Value Dystopian Literature
Name_________________
Goal: Write an argumentative essay!
The following terms/concepts will guide the instruction and ultimately your understanding of the
material:
Rhetoric: the art of effective or persuasive speaking or writing/Aristotle-only spoken but rules apply
Invention
Aristotle’s 5 Canons of Rhetoric
The ability to discover ideas while having something to say rather than having to
say something-this is your value and you have already chosen it
Arrangement Organization-how ideas are put together in order to effect-this is the structure of
your paper and I choose this
Style
Figurative language, diction, syntax, levels of formality, allusion, language
resources-proper language for the audience, clarity, vividness
Memory
What a student knows, can access, use; be part of a grand conversation by
adopting a mature academic perspective
Delivery
How text appears on the page-how it is delivered-in writing this time, no speech
Classical Argument Structure/Arrangement (your argument will have SIX chunks)
Ethos-win over the interest and good will of the audience
Introduction
Narration
Division with
reluctant
conclusion
Proof
State facts in chronological order but don’t start at the beginning of time.
Sound logical not “believe it or not.” Don’t repeat yourself-just part relevant to
your argument. This should be predictable and what they hear should sound
usual, expected, natural
List points where you and your opponent agree and disagree. Get into
definitions as well. It is a chronological, ethical, rights, practical issue or is it
fairness. Value over value.
Logos-Here is where you get into your argument, setting out your argument
packet-we should do this- because of this-and your examples
Refutation
Destroy your opponents arguments here
Conclusion
Pathos-Restate your best points and if you want, get a little emotional
In your own words, restate the connection between VALUES and THEMES. Provide examples:
Author’s base themes on what people do and don’t value.
Level 4: Abstractions
Your value/claim will be
abstract but warrants will live
in level 3,2,1
Level 3: Noun classes-broad
group names with little
specification
Hayakawa’s Levels of Abstraction
Life, beauty, love, peace, hope, time, success, society, power,
happiness etc…(FOOD)
People, men, women, young people, everybody, nobody, industry,
we goals, things, television (MEAT)
Level 2: noun categories-more
definite groups
Teen-agers, middle-class, clothing, industry, parents, college
campus, newborn child, house plants, TV Comedies, (PORK)
Level 1: Specific, identifiable
nouns
Levi 501 jeans, my blue, three bedroom house on Hollis Street, In
Living Color, African violets, Tina’s newborn sister, Mina
(CARNITAS)
What it means to either Defend, Qualify or Challenge? This is a declarative statement of
statement of values written in the form of a resolution.
Define
Defend:
Affirm the resolution
Challenge: Negate the resolution
Qualify
Create your own
Example
Adolescents ought to have the
right to make autonomous
medical choices.
Adolescents ought NOT have
the right to make autonomous
medical choices.
Unless under extreme
circumstances, adolescents
ought not have the right to
make autonomous medical
decisions.
You will use the following to support your resolution (ERO). Your ERO’s are your experiences, your
readings and your observations. Since we are studying literature and theme, all of your readings
and your analysis of the characters, events, conflicts, and themes may be used for support of
position. So, as we read the literature of our Dystopian Literature Unit, you should be paying close
attentions to the characters, events, conflicts and themes in the pieces of literature.
Your
Dip into first person narration then dip right out (small story or experience)
Experiences
Your Readings
Documented proof, works cited, media, films, plays, TV shows
Your
Observations
Combination of E and R. Common knowledge is not documentable but if it is
factual, have a credible source
How do you change people’s minds/appeal to your audience? Ethos, Pathos Logos!
Ethos
A speaker’s credibility, believability, and trustworthiness-their reputation. This is your
defense of your character
Pathos Emotional appeal-emotional state of the audience as produced by the speaker-work your
audience to feel something.
Logos
The logic of the speech and the argument that it makes. You need facts and proof. If the
speaker is not logical, then the speech is not logical. Avoid logical fallacies.
One problem: speakers make mistakes in their arguments and end up with incorrect conclusions
they did not ear through valid argument, we apply the term fallacies to mistakes and errors in
argumentation and reasoning. Fallacious arguments are invalid because even though the
conclusions appear to follow from the premises, they actually don’t. You are to know all of the
logical fallacies in reasons below but we will deepen the meaning of the fallacies in bold.
Ad personam/Ad
Attempts to refute an argument by indicting the source of the argument,
hominem
rather than the substance of the argument itself-disregard the source
not the argument.
Example: There is no reason to listen to the arguments of those who
oppose school prayer, for they are the arguments of atheists.
Ad Populum
Refers to popular opinion or majority sentiment in order to provide support
(playing to the
for a claim. Often the “common man” or “common sense” provides the basis
gallery/appeal to
for the claim.
the crowd)
Example: Mrs. Jones gave an extremely unfair test, just ask anyone who took
it.
Ad vericundiam
Attempts to justify an argument by citing a highly admired or well-known (but
(appeal to
not necessarily qualified) figure who supports the conclusion being offered.
authority/tradition) Example: If it’s good enough for a Kardashian, it’s good enough for me.
Example: We have to play Pomp and Circumstance: at graduate because we
always have.
Argumentum ad
Attempts to use an opponent’s inability to disprove a conclusion as proof of
ignorantiam
the validity of the conclusion-you can’t prove me wrong so I must be right.
(Appeal to
Example: The new form of experimental chemotherapy bust be working, not a
ignorance)
single patient has returned to complain.
Guilt by
Occurs when an arguer jumps to conclusions based on evidence that is
association
irrelevant to the point at issue. Stereotyping is a common example of this.
Example: This is a bad law because it was proposed by a Republican.
Post hoc ergo
Mistakes correlation or association for causation, by assuming that
propter hoc
because one thing follows another it was caused by the other.
(Faulty Cause)
Example: A black cat crossed my path yesterday and, sure enough, I was
involved in a car accident that same afternoon.
Red herring
Slippery slope
(Snowball/Domino
Theory)
Tu quoquo
(Two things make a
right)
Tautology
(sub category of
circular argument)
Non-sequitar
(does not follow)
Attempting to hide a weakness in an argument by drawing attention
away from the real issue.
Example: Accused by his wife of cheating at cards, Ned replies “Nothing I
do ever pleases you. I spent all last week repainting the bathroom, then
you said you did not like the color.
Suggests that if one step or action is taken it will invariably lead to
similar steps or actions, the end results of which are negative or
undesirable. A slippery slope always assumes a chain reaction of causeeffect events which result in some eventual dire outcome.
Example: If the Supreme Court allows abortion, next thing you know
they’ll allow euthanasia, and it won’t be long before society disposes of
all those person s whom it deems unwanted or undesirable.
Pointing to a similar wrong or error committed by another.
Example: Gee, Mom and Dad, how can you tell me not to do drugs when both
of you smoke cigarettes and drink alcohol?
Defining terms or qualifying an argument in such a way that it would be
impossible to disprove the argument. Often, the rationale for the argument is
merely a restatement of the conclusion in different words.
Example: You are a disagreeable person and, if you disagree with me on this,
it will only further prove what a disagreeable person you are.
Irreverent reasons are offered to support a claim.
Example: I wore a red shirt when I took the test, so that is probably why
I did so well on the test.
STATEMENTS of VALUE, DEFEND, CHALLENGE, QUALIFY and support with E.R.O
On Thursday, you will be choosing your statement of value which you will either defend qualify or
challenge. Take a look at these, and pick your top 5 or 6. Number them in order of choice. No two
students in the same class will have the same topic. It will be the luck of the draw. Literally, you will
draw a number when you walk in my room.
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Value statements/Resolutions to choose
Resolved: Inaction in the face of injustice makes individuals morally culpable.
Resolved: In a democracy, voting ought to be compulsory.
Resolved: Oppressive government is more desirable than no government.
Resolved: The United States is justified in intervening in the internal political processes of other
countries to attempt to stop human rights abuses.
Resolved: Rehabilitation ought to be valued above retribution in the United States criminal justice
system.
Resolved: The United States ought to guarantee universal health care for its citizens.
Resolved: A government has the obligation to lessen the economic gap between its rich and poor
citizens.
It is morally permissible for victims to use deadly force as a deliberate response to repeated domestic
violence.
Resolved: Individuals have a moral obligation to assist people in need.
Resolved: When forced to choose, a just government ought to prioritize universal human rights over
its national interest.
Resolved: In the United States, juveniles charged with violent felonies ought to be treated as adults in
the criminal justice system.
November/December Topic - Resolved: The abuse of illegal drugs ought to be treated as a matter of
public health, not of criminal justice.
September/October - Resolved: States ought not possess nuclear weapons.
Resolved: Compulsory inclusion of non-felons' DNA in any government database is unjust.
Resolved: Public health concerns justify compulsory immunization.
Resolved: Public High school students in the United States ought not be required to pass standardized
exit exams to graduate.
Resolved: Military conscription is unjust.
Resolved: Vigilantism is justified when the government has failed to enforce the law.
Resolved: It is morally permissible to kill one innocent person to save the lives of more innocent
people.
Resolved: That secondary education in America should value the fine arts over athletics.
Resolved: In the United States, plea-bargaining in exchange for testimony is unjust.
Resolved: On balance, violent revolution is a just response to political oppression..
Resolved: The actions of corporations ought to be held to the same moral standards as the actions of
individuals.
Resolved: When in conflict, an individual's freedom of speech should be valued above a community's
moral standards.
Resolved: the pursuit of scientific knowledge ought to be constrained by concern for societal good.
Resolved: the primary purpose of formal education ought to be to impart knowledge.
Resolved: democracy is best served by strict separation of church and state.
Resolved: the United States has a moral obligation to promote democratic ideals in other nations.
Resolved: as a general principle, individuals have an obligation to value the common good above their
own interests.
Resolved: rehabilitation ought to be valued above punishment in the U.S. criminal justice system.
Resolved: capitalism is the most just economic system.
Resolved: when in conflict, the letter of the law ought to take priority over the spirit of the law.
Resolved: when in conflict, academic freedom in U.S. high schools ought to be valued above
community standards.
Resolved: laws which protect citizens from themselves are justified.
Resolved: the people's right to know outweighs the government's need for confidentiality.
Resolved: limiting the freedom of expression of adults is justified by society's interest in protecting
children.
Resolved: decentralized governmental power ought to be a fundamental goal of democratic society.
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Resolved: establishing a safe educational environment in grades K-12 justifies infringement of
students' civil liberties.
Resolved: colleges and universities have a moral obligation to prohibit the public expression of hate
speech on their campuses.
Resolved: the use of economic sanctions to achieve U.S. foreign policy goals is moral.
Resolved: when they conflict, respect for cultural sensitivity ought to be valued above the commercial
use of free speech.
Resolved: capitalism is superior to socialism as a means of achieving economic justice.
Resolved: in the United States' justice system, due process ought to be valued above the pursuit of
truth when they are in conflict.
Resolved: civil disobedience is justified in a democracy.
Your argumentative essay must:
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MLA Format
MLA documentation
MLA works cited
All formal writing rules learned the first
9 weeks
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Sound grammar, syntax, and diction
Include all learned vocabulary in
written and spoken form