Argument/Persuasion Essay: Materials needed: Ms. Teref's handout, Writer's Survival Handbook Critical thinking: Argument essay – PURPOSE + how does this apply to your life? • The most common essays required in college: definition, cause/effect, example, comparison/contrast, persuasion/argument. - How often do we argue our position? Think about a time: - you got a detention, - earned a bad grade and had to explain it to your parents - wanted go to a party your parents didn’t allow you to go to. NOTES: What will your essay look like? How is this critical thinking? You'll be writing a research paper with 2 sources arguing your position about a school-related topic: OUR MANTRA: 1) make a claim/a pro does this sound familiar? 2) support your claim with evidence: quotes, facts, examples, appeals to authority, predicting consequences 3) counterclaim/counterargument/ a con what’s this? why? 4)refutation/ rebuttal what’s this? 5) analysis what’s the one strategy we use to analyze? Cornell Notes Topic: Argument Essay General Journal response: What does the word “argument” mean to you? meaning List as many meanings as you can. Share with your group, share with the whole class + add to your notes. Handbook,p.39.: read the first paragraph and compare your answer to the one in the handbook. ANNOTATE: An example of argument/persuasive essay: Handout: P.150-1 (Evergreen) P. 150: Let’s read the intro! What’s the function of each paragraph? Making predictions: what is the paragraph going to be about based on the topic sentence? Have you ever been in the situation as described in the claim/topic sentence? ANNOTATE FOR SHIFTS: Argument Paragraph: 1st reading As I read the essay, put a slash every time the passage shifts from one part to another. - For example, when the introduction is finished, put a slash. - When a description of an event ends and another one begins, put a slash. PURPOSE: Why are we doing this? (hint, hint: EXPLORE) ANNOTATE: Argument Paragraph: 2nd reading Annotate the essay for the following elements: 1. Claim/Argument: 2. Evidence: quotes, facts, examples, appeals to authority, predicting consequences 3. Counterclaim/counterargument: 4. Refutation/Rebuttal: 5. Analysis: Outline the essay According to your slashes, how many parts/ or chunks does the essay have? How is this essay organized or structured? Break the essay down into its parts and label each part. For example: 1) What’s the function of the 1st part?_______ 2) What’s the function of the 2nd part? ______ … Review &Transitions Can the essay be divided into the following parts? 1. Topic sentence 2. Reason 1: 3. Evidence: facts 4. Reason 2/Counterclaim/a con: 5. Evidence: Appeal to authority 6. Reason 3: 7. Evidence: example 8. Analyisis NOW, in groups, highlight the transitions between each part of the essay. NOTES:Subtitle: TRANSITIONS? Discuss and respond to the following: -Why do we need transitions? What is their PURPOSE? - - What function do they perform in reading and writing? How are they useful to us? - - Which transitions did you underline? - - What’s their function? - Refer to p. 152 Who is the intended audience of this paragraph? Who was the text written for? How do you know? Be specific. NOTES: WHAT’S THE ROLE OF AN AUDIENCE IN WRITING AND SPEAKING? HOW DOES YOUR AUDIENCE SHAPE THE WAY YOU SPEAK/WRITE OR COMMUNICATE? What is the RHETORICAL TRIANGLE? What can you conclude so far? What is its purpose? Rhetorical Triangle: answer the questions in your notes Why is the • Rhetoric= the art of speaking or Rhetorical writing effectively Triangle important? • How do you know you are communicating (speaking or writing) effectively? • What are your tools for communicating effectively? NOTES:Example of how to use the Rhetorical Triangle Author: Ms. Teref Audience 1: Linguists Text: In order for a person to speak coherently in their L2, the affective filter must be lowered. Audience 2: General audience Text: To learn speak to clearly in a second language, a person must feel comfortable to avoid nervousness. Audience 3: 1st graders Text: It’s fun to speak another language. You’re doing great! How are these versions different? Inference? NOTES:Your example of how to use the Rhetorical Triangle Author: Your name Audience 1: Address a specific audience/use technical lingo Text: Audience 2: General audience Text: Audience 3: 1st graders Text: How are your versions different? What did you have to do to adapt the topic to your audience? NOTES:CAJ: Critical Analysis Journal on Argument paragraph p.151 Refer to your handout, and let's analyze the essay by using the Elements of Thought (p.9 in handbook) 1. PURPOSE: The main purpose of the essay is to __________________ 2. QUESTION: The key question that the author is addressing is ____________ 3.POINT OF VIEW: The essay is told from _______ of view. This choice is appropriate because ____________ CAJ – Ms. Teref's example: “Fishcheeks” 1. PURPOSE: The main purpose of the essay is to convey the complexities of growing up in a bilingual and bicultural family. 2. QUESTION: The key question that the author is addressing is the importance of cultural identity. 3.POINT OF VIEW:The essay is told from the first person point of view of a grown up woman, Amy Tan.This choice is appropriate because through Tan's flashback It is clear that she has matured and accepted her culture. CAJ: PARAGRAPH The main purpose of the essay “Fishcheeks”is to convey the complexities of growing up in a bilingual and bicultural family.The key question that the author is addressing is the importance of our cultural identity.The essay is told from the point of view of a grown up woman, Amy Tan.This choice is appropriate because through Tan's grown-up view of her childhood dilemma, it is clear that she has matured and accepted her culture. NOW, IN YOUR GROUPS, COMPOSE A CAJ FOR the essay on p. 151. Finish your Cornell Notes Add to the left side: key concepts, questions... Summarize your Cornell Notes in paragraph form by using the following sentence stems: The purpose of our unit on the argument essay is to ______________________________. For example, _______________________. I can conclude that when composing a argument essay, _______________. Clearly, what I have learned is _______________. Finish your annotations on p. 151 Finish the questions on p. 151 TURN IN THE FIRST PART OF YOUR PACKET HOMEWORK: WRITE DOWN 3 TOPICS YOU’D LIKE TO ARGUE FOR OR AGAINST NOTES: What will your essay look like? How is this critical thinking? You'll be writing a research paper with 2 sources arguing your position about a school-related topic: OUR MANTRA: 1) make a claim/a pro does this sound familiar? 2) support your claim with evidence: quotes, facts, examples, appeals to authority, predicting consequences 3) counterclaim/counterargument/ a con what’s this? why? 4)refutation/ rebuttal what’s this? 5) analysis what’s the one strategy we use to analyze? 3 ways to appeal or influence and inform a reader: LOGOS ETHOS PATHOS ETHOS credibility/reliability of writer or speaker based on personal experience, knowledge and/or understanding and using reliable sources. e.g Ms. Teref's student and his uncle who's a gas station attendant LOGOS reason with audience and show audience how reasonable you are; logical appeal; laying out an argument clearly and explicitly; compiling information into easy-to-follow patterns [ rational ] PATHOS appealing to readers’ emotions, interests, and people/causes they care about – love, loyalty, a sense of justice and fairness, etc. [ irrational ] Film The Great Debaters: Purpose and Activity As you watch the movie, take notes on the points below and discuss them in your groups: 1. How is the argument constructed? Which elements of argumentation (our mantra) did you notice? Write them down + subject/topic. 2. Describe the sense of urgency and passion: how is this evident? Example: body language: gesticulations, facial expressions. 3. Ethos, logos, pathos Great Debaters Scenes 2, 3, 4 from 8-20 min Setting: 1935, President FDR, “Fireside chats”, segregation, African American college -What are the debate topics/subjects? -What debate-related vocabulary are you familiar with? - Vocab: faulty assumption- fallacy ; ” if... then...” or logic-syllogism, a legitimate source, rebut/refute, affirmative/negative Great Debaters, Scenes:12, 20end Oklahoma debate: Should African Americans attend the same schools as whites? Harvard debate: CIVIL DISOBEDIENCE Debate vocabulary - Ethos -Logos -Pathos Inspired by the movie… Team formation: 4 students per team, may share sources Prep for library research 01/30/12 Homework: YOU WILL ADD THIS TO YOUR NOTES: From the debates we have seen in the Great Debaters, provide one example for the following: 1)ethos: An example of ethos from the movie is ____________. This is clearly an example of ethos because _________. 2) logos: An example of logos from the movie is ___________. This is evidently an example of logos because ______. 3) pathos: An example of pathos from the movie is ______. This is undoubtedly an example of pathos because _______________ Homework, Part 2: Cornell Notes Summary The purpose of watching the movie The Great Debaters is to ______________. For example, _________. This activity will help me in writing my argument paper because __________________. Library/Writing Center Visit – 2 days - - 1. Narrow down your topics 2. Select 2 sources 3. Exit slip: Student name, selected topic, sources cited in MLA . 4. Homework: annotate the sources for claim, evidence, refutation/rebuttal, analysis. http://www.procon.org/ http://debates.juggle.com/education http://debatepedia.idebate.org/en/index.php/Welcome_to_Debatepe dia! http://homeworktips.about.com/od/essaywriting/a/100-PersuasiveEssay-Topics.htm http://www.idebate.org/teaching/glossary.phphttp://www.gpoaccess. gov/serialset/cdocuments/debatetopic.html 01/30/12 Post-library day: - -Team work: 4 students per team: 2 pros and - 2 cons - - Group work: annotating in assigned groups 01/30/12 Easybib. and iClaim- 2-day activity - -Review of easybib.com - HOMEWORK #1: have your works cited page ready for the next class - - iClaim: group discussion and note-taking HOMEWORK #2: Bring your persuasion/argument packet to the next class – test!!! :o 01/30/12 Another example of argument writing: 1-DAY ACTIVITY: On your own – you are being timed NO Cornell notes this time: Parenting Classes PURPOSE: Why another argument essay? Why on your own? Packet, p. 155: Read the topic sentence and make a prediction. Write down your understanding at the top of page 155: The passage is discussing _____________. This is evident because ______________. PARENTING CLASSES: 1st reading On your own: Read the essay, put a slash every time the passage shifts from one part to another. - For example, when the introduction is finished, put a slash. - When a description of an event ends and another one begins, put a slash. PURPOSE: Why are we doing this? PARENTING CLASSES: 2nd reading On your own: Annotate the essay for the following elements: 1. Claim/Argument: 2. Evidence: quotes, facts, examples, appeals to authority, predicting consequences 3. Counterclaim/counterargument: 4. Refutation: 5. Analysis: Transitions + Questions on p. 155 Highlight all transitions Finish the questions on p. 155 P. 153: Read, and, in the margins, summarize in no more than 10 words the 4 methods of persuasion. TURN IN YOUR 2ND PART OF YOUR PACKET AT THE BOTTOM OF P. 155: Who is the intended audience of this paragraph? Who was the text written for? How do you know? Be specific. CAJ: Critical Analysis Journal Refer to your handout, and let's analyze the essay by using the Elements of Thought (p.9 in handbook) 1. PURPOSE: The main purpose of the essay is to convey__________________ 2. ASSUMPTIONS (a belief whose truth the author takes for granted): The main assumptions underlying the author’s thinking are____________ 3.IMPLICATIONS: If we accept this line of reasoning, the implications or consequences Ms. Teref’s CAJ example based on essay on riding w/ a drunk driver 1. PURPOSE: The main purpose of the essay is to demonstrate the risks and danger of being pressured to ride with a drunk driver. 2. ASSUMPTIONS : The main assumption underlying the author’s thinking is that riding with a drinker is a life-threatening decision. 3.IMPLICATIONS: If we accept this line of reasoning, the implications are that riders must be cautious and stand up for themselves when riding with others. Make sure you’ve done the following: 1) mark the shifts 2) annotate the passage 3) answer the questions on p. 155 4) finish your CAJ 5)TURN THE ABOVE TO MS. TEREF Make your evidence stronger with ETHOS, LOGOS, & PATHOS:BEDFORD READER, P. 551: Review of our mantra 1. Claim/Argument: 2. Evidence: quotes, facts, examples, appeals to authority, predicting consequences strengthen evidence with 3 appeals: ethos, logos, pathos 3. Counterclaim/counterargument: 4. Refutation/Rebuttal: 5. Analysis: