ARGUMENT

It doesnt matter whether youre right or wrong!

Argument Defined: pgs. 81-85

Persuasive discourse, a coherent and considered movement from a claim to a conclusion There are not winners or losers instead a better understanding of peoples ideas as well as your own is created. *Assignment:*pg. 85 What are two controversial topics that interest you? Brainstorm how you might develop an argument about each from two different viewpoints. Consider the potential for volatile or highly emotional responses to each. What could you do to encourage a civil tone and approach? Make sure to choose ideas that you could develop into a full essay. You will have an opportunity to return to them throughout the chapter (85).

Argument Defined (cont.) pgs. 81-85

Concession: an acknowledgement that an opposing argument may be true or reasonable. Often accompanied by a refutation. Refutation: a denial of the validity of the opposing argument. Both useful ways to acknowledge a counterargument. Rogerian Arguments: are based on the assumption that having a full understanding of an opposing position is essential to responding to it persuasively and refuting it in a way that is accommodating rather than alienating. The goal is not to destroy your opponent but to reach a satisfactory conclusion

Claims pgs. 85-94

Claim: an assertion or a proposition that states the arguments main idea or position. Types:
Claims of fact: assert that something is true or not true. Claims of value: argue that something is good or bad, right or wrong, desirable or undesirable. Claims of Policy: assertion that proposes a change.

Reading: Roger Eberts critique of Star Wars and discuss as a class.

Annotate: Felons and The Right to Vote in groups. Be prepared to share your findings.

Claims/Both sides Monday/Tuesday

Work with and discuss your topic you need to support your opinion and mention several claims or points to support your position. Then your partner will spend several minutes supporting the other side of the argument. *Activity*: Complete partner activity as well as Claims Assignment.

Turning claims into thesis statements: pgs. 94-96 (12/4)

To develop a claim into a thesis statement, you have to be more specific about what you intend to argue.

To be effective, a thesis statement must preview the essay by encapsulating in clear, unambiguous language the main point or points that writer intends to make.
Types of thesis statements:
Closed thesis: a statement of the main idea of the argument that also previews the major point the writer intends to make.
Ex. The three-dimensional characters, exciting plot, and complex themes of the Harry Potter series make them not only legendary childrens books but enduring literary classics.

Open thesis: a statement that does not list all the points the writer intends to cover in an essay but rather sums up the overall point you are trying to make. Counterargument thesis: a summary of a counterargument, usually qualified by although or but, precedes the writers opinion.
Ex.: Although the Harry potter series may have some literary merit, its popularity has less to do with storytelling than with merchandising. Ex.: The popularity of the Harry Potter series demonstrates that simplicity trumps complexity when it comes to the taste of readers, both young and old.

Turning claims into thesis statements (cont.):

*Activity*: Complete the activity on pg. 96-97 in small groups be prepared to share your answers. *Activity*: Essay in progress Now that you understand the different types of claim and how to develop them into thesis statements, you can begin drafting an argument. Select one of the claims you worked with in the activity on pg. 95. Draft two different thesis statements that might guide the essay on the subject. Which one do you think is more promising for a full argumentative essay? Why? (97).

Presenting Evidence: pgs. 97-110

Evidence must support the established claim/thesis statement. Evidence needs to be appropriate for the audience as well as relevant, accurate and sufficient.
Relevant: evidence that specifically applies to the argument being made. Accurate: taking care to quote sources correctly without misrepresenting the information/taking it out of context. Sufficient: the amount of information is enough and is varied enough to fully support your argument.

Presenting Evidence: pgs. 97-110

(Negative Evidence) Logical Fallacies: Potential vulnerabilities or weaknesses in an argument.
Fallacies of Relevance: Fallacies that result from using evidence that is irrelevant.
Red Herring: Occurs when a speaker skips to a new and irrelevant topic in order to avoid the topic of discussion. Another type of red herring is ad hominem fallacy to the man refers to the diversionary tactic of switching the argument from the issue at hand to the character of the other speaker. Faulty Analogy: Occurs when two things are not comparable. When using analogies it is important to gauge whether the dissimilarities outweigh the similarities.

Fallacies of Accuracy: Fallacies that is either intentionally or unintentionally inaccurate.

Straw Man: Occurs when a speaker chooses a deliberately poor or oversimplified example in order to ridicule and refute an opponents point of view. Either/or fallacy or false dilemma: The speaker presents two extreme options as the only possible choices.

Fallacies of Insufficiency: Occurs when evidence is insufficient.

Hasty Generalization: there is not enough evidence to support a particular conclusion. Circular Reasoning: involves repeating a claim as a way to provide evidence; resulting in no evidence at all.

Presenting Evidence: pgs. 97-110

(Negative Evidence) Logical Fallacies: Potential vulnerabilities or weaknesses in an argument.
Post Hoc Ergo Propter Hoc: after which therefore because of which: it is incorrect to always claim that something is a cause just because it happened earlier. Appeal to False Authority: occurs when someone who has no expertise to speak on an issue is cited as an authority. Bandwagon Appeal: (or ad populum fallacy) occurs when evidence boils down to everybodys doing so it must be a good thing.

Presenting Evidence: pgs. 97-110

(Positive Evidence) First-Hand Evidence: something you know and can be from a variety of sources.
Personal experience: your experiences. Adds a human element and connects to pathos. Anecdotes: stories about yourself or other people. Also useful way to connect to pathos. Current events: knowing what is happening locally, nationally, and globally. Events can be interpreted in various ways.

Second-Hand Evidence: evidence that is accessed through research, reading, and investigation.
Historical: provides background info and context; allows the writer to establish ethos. Expert Opinion: An expert is someone who had published research on a topic or whose job or experience gives him or her specialized knowledge. Quantitative Evidence: includes things that can be represented in numbers: statistics, surveys, polls, census information.

Argument Activity:
You will be given an argument prompt (one carefully chosen from previous AP Exams). You will be asked to take one of the following positions on the information in the prompt:
Strongly Agree Agree Disagree Strongly Disagree

Once the prompt is posted you will be given 5 minutes to write down your thoughts and ONLY 5 minutes! Then you will go to the corner of the room with the sign that supports your position, bringing your notes with you. Leave any writing utensils at your desk please. Each group will have a chance to present their points. Group members can change their position at any time by moving to another part of the room.