ENGL 1302
November 15, 2011
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Objective: To demonstrate your ability to
analyze the effectiveness of logical support in
two arguments and how the support relates
to each author's underlying assumptions.
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Description: For this assignment, you will
read six short articles from The New York
Times which develop a debate over a topic.
After reading these articles, you will write an
essay which describes the different
ideological frameworks of two of these
authors. In the process, consider the
following:
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What type of evidence/logical support does the writer use? Why
does the writer think this type of evidence is convincing?
◦ (For instance, does the writer use personal experience? Historical examples?
Case studies? Statistics? Why does the writer choose one type over another?)
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What does the author assume about his or her readers? How can
you tell? Why would certain aspects of the logical support
appeal to the readers that the author has in mind? Would any
aspects of the logical support alienate a large group of readers?
What does the author assume about his or her subject? How can
you tell? Which aspects of the logical support that would
unconvincing to people who did not share the author's
theoretical framework? Why? Is the argument still convincing, or
is the author's bias detrimental to the argument's success?
◦ (Hint--you might consider the extent to which the author's profession has
influenced his or her perspective).
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Now, write a 400-600 word essay in which
you analyze the authors' theoretical
framework. Your essay will need to
◦ describe the authors' framework,
◦ analyze the ways in which the logical support
demonstrates the authors' framework about the
audience and subject,
◦ and discuss the overall effectiveness of the essay.
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The articles are available at
https://raiderwriter.engl.ttu.edu/Supplement
alFiles/BriefAssignment8ReadingFall11.pdf
Format: MLA style for internal citations and
works cited.
C1—Issue Identification and Focus
Does the student thoroughly analyze the kinds of support used by the
authors? Does the student evaluate the effectiveness of the support? Does
the student analyze how the author’s support might reflect the writer’s
ideology/theoretical framework?
C2—Context and Assumptions
Does the student’s analysis show an awareness of how elements, such as
background, environment, bias, and so forth can influence or shape an
author’s theoretical framework?
C3—Sources and Evidence
Does the student support his or her analysis with evidence from the texts?
C5—Own Perspective
Is the student’s voice apparent throughout the analysis? Does the student
assert his or her own views about the effectiveness of authors' theoretical
frameworks and logical support?
C6—Conclusion
How effectively does the conclusion pull the analysis together?
C7—Communication
Does the student communicate his or her analysis effectively? Is the student's
tone professional? Has the student organized his or her analysis
effectively? Is the analysis relatively free of grammatical errors?
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
The theoretical framework is framed as "how
the writer views the world" and "what type of
knowledge the writer values."
If you consider those two elements, you
should understand the theoretical framework.
Also, bear in mind that a piece may have
more than one theoretical framework.
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The sources you will use for your argument
paper have different theoretical frameworks.
You need to recognize their (and your own)
theoretical framework
◦ to develop critical thinking
◦ to be able to understand your sources and write an
effective argument
◦ to recognize bias and avoid it in your writing
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Address why, logically, an argument was
effective.
(similar to rhetorical analysis in 1301)
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Go beyond whether or not you agree with an
argument.
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Provide evidence from the text (be specific!)
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Notice authors’ backgrounds, biases, etc.
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Analyze the underlying premises or unstated
assumptions that shape the claims that a writer
makes to identify a writer’s theoretical
framework.
Answer all the questions in the prompt.
Include in-text citations and a Works Cited list
(MLA)
Think critically and analyze the articles in depth.
◦ You will not be rewarded for superficial thinking and
analysis.
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
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What type of evidence/logical support does the writer use? Why
does the writer think this type of evidence is convincing?
(personal experience? Historical examples? Case studies?
Statistics? Why one type over another?)
What does the author assume about his or her readers? How can
you tell? Why would certain aspects of the logical support appeal
to the readers that the author has in mind? Would any aspects of
the logical support alienate a large group of readers?
What does the author assume about his or her subject? How can
you tell? Which aspects of the logical support would be
unconvincing to people who did not share the author's
theoretical framework? Why? Is the argument still convincing, or
is the author's bias detrimental to the argument's success? (Hint-you might consider the extent to which the author's profession
has influenced his or her perspective).

Handbook
◦ Checklist for constructing an argument (2:9a)
◦ The classical system of argument outline (2:9i)
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2.1 checklist
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Example of good organization (pp. 606 -609)
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Narrow focus?
Argumentative, not informative?
Introduction:
Attention-grabbing first sentence? Introducing the topic
effectively?
Clear controversy?
Arguable thesis statement? Clear claim, reason, qualifiers?
Introducing main points of discussion to be developed in the
body?
Background:
Clear background information? Necessary? Related to the thesis
or controversy?

BA 8 due on Saturday Nov 19 before 11:59 pm

Reading for Tuesday 22:
◦ Review Ch. 8 of First-Year Writing and Part 2, Section
9, "Constructing Arguments" (pp. 186-219) of St.
Martin's Handbook

Participation (in class on Tuesday 22 printed):
◦ 2.1draft (introduction, thesis, body, lines of
argument, logical support, ethical and emotional
appeals (if applicable), and consideration of
alternative views)
◦ 2.1 checklist