STRUCTURE OF THE WRITING SECTION
Writing Task 1
(200 words; 20 min.)
•Read two opposing
arguments on an issue
(Passage A and B);
•Critique arguments and
make a case for which one
is stronger.
Writing Task 2
(200 words; 20 min.)
•
Explain how specific
information presented
in tables/charts
support or counter the
claims, reasoning, and
evidence in Passage B.
Writing Task 3 (400600 wds; 60 min)
•Present a fully
developed argument that
introduces and supports
your own claim on the
issue presented in the
reading passages and
graphs.
The Basics of Analyzing Arguments
You can assess the quality of arguments on three criteria:
Logic
Emotional Power
Credibility
Logic
Emotional Power
Credibility
Decide which argument that you read is more compelling by comparing strengths
and weaknesses within and across each of these areas.
LOGIC
STRONGER WHEN
• Reasons logically lead to
the claim (“Sound”:
1+1=2);
• Evidence clearly
supports the stated reasons
for the claim;
• Ideas are consistent and
build on each other.
WEAKENED BY
•Insufficient evidence (not
enough to support
reasons/claims);
•
Logical Fallacies
 Non-Sequiturs
 Contradictions
 False Dichotomy/False
Choices
 Hasty Generalizations
 Correlation does not
equal causality (Ad hoc).
EMOTIONAL POWER
STRENGTHENED BY:
•Evidence that
humanizes issue;
•Author addressing
ethical or moral
dimensions of issue.
WEAKENED BY
•Too many appeals to
emotion (and not
enough logic);
• Personal attacks (ad
hominem);
• Appeal to fear/fear
mongering.
Author’s Credibility
STRENGTHENED BY:
WEAKENED BY
•Clear and specific about
sources of information and
cited authorities;
•Lack of information about
data sources and authorities;
•Exaggeration;
•Conflict of interest (author
may have some stake in
argument beyond stated
reasons);
•“Narrow” view of issue due to
author’s background;
•Appeal to false authority
(name dropping);
•Inaccurate presentation of
opposing viewpoint.
•Authors’ experience and
qualifications match issue;
•Author’s
experience/qualification
conducive to seeing all sides
of issue;
•Accurate presentation of
opposing viewpoint.
ASSIGNMENT 1
WRITING STRATEGY
Reviewing the passages.
Step 1: Read title and first paragraph of Passage A to quickly identify and
circle author’s claim and major reason (premise);
Step 2: Read rest of passage underlining (or mentally noting) lines that strike
you as either particularly helpful or harmful to the author’s argument;
Step 3 Repeat step 1 and step 2 with passage 2;
Step 4 Choose which passage will be your “winner” and “loser” based on
logic, emotional power, and credibility.
(Note: Don’t spend too much time deciding because you can make the case
either way!)
ASSIGNMENT 1
WRITING STRATEGY (CONT.)
Writing Paragraph 1
•Restate “losing” author’s position and his/her reasons for taking the
position;
•Quote a line from the passage that losing author uses as evidence of
his/her premise; discuss why the evidence is not valid, relevant, or
sufficient.
• Quote another piece of evidence that the author offers as evidence
in support of premise; describe why it is not valid, relevant, or
sufficient.
•Conclude with a sentence that states the general reasons that the
passage is unpersuasive (e.g. “Due to the lack of evidence to support
his major claim, author A/B’s overall argument is unpersuasive.” )
TRY PARAGRAPH 1 AND COMPARE YOUR
RESPONSE:
Author A argues that readers should vote no on I1240 because it will divert funds to the school system.
She writes, “As a tax payer, I'm concerned because I1240 creates an expensive new system of privately
operated – but publicly funded – charter schools in
Washington.” Later she posits that charters schools will
“undermine the recent Supreme Court order to increase
school funding so all students can succeed.” Because
she never provides evidence or explanation to
substantiate how funds will be “siphoned” from
traditional public schools, her argument comes across
as an “appeal to fear” rather than a reasoned position.
ASSIGNMENT 1
WRITING STRATEGY (CONT.)
Writing 2nd paragraph:
•Paraphrase “winning” author’s position and his/her major reason for
taking the position;
•Quote a line from the passage and discuss how it demonstrates the
author using evidence that logically supports his/her major claim or
reason leading to the claim;
• Quote another line from the passage and discuss how it demonstrates
strength in another area of argumentation (e.g. emotional power;
credibility);
•Conclude with another comment or element in the text that
demonstrates strength in a third area;
OR
•Note what would have made one area more convincing/stronger and
conclude with ;
•“Despite this flaw, author B/A argument is the more balanced and
compelling.”
TRY PARAGRAPH 2 AND COMPARE YOUR
RESPONSE:
Author B argues that 1240 should be passed
because it will provide Washington families options for
finding the most suitable schooling for children. Her
claims that “1240 will provide another option within our
public schools to help more students succeed” and “as
parents, that is something we can all agree is a good
thing” carry both common sense logic and emotional
resonance. By referring to specific elements of the
legislation, for example, “1240 requires parent
representation on the newly created state charter school
commission,” Author B refutes some of Author A’s
contentions and comes across as more authoritative and
persuasive.
WRITING ASSIGNMENT 2
Use Passage B and the Graphic to respond to the following
assignment.
In a response of approximately 100–200 words, explain how
the information presented in the graphic can be integrated
with the author's central argument for I-1240 in Passage B.
Your response must:
•explain how specific information presented in the graphic
either supports or counters the author's claims, reasoning, and
evidence with regard to the opening of charter schools;
•and include examples from the passage and the graphic to
support your explanation.
Assignment 2 Strategy
Review the graphs/tables
•
Ask: “What main points can we take away from the ‘data’ in regard
to the issue? (If the graphic has a title, use it to help determine the
main point);
• Find a specific claim or information in passage B that is clearly
consistent or inconsistent with the main point of the graphics.
Underline it or make a mental note.
• If possible, find a second claim or information in Passage B that
may be consistent or inconsistent with the main point of the
graphic or data within it.
• Note: You don’t need to understanding everything about the
graphics, just enough to support or counter a claim in Passage B.
ASSIGNMENT 2 STRATEGY
(CONT.)
Write the paragraph
• State whether the graph supports or counters the
specific claim or piece of information that you identified
in Passage B;
• Quote the specific claim or piece of information in
Passage B that you identified as relevant to the graphic;
• Discuss how a specific element in the graph/table
supports or counters the claim or information in the
passage.
TRY ASSIGNMENT 2 AND COMPARE YOUR
RESPONSE:
Information in the graph counters Author B’s contention that I-1240 will
result in high levels of accountability for charter schools. The chart indicates
that on a national level only a small percentage of schools have been shut
down between 2001 and 2010. Furthermore, the trend has been toward fewer
charter closings over the ten years (3.75% in 2001 to less than 2% in 2010).
Author B writes that under 1240 charter schools will be “subject to strict
oversight and public accountability, overseen by a local school board or a
newly created charter school” and “to annual performance reviews and an
evaluation at the end of five years to determine whether additional public
charter schools should be allowed.” Even if charter schools have been
generally successful in providing a better education for students than
traditional public schools, it seems unlikely that 98% have met the
accountability requirements of the state’s governing bodies. Because Author B
has not discussed how Washington’s governance model will be different than
other states, these statistics call into question her belief that charter schools
in the state will be held accountable for their performance.
GENERAL TIPS FOR WRITING SECTION
 Consider completing the writing sections first;
 Note any identifying or clarifying content before beginning
each of the the reading passages (e.g. Title, Information
about author);
 Conventions Count! Make last-minute spelling and
grammar edits after completing the writing task;
 Write in present tense. Only use past tense when
presenting historical facts;
 Don’t give up! Focus on what you do understand! You can
pass the writing assignments without understanding or
addressing every point in the passages and graphs.
TIPS (CONT.)
• Practice! Use the available practice exams and take them under
timed testing conditions. In addition to the CCNY ALST Practice
Exams, you can access two others at the following web addresses:
• http://www.nystce.nesinc.com/STUDYGUIDE/NY_SG_CRI_20
2.htm#perf2 (free)
• http://www.nystce.nesinc.com/NY_PracticeTests.asp
($30.00)
• Good website for learning more about and using logical fallacies
for making and analyzing arguments:
http://www.scribd.com/doc/38084455/Fallacies-of-Credibilityand-Context
• Get personalized feedback on writing portions of ALST practice
exams at the CCNY Writing Center:
http://www.ccny.cuny.edu/writing/