that word “because” is a big clue) it is immoral and innocent people are often wrongly condemned.

  14. Thesis & Essay Structure • It will ask you about “The Body” of the essay. • What is that? • It’s the paragraphs that follow the introduction • In this article: • the first paragraph is the hook, • the second paragraph is the actual introduction • The third paragraph is where the body begins!

  15. YOUR TURN!!

  16. Time to read!!

  17. Reading the article 1. Read individually or as a group (take turns reading, everyone fills out the strengths and weaknesses – take turns on the group paper), and think about how to break down the argument. Notice words from the article to find the author’s: • Claim • Reasons • Evidence Then what do you think? Fill out the questions on the article…..

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