Thursday, October 13

1. Select one of the seven questions answered for homework as a prompt for
your argument writing. (Questions 2, 4, 6, and 7 are the best questions
to turn into argument positions)
2. Create a T-Chart on the lined side of your notecard and come up with
reasons For and Against the topic (see example:)
FOR (#2, People should be allowed to wear

AGAINST (#2, There should be rules regarding

whatever they want)

clothing/hairstyles)

-Freedom protected by constitution

-Regulating dress threatens democracy
-Personal choice, shouldnt affect others
-Could be used to target religons or racial minorities,
such as business not hiring workers with dreadlocks
or the hijab

-Government and law should protect our safety

-Clothing that hides identity could enable terrorism or
crime
-Certain style choices could cause fear, spread
hatred
-Gang affiliated clothing
-ICP Juggalos classified a gang by FBI
-Roosevelts freedom from fear

CLAIM
1. You will be writing an argument in the same format as the
sample editorial we looked at on Tuesday in the textbook.
Start out by developing a claim in response to the question.
For instance, heres an example claim for #6, stating my
position in response to this issue-Claim: In order to maintain a truly free democracy we must
uphold all citizens rights to dress however they want.

REASONS
3. Come up with at least two reasons to support your claim.
For instance,
a. Banning clown costumes creates a slippery slope to curtail
futher freedoms.
b. Such a ban cannot be applied consistently because
whether the context for a clown costume is appropriate is
a matter of opinion.

EVIDENCE
4. Find evidence from your notes on the radio interview, the
article, personal experience, or another source, to support each
reason. You may use the chromebooks to find more evidence,
just make sure to cite the source! For instance,
a. We enjoy being scared (Schlozman);
b. Horror is almost never about the thing thats scary. The
horror unravels once terrified people respond (Rogers).

COUNTERARGUMENT
5. Find a counterargument--a claim opposite to your own that
someone might bring up in response. For instance, A clowns
exaggerated human features set off a primal warning bell from
within our crocodile brains, according to Dr. Scholzman. As
Roosevelt said, freedom from fear should be a basic human
right, and some may say that encountering a clown when it isnt
expected infringes on our rights by triggering a fearful
response.

REBUTTAL
6. Then come up with your rebuttal, a response to the
counterargument that will convince your reader that though
may they have also had this thought, they are wrong. For
instance, However, we encounter all sorts of images, people, and
situations in public that have the potential to frighten us but
which are not, nor should they be, illegal. Many people are
scared of dogs, but there is no law against walking your dog in
a public place.

CLASSWORK GOALS
1.

2.

3.

4.

STEP ONE: Make a final decision as to which question youd like to use as the
prompt for the assignment (2, 4, 6 or 7 from the homework). Then decide what
your position is in response to this question--for or against.
STEP TWO: Using the argument on R16 as an example, outline your position on
the new handout. The ideas you came up with on the notecard may be used as
reasons or counterarguments! You may look up more evidence online if you need
it, but you should also be able to find evidence in the article or in your notes on the
radio interview.
STEP THREE: Create a Google Doc, naming your file Name, Period, Clown
Argument. Share your document immediately with akates@philasd.org. Write
your rough draft in this document. Your outline and some of your draft should be
finished by the end of the period.
HOMEWORK: Finish outline if not yet finished; complete Free Write #3 (1 page)