Argument Writing
A Resource for English 12 Teachers
2011
Howard County Public School System
Sydney L. Cousin, Superintendent
Board of Education
Howard County Public School System
Janet Siddiqui, M.D.
Chairman
Sandra H. French
Vice Chairman
Allen Dyer, Esq.
Brian J. Meshkin
Frank J. Aquino, Esq.
Ellen Flynn Giles
Cynthia L. Vaillancourt
Sydney L. Cousin
Superintendent of Schools
Copyright 2011
ii
Acknowledgements
The development of this resource was a team effort between the Office of Secondary
Language Arts and Howard County teachers.
Curriculum Writers
Julia Carter, Howard High School
Cindy Clemens, Lime Kiln Middle School
Leila Chawkat, Glenelg High School
Hillary Frank, Glenwood Middle School
Kim Hopkins, Patapsco Middle School
Annette Kuperman, Mayfield Woods Middle School
Natasha LaVoie, Howard High School
Robin Russell Mitchell, Glenwood Middle School
Rebecca Oberdalhoff, Howard High School
Holly Pascuillo, Centennial High School
Suzi Plaut, Mayfield Woods Middle School
Lee Ann Read, Central Office
Robyn Richardson, Wilde Lake High School
Maria Tolson, Reservoir High School
April Valdesuso, Marriotts Ridge High School
Abraham Wright, Oakland Mills High School
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DRAFT Argument Writing Grade 12
How to Use this Resource
This resource includes teacher and student materials for argument writing instruction. Titles of texts from
each grade level are accompanied by sample claims a teacher or student might generate from class
discussion or study of the text. In each instance, the last claim listed has been designed with
supplementary resources as models for how students might synthesize pieces and genres into the
construction of an argument.
HCPSS Argument Writing Instructional PowerPoint presentations are available in the Document
Repository, and copies of the texts appear in this document. Where applicable, texts for “argument”
games (Jeopardy format) are included in this document. The actual game is retrievable from the
Document Repository location.
Using Movies in the Classroom
Some sample activities include movie titles; however, HCPSS’s Policy 8040 states, “Rarely should
teachers show full-length feature videos during class time.” The Office of Secondary Language Arts
stipulates that teachers may only show one full-length movie in class per year. Consider using clips from
these film suggestions in your classroom. Contact the Office of Secondary Language Arts Office if you
need assistance in this area.
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DRAFT Argument Writing Grade 12
Contents
College and Career Readiness Anchor Standards for Writing .......................................................... 1
Questions and Answers about Teacher Expectations........................................................................ 2
The Thesis Statement ........................................................................................................................ 4
Argument Writing: What is it? .......................................................................................................... 5
Argument Writing Glossary .............................................................................................................. 6
Common Core Standards…………………………………………………………………………… 7
Write to Source
Write to Source: A Lesson Before Dying .......................................................................................... 8
Write to Source: Beowulf .................................................................................................................. 11
Write to Source: Beowulf Rubric ...................................................................................................... 13
Write to Source Beowulf: Sample Student Response ....................................................................... 15
Write to Source: One Flew Over the Cuckoo’s Nest ........................................................................ 20
Write to Source: The Prologue to the Canterbury Tales................................................................... 22
Write to Source: A Streetcar Named Desire ..................................................................................... 23
Write to Source: A Modest Proposal ................................................................................................ 25
Write to Source: Hamlet.................................................................................................................... 26
Write to Source: Othello ................................................................................................................... 27
Write to Source: “On the Sonnet,” “Sonnet Themes,” “The Ballad of Birmingham” .................... 28
Write to Source: “On First Looking into Chapman’s Homer .......................................................... 30
Write to Source: Fences .................................................................................................................... 31
Write to Source: “The Allegory of the Cave” ................................................................................... 32
Write to Source: “The Crack of Doom” ............................................................................................ 33
Teacher and Student Resources
Graphic Organizer/Study Guide for Developing a Claim Based on Any Text…………………… .37
Establishing a Claim and Building Main Body Paragraphs……………………………………… 39
Common Fallacious Terms ............................................................................................................... 41
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DRAFT Argument Writing Grade 12
College and Career Readiness (CCR) Anchor Standards for Writing
The CCR anchor standards and high school standards in literacy work in tandem to define college and
career readiness expectations—the former providing broad standards, the latter providing additional
specificity (Common Core State Standards).
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts using valid
reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly
and accurately through the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details and well-structured event sequences. *
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and
collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions,
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DRAFT Argument Writing Grade 12
demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and
accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Note:
*Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments
and informative/explanatory texts. For example in history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or
events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in
their investigations or technical work that others can replicate them and (possibly) reach the same results. (Common Core State Standards, page 65)
Questions and Answers About Teacher Expectations
1.
Is the instructional term “argument writing” or “argumentative writing”?
Argument Writing is the correct instructional term. Curricular staff at the Maryland State
Department of Education currently uses the term argument writing in the Maryland Common Core
Curriculum Framework, English Language Arts. This is the language that will also appear in
Howard County documents.
2.
How does argument writing instruction differ between elementary and middle divisions?
Elementary teachers provide instruction in “opinion pieces.” Students begin hearing and using the
term argument in grade 6.
3.
How does argument writing differ between middle and high?
Middle school teachers require students to develop a thesis/claim in all three grades; however, the
Common Core document requires students to acknowledge counterclaims only in grades 7 and 8.
The Maryland Common Core Curriculum Framework, English Language Arts expands on this
requirement; in fact, this June 2011 documents state that all Maryland middle school students are
expected to “develop” alternate claims in grades 7 and 8.
In high school, in addition to acknowledging the counterclaim, students identify and fairly develop
counterclaims in their essays.
4.
What exactly are teachers expected to do during the 2011-2012 school year?
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DRAFT Argument Writing Grade 12
 All teachers will shift instruction from persuasive writing to argument writing.
 All English teachers (6-12) teachers will provide explicit instruction in argument writing
and opportunities for students to construct and develop claims in the written mode.
 Middle school English teachers should not limit instruction to merely requiring students to
acknowledge alternate claims when students demonstrate the ability to advance to the next
stage- developing counterclaims, an HCPSS 2012-2013 requirement.
 Middle School Reading teachers are expected to have students make argument writing
applications to Big6™ and career units in regular reading classes and have students
produce a written response based on research.
 Advanced Reader Teachers are expected to have students defend interpretations of a text
using argument writing skills and produce a written response based on research.
5.
What about the English local assessments that require students to write persuasive essays? Are
students expected to write argument responses now?
Local assessments will not be modified this year to address argument writing because teachers
would not have sufficient time to make changes to their instruction, nor can teachers be expected
to be at the same point in argument instruction to ensure students are prepared to respond to a
prompt that requires argument writing. The 2012-2013 local assessments will reflect the change.
6.
The 2014-2015 state assessments will require students to “write to source.” What does that
mean?
Write to source means students construct a response based on something they read, referred to as
diverse media. The source is “cold text” since students will be required to respond to sources for
which they receive no preparation.
7.
I have always instructed my students to develop a thesis statement when writing an essay. Are
we using the term “claim” instead of “thesis statement”? How does the idea of claim relate to a
thesis statement, and does the claim appear at the end of the first paragraph, as does the thesis
statement?
 The thesis statement in argument writing is often referred to as the “claim.” The writer
provides an argument for the reader to accept his/her claim.
 The introduction leads to the thesis/claim statement.
 For other types of writing, such as literary analysis in high school and explanatory writing
in middle school, the term thesis is still appropriate.
8.
Are students expected to generate their own claims or support/refute claims that the classroom
teacher provides?
The samples in this document reflect our best thinking as English and reading teachers. Sample
activities include opportunities for students to respond to a given claim and generate their own
claims, which requires students to read and synthesize texts and then generate a claim.
9.
What about the writing charts that were developed four years ago? Will they be updated?
Yes, the 2007 K-12 Writing Charts are currently under revision.
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DRAFT Argument Writing Grade 12
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DRAFT Argument Writing Grade 12
The Thesis Statement
The information in the introduction prepares the reader for the thesis statement, which traditionally
appears at the end of the introduction and which specifically presents the main point and indicates the
purpose of the essay. The thesis statement is the most important sentence in the introduction because it
states the controlling idea or point. It also clarifies the purpose for the essay and helps to set the tone. The
thesis statement is the keystone of an essay.
The main point in the thesis statement can be:
 a statement of fact
 a statement of opinion
 a dominant impression
 a general truth.
Explanatory/Informational Thesis Statement
The thesis statement for an explanatory essay seeks to explain, support, or clarify. The thesis statement for
an explanatory essay should be factual and objective. It conveys the writer’s purpose to increase readers’
knowledge, not to change their minds.
Sample Introduction
In the daytime, we see only one star--our own sun. But when we gaze up into the evening sky, we
see thousands and thousands of stars--or suns. And from our earthly vantage point, we see few, if
any differences among them. However, if we could travel through space, we would be surprised to
find that huge differences characterize the millions of suns in the universe. We would note that
while some are quite similar to our own sun, most are vastly different, particularly in size and
temperature. [The thesis statement presents a factual main point.]
Argument Thesis Statement
The thesis statement for an argument essay should be a debatable or even highly controversial assertion. It
introduces the writer’s argument for the reader to consider or accept:
 some interpretation
 an opinion
 a stand on an issue.
It should sound both reasonable and forceful and should indicate that the writer intends to try to influence
the reader’s thinking or actions.
Sample Introduction
When traveling main highways such as Route 29 or 495, it is not out of the ordinary to have a
driver change lanes without signaling. Even on back roads where the speed limit is much lower,
drivers frequently encounter other drivers speeding well above the posted speed. Although in
Maryland it is against the law to use cellular telephones to text others when driving, many drivers
ignore this law. The number of negligent drivers is increasing. Although most Maryland drivers
are responsible drivers, Maryland state leaders should institute severe penalties for negligent
driving and moving traffic violations. [The thesis statement establishes an argumentative purpose.]
Prentice Hall, Grammar and Composition, High School (Grade 12)
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DRAFT Argument Writing Grade 12
Argument Writing: What is it?
An argument is a "claim" that must be supported by evidence. When writing an argument, students are
required to do more than summarize material or repeat what has already been said. One strategy for
advancing an argument is to anticipate and address counterarguments or oppositions. By developing
counterclaims, the writer discredits the counterclaims and thereby invalidates reasons the reader might
have for not accepting the writer’s argument.
Here are four examples of claims. Specific types of evidence used to support claims are disciplinespecific.
Claims of
Cause and
Effect
Claims of
Definition or
Fact
Claims About
Values
Claims About Policies
One person or
thing causes
something else
to occur
How a thing is
defined or if
something is an
established fact
How something
is valued by
society
For or against a certain
policy
Although there
are several
factors that lead
to Romeo’s and
Juliet’s deaths,
Friar Laurence
is primarily
responsible for
Romeo’s and
Juliet’s deaths
Romeo is more
capable of falling
in “like” than
following in
“love.”
Romeo has little
or no respect for
family customs
and traditions.
The Capulets have their
daughter’s well-being in
mind when they make
arrangements for her to
marry Paris.
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DRAFT Argument Writing Grade 12
Argument Writing
Glossary
1.
2.
3.
4.
Argument must be supported by evidence.
Bias is a general tendency or leaning in one direction; a partiality toward one view over another.
Claims are statements about what is true or good or about what should be done or believed.
Cohesion is the arrangement of ideas in such a way that the reader can easily follow one point to
the next (literally “sticking together”). Devices for creating cohesion are using appropriate
transition words and phrases, repeating words as needed, and the use of clear pronouns.
5. Conventions are commonly accepted rules of language such as spelling, punctuation, complete
sentences, subject-verb agreement, verb tense, and usage.
6. Counterclaim is an argument that negates the writer’s claim.
7. Credible sources are primary or secondary sources that generally:
a. Are written by someone who is considered knowledgeable regarding the topic
b. Present an objective point of view (free of bias)
c. Are considered legitimate by the reader/audience
d. Present evidence that is current where necessary.
8. Discipline-specific content is text associated with individual subjects or areas of instruction.
9. Evidence is something that gives a sign or proof of the existence or truth of something, or that
helps somebody to come to a particular conclusion
10. Formal style is free of slang, trite expressions, abbreviations, symbols, email shortcut language,
contractions, and the use of the personal pronoun “I.” The writer does not speak directly to the
reader by using the word you. Formal style ensures that readers are able to read and understand
what is written.
11. Syntax is the way in which the words and phrases of a sentence are ordered to show how the
words relate to each other.
12. Tertiary source is a term used for information that has been compiled from both primary and
secondary sources.
13. Tone is an author's attitude toward a subject.
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DRAFT Argument Writing Grade 12
Common Core Standards
Grades 11-12
Writing Standards
W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
 Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish
the claim(s) from alternate or opposing claims, and create an organization that logically sequences
claim(s), counterclaims, reasons, and evidence.
 Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence
for each while pointing out the strengths and limitations of both in a manner that anticipates the
audience’s knowledge level, concerns, values, and possible biases.
 Use words, phrases, and clauses as well as varied syntax to link the major sections of the text,
create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and
evidence, and between claim(s) and counterclaims.
 Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
 Provide a concluding statement or section that follows from and supports the argument presented.
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DRAFT Argument Writing Grade 12
Written Response to A Lesson Before Dying
Unit: Social Issues
Write to Source: A Lesson Before Dying
1. Ms. Emma intuitively believes that Grant can teach Jefferson to die as a man. However, many
people believe that women’s intuition is a hoax. Using the novel and outside texts, address the
question: Do women possess higher intuitive nature than do men?
Write to Source: A Lesson Before Dying and Outside Sources
2. Though Jefferson did not “pull the trigger,” he is sentenced to death. Consider the following
questions regarding the use of capital punishment in the United States and then develop a claim
for which you will use outside resources for support.
 Do poverty and the lack of funds to pay for a lawyer contribute to a lower quality of legal
defense a defendant might receive?
 Is the number of minorities who receive capital punishment disproportionate to those who
are not minorities?
3. Jefferson was found guilty of being an accessory to murder. During his trial, the prosecutor
characterized Jefferson as a hog. Does the prosecutor’s assessment demonstrate that people
usually make negative judgments about someone’s self-worth based on socioeconomic and racial
status? Read the following sources and then generate a claim regarding the connection among
self-worth and socioeconomic and racial status. Use the listed sources you read to support your
claim.
Secondary Sources for Claim 3:
a. Article about how people are perceived in society and how people perceive society:
http://www.helium.com/items/781443-society-and-its-people.html
b. Poem about growing up impoverished:
http://www.msu.edu/~jdowell/135/JGParker.html
c. Article examining whether or not society shows favoritism toward men over women:
http://www.helium.com/items/1239244-men-society-feminism-women
d. A list of criteria that would define a person an American or not:
http://www.zompist.com/amercult.html
e. “Man in the Mirror” Artist-Michael Jackson. This song questions a person’s role in
contributing to society for the betterment of all.
http://www.bing.com/music/lyrics/detail?q=Michael+Jackson+Man+In+The+Mirror
&songID=B9F99100-0100-11DB-89CA0019B92A3933&lyricsID=2455567&albumID=ABF99100-0100-11DB-89CA0019B92A3933&artistID=E0110000-0600-11DB-89CA0019B92A3933&pc=LRFD&FORM=DTPMUA
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DRAFT Argument Writing Grade 12
f. Pursuit of Happiness, starring Will Smith. This movie illustrates the non-fiction story of a
man who was once impoverished (an outcast in society) but proved that hard work,
perseverance, and dedication will equal success (societal respect).
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DRAFT Argument Writing Grade 12
Written Response to A Lesson Before Dying
Unit: Themes in Literature and Life or Social Issues
Write to Source: A Lesson Before Dying
1. Among the interesting things about A Lesson Before Dying are the controversial
issues Gaines raises. One of these issues involves the power of the roles of
women and men. Are the female characters more powerful forces than the male
characters, especially Grant?
Carefully review the roles of Miss Emma, Tante Lou, and Vivian versus the role
of Grant. Then, based on your characterization, write a claim regarding the role
of the two genders and develop that claim in a well-organized essay, using valid
reasons and relevant and sufficient evidence.
2.
Although events in the latter part of A Lesson Before Dying indicate that Mr.
Matthew Antoine’s belief about the improbability of breaking the racist cycle,
which largely prevents Grant from affirming his manhood, is wrong, Grant still
does not affirm his manhood.
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DRAFT Argument Writing Grade 12
Written Response to Beowulf
Unit: The English Literary Tradition
Write to Source: Beowulf
1. Focus on the excerpts from Beowulf that you recently studied, especially the
characterization of Grendel, Grendel’s mother, and the dragon who mortally
wounds Beowulf. Also, focus on what happens after Beowulf defeats Grendel
and Grendel’s mother. Write a claim that argues what the excerpts reveal about
the nature of evil.
2. Beowulf’s definition of heroism is based more on self-adoration than on service to
the people.
Write to Source: Beowulf and Outside Sources
3. A comparison of the way Beowulf wants to be remembered after death with the
way Dr. Martin Luther King Jr. wants to be remembered after death reveals that
the both men’s desires equally reflect Christian values.
Secondary Sources for Claim 3:
a. Excerpt from Martin Luther King, Jr’s “The Drum Major Instinct”
If any of you are around when I have to meet my day, I don’t want
a long funeral. And if you get somebody to deliver the eulogy, tell them
not to talk too long. (Yes) And every now and then I wonder what I want
them to say. Tell them not to mention that I have a Nobel Peace Prize—
that isn’t important. Tell them not to mention that I have three or four
hundred other awards—that’s not important. Tell them not to mention
where I went to school. (Yes)
I'd like somebody to mention that day that Martin Luther King, Jr.,
tried to give his life serving others. (Yes)
I'd like for somebody to say that day that Martin Luther King, Jr., tried to
love somebody.
I want you to say that day that I tried to be right on the war question.
(Amen)
I want you to be able to say that day that I did try to feed the hungry. (Yes)
And I want you to be able to say that day that I did try in my life to clothe
those who were naked. (Yes)
I want you to say on that day that I did try in my life to visit those who
were in prison. (Lord)
I want you to say that I tried to love and serve humanity. (Yes)
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DRAFT Argument Writing Grade 12
Yes, if you want to say that I was a drum major, say that I was a drum
major for justice. (Amen) Say that I was a drum major for peace. (Yes) I
was a drum major for righteousness. And all of the other shallow things
will not matter. (Yes) I won't have any money to leave behind. I won't
have the fine and luxurious things of life to leave behind. But I just want
to leave a committed life behind. (Amen) And that's all I want to say.
If I can help somebody as I pass along,
If I can cheer somebody with a word or song,
If I can show somebody he's traveling wrong,
Then my living will not be in vain.
If I can do my duty as a Christian ought,
If I can bring salvation to a world once wrought,
If I can spread the message as the master taught,
Then my living will not be in vain.
Taken from public domain site:
http://mlkol.stanford.edu/index.php/enclopedia/documentsentry/do
c_the_drum_major_instince
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DRAFT Argument Writing Grade 12
Ideas
o Clearly worded, well-defined claim
o Anticipate reader’s opposition
Organization
o Introduce precise, knowledgeable claim(s)
o Provide brief background information that helps to lay the foundation
for stating the claim.
o Establish the significance of the claim(s)
o Distinguish the claim(s) from alternate or opposing claims, and create
an organization that logically sequences claim(s), counterclaims,
reasons, and evidence.
o Develop claim(s) and counterclaims fairly and thoroughly, supplying the
most relevant evidence for each while pointing out the strengths and
limitations of both in a manner that anticipates the audience’s
knowledge level, concerns, values, and possible biases.
o Provide a concluding statement or section that follows from and
supports the argument presented.
70 points
Connect with the
reader about the
position you are
taking. Speak to the
audience and make
the reader feel that
your argument is solid
and better than any
other position.
Select words that
clearly and
purposefully support
and advance your
position.
Voice
o
5 points
Word Choice
o Use words, phrases, and clauses to clarify the relationships between
claim(s) and reasons, between reasons and evidence, and between
claim(s) and counterclaims.
5 points
In order to keep the
reader’s interest, use
well-chosen
transitions between
and among your
varied sentences as
you advance your
argument.
This is not the time
to show carelessness.
Misused words or
incorrect spellings
and other
grammatical errors
can get in the way of
your message.
This is the place to
show that you care
about a first
Sentence Fluency
o Use varied syntax to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons,
between reasons and evidence, and between claim(s) and
counterclaims.
5 points
Conventions
o Paper is clear of mistakes in

Spelling

Punctuation

Capitalization

Usage
10 points
Presentation
o Easy to read handwriting
o Double spaced typing
5 points
Support your claim
with solid evidence
from credible
sources. Anticipate
other views and
supply counterclaims.
The reader should
clearly see and easily
follow the
organization of your
paper.
Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which
they are writing.
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DRAFT Argument Writing Grade 12
impression. Does the
paper look as though
you took pride in
what you produced?
o
o
Well-defined margins
Use 12 pt. Times New Roman font and double space.
Argument Writing: Grade 12
Sample Outline
Remembering Beowulf and Dr. Martin Luther King Jr.
Claim: A comparison of Beowulf’s and Martin Luther King Jr.’s last reflections, the
way both Beowulf and King want to be remembered, and their burial
practice reveals that both men’s desires and burial practices do not equally
reflect Christian values; Beowulf’s ideas and burial practice primarily reflect
secular values while King’s ideas and practice primarily reflect Christian
values.
I.
It appears that Beowulf wants to be remembered for glory and praise
while King appears to be more interested in being remembered for his
service to humanity.
A. Beowulf wants to be remembered for his greatness as king of
Denmark for over 50 years.
B. Beowulf’s dying wish is to see the treasures he won from the dragon
while King’s last reflections are more character based: being
remembered as a drum major for justice, peace, and righteousness.
C. King requests that he not be remembered for his Nobel Peace Prize or
for any of his other 300 or 400 accolades.
II.
Beowulf requests a physical memorial to be erected while King desires to
be remembered for his various deeds.
A. Beowulf requests that the Geats erect a tomb/tower to his memory.
B. King requests that he be remembered for a committed life: service to
humanity.
III.
Beowulf and King differ in their form of burial.
A. Beowulf is cremated, a pagan practice.
B. King has a Christian burial.
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DRAFT Argument Writing Grade 12
Remembering Beowulf and Dr. Martin Luther King Jr.
It is intriguing that Beowulf and Dr. Martin Luther King Jr., a literary figure and a
real-life figure approximately 15 centuries apart, are still being compared, especially for the
legacy each wants to establish, including their spiritual practices. A quick reading of various
excerpts from Beowulf may reveal that Beowulf, in comparison to Dr. King, is a paralleled
servant-hero with allegiance to God. However, a closer reading of selected excerpts reveals
that when Beowulf’s and King’s last reflections, the way both Beowulf and King want to be
remembered, and their burial practices are examined closely, both men’s desires and burial
practices do not equally reflect Christian values. Beowulf’s ideas and burial practice
primarily reflect secular values while King’s ideas and practice primarily reflect
Christian values.
A closer reading of selected excerpts from Beowulf, including his reflections in
general and especially Beowulf’s final reflections, indicates that Beowulf wants to be
remembered primarily for praise and glory. For example, Beowulf boasts of his greatness as
king of
I’ve worn this crown
For fifty winters: no neighboring people
Have tried to threaten the Geats, sent soldiers
Against us or talked of terror {Glenco British Literature 955-58}.
Yet Beowulf has not allowed any of his followers to shine in the spotlight, for in incident
after incident, he is the center of attraction. Beowulf is, therefore, self-serving and boastful.
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DRAFT Argument Writing Grade 12
According to Nelson Lynn Harry, Professor Emeritus of Medieval Literature at the
University of Kansas, Beowulf is eager for “praise and glory.” He does not prepare his
people to take a leadership role because Beowulf wants the spotlight. Although all of
Beowulf’s men except Wiglaf run away when the dragon mortally wounds Beowulf (“None
of his comrades/Came to his Glencoe British Literature 708-9) Professor Harry
further claims, and rightfully so, that “Beowulf has never given them [his men] the
opportunity to act courageous” because Beowulf is absorbed with enhancing his own
reputation. Further, one of Beowulf’s last desires is to bask in the glory of the treasure he
won by defeating the dragon:
‘Wiglaf, go, quickly, find
The dragon’s treasure: . . .
Hurry,
Bring me ancient silver, precious
Jewels, shining armor and gems,
Before I die. Death will be softer,
Leaving life and this people I’ve ruled
So long, if I look at this last of all prizes’ (Glencoe British Literature
967-74).
In fact, Beowulf, knowing that he is old and does not have the strength to defeat the dragon,
ignores his followers’ advice and gives his life for the sake of the treasure, to “seek fame
still”{Glencoe British Literature 736}. Admittedly, Sweden’s national security is at stake,
and Beowulf, the king, cannot allow the dragon to continue terrorizing the kingdom; but it is
one of Beowulf’s men who committed the first offense against the dragon by trying to steal
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DRAFT Argument Writing Grade 12
his treasures. Also, Beowulf does not ponder the idea of one of his followers defeating the
dragon, which, with proper training, could have been valuable experience for future
leadership after Beowulf’s demise.
What I mean to, here, no man but me
Could hope to defeat this monster. No one
Could try. And this dragon’s treasure, his gold
And everything hidden in that tower, will be mine . . .
(Glencoe British Literature 755-59}.
In essence, Beowulf commits a kind of proud, metaphorical suicide:
‘I sold my life
For this treasure, and I sold it well’ {Glencoe British Literature 102122)
King too acknowledges that he is a prominent figure, but with humility; and he would
“willingly give” up his life but only for what he “thinks is right {Patterson), such as the rights
of the garbage workers in Memphis, or for civil rights, or the fight against other injustices.
Furthermore, King does not desire to be remembered for fame; for his desired legacy is not
self-serving but more altruistic. King, in reversing the traditional meaning of the term drum
major in his “Drum Major Instinct,” wants to be remembered as a subdued, humble servantleader He requests that if someone delivers a eulogy that the eulogist not mention his
Nobel Peace Prize or any of the other 300 or 400 accolades. King clarifies that he will not
“have the fine and luxurious things of life to leave behind” (“Drum Major Instinct”), for
those things are shallow. Instead, he wants a to be remembered as a “drum major for justice,
18
DRAFT Argument Writing Grade 12
”as a “drum major for peace,” and as a “drum major for righteousness” {“Drum Major
Instinct”), or the rights of others, not self.
Beowulf and Dr. King also contrast each other in personal declaration of how they
want to be remembered. Beowulf’s desire is consistently self-serving. He wants a
physical, concrete representation. Although Beowulf thanks God for allowing him to win the
dragon’s “gold” and “jewels” for his people, he commissions Wiglaf to have the Geats build
him a tomb, a tower to perpetuate the memory of his glory.
‘Here, at the water’s edge, high
On this spit of land, so sailors can see
This tower, and remember my name, and call it
Beowulf’s tower, and boats in the darkness
And mist, crossing the sea, will know it’
(Glencoe British Literature 1026-31).
So, despite Beowulf’s reference to God, he does not approach death with humility
but with a preoccupation with enduring greatness. Conversely, King mentions no
monuments or statures or other physical representations. Instead, he simply wants to “leave
a committed life” (“Drum Major Instinct”}: a life of service to others, a life of love for
humanity. King wants to be remembered for a life of commitment to social justice and other
humanitarian concerns, not as a doctor of education or a writer or a Nobel Peace Prize
winner. It short, service is at the heart of King’s legacy whereas self-exultation is primarily at
the heart of Beowulf’s legacy.
19
DRAFT Argument Writing Grade 12
Beowulf’s and King’s forms of burial further indicate that Beowulf is more secular
and King is more genuinely sacred. Although it was a common practice during the AngloSaxon period to cremate the dead, cremation was a pagan practice. Beowulf does
acknowledge God {“Now, if God had given me an heir,” Glencoe British Literature 953).
However, his boastfulness and lack of humility, even when he wins the battle against Grendel
and rejects the premise that he won the battle with God’s help, do reflect secular, not
Christian values. On the other hand, King’s burial practices are apparently Christian. His
sentiments in the “Drum Major Instinct” sermon are a short funeral with a short eulogy and
specific directions for the content of the eulogy, which represents Christian values: love,
concern for others, concern for social justice, and an overall focus on service to people
instead of self.
Beowulf and King come from different cultures: one reputedly pagan, the other
reputedly Christian. The dilemma, however, is that the scribe who recorded Beowulf
tried hard to make Beowulf a Christian epic when in fact, the epic has both Christian and
pagan elements. Beowulf vacillates between the two extremes, leaning closer to pagan rather
than Christian values in his reflections on his legacy, including burial rites. However, King’s
main reflections before his death primarily reflect Christian values.
Bibliography
Nelson, Lynn Harry. “Some Thoughts of Reading Beowulf.” www.vlib.us
Patterson, James T. “Praise for At Canaan’s Edge.” The Washington Post, 2005.
htt://literati.net/BranchReviews.htm.
20
DRAFT Argument Writing Grade 12
Written Response to One Flew Over the Cuckoo’s Nest
Unit: Social Issues in Literature and Life
Write to Source: One Flew Over the Cuckoo’s Nest
1. Develop an argument that addresses to what extent Randle P. McMurphy is a
violent man with self-serving motives who is to blame for his own tragic
outcome.
2. Develop an argument that addresses to what extent Ken Kesey presents a
misogynistic outlook in his novel. (feelings of hatred toward women).
Write to Source: One Flew Over the Cuckoo’s Nest and Outside Sources
3. Read the following sources and develop an argument addressing the following
statement: Without friendships / laughter, a person can never reach self-actualization.
(Self-actualization is when a person develops or achieves his/her full potential.)
Secondary Sources for Claim 3 about Friendship:
a. http://www.nytimes.com/2009/04/21/health/21well.html
b. http://healthy-lifestyle.most-effective-solution.com/2009/04/01/healthbenefits-of-having-good-friends/
c. http://uncw.academia.edu/ChadwickRoberts/Talks/31241/The_Bromance_
Media_Representations_of_Male_Friendships (a PowerPoint created for
University of North Carolina Wilmington Communication Studies,
UNCW 5th Annual Men’s Leadership Conference, November, 2009.)
d. Songs about friendships:“Lean on Me” by Bill Withers or Club Nuveau,
“You’ve Got a Friend” by James Taylor, “With a Little Help From My
Friends” by Lennon and McCartney
e. Cartoons about friendship:
21
DRAFT Argument Writing Grade 12
Secondary Sources for Claim 3 about Laughter:
a. Article “Give Your Body a Boost with Laughter:”
http://women.webmd.com/guide/give-your-body-boost-with-laughter
b. Article “The Benefits of Laughter:”
http://www.psychologytoday.com/articles/200304/the-benefitslaughter
c. Article “Laughter is the Best Medicine for Your Heart:”
http://www.umm.edu/features/laughter.htm
22
DRAFT Argument Writing Grade 12
Written Response to “The Prologue to The Canterbury Tales”
Unit: The English Literary Tradition
Write to Source: “The Prologue to The Canterbury Tales”
1.
Develop an argument that addresses to what extent Chaucer’s descriptions of
the pilgrims in “The Prologue to The Canterbury Tales” complement the
image of the medieval church.
2.
Although Chaucer puts fort an apparently logical explanation in the
protraction to avoid being blamed for the content and language used in some
of the tales, Chaucer’s explanation is actually illogical.
23
DRAFT Argument Writing Grade 12
Written Response to A Streetcar Named Desire by Tennessee Williams
Unit: Themes in Literature and Life, Social Issues in Literature and Life
Write to Source: A Streetcar Named Desire
1. Develop an argument that addresses to what extent Stella loses her individuality
as a person when she becomes Stanley’s wife.
2. Develop an argument that addresses to what extent Mitch and Blanche are well
suited for each other.
Write to Source: A Streetcar Named Desire and Outside Sources
3. Carefully read the following four sources, including the introductory information
for each source. Then synthesize information and incorporate it into a coherent,
well-written essay that develops a position on the extent to which Blanche is
mentally responsible for her actions. Make sure that your argument is solid and
counterclaims are developed.
Secondary Sources for Claim 3:
a. Medical Definition of Psychosis:
http://www.medterms.com/script/main/art.asp?articlekey=5110
b. “Psychotic Disorders” at
http://www.medicinenet.com/psychotic_disorders/article.htm
c. Symptoms of Schizophrenia:
http://www.webmd.com/schizophrenia/tc/schizophrenia-symptoms
d. “Fire and Rain,” a song by James Taylor
athttp://www.songfacts.com/detail.php?id=761and reprinted here:
Just yesterday morning they let me know you were gone
Susanne, the plans they made put an end to you
I walked out this morning and I wrote down this song
I just can't remember who to send it to
I've seen fire and I've seen rain
I've seen sunny days that I thought would never end
I've seen lonely times when I could not find a friend
But I always thought that I'd see you again
Won't you look down upon me, Jesus
You've got to help me make a stand
You've just got to see me through another day
My body's aching and my time is at hand
And I won't make it any other way
Oh, I've seen fire and I've seen rain
I've seen sunny days that I thought would never end
I've seen lonely times when I could not find a friend
24
DRAFT Argument Writing Grade 12
But I always thought that I'd see you again
Been walking my mind to an easy time my back turned towards the sun
Lord knows when the cold wind blows it'll turn your head around
Well, there's hours of time on the telephone line to talk about things to come
Sweet dreams and flying machines in pieces on the ground
Oh, I've seen fire and I've seen rain
I've seen sunny days that I thought would never end
I've seen lonely times when I could not find a friend
But I always thought that I'd see you, baby, one more time again, now
Thought I'd see you one more time again
There's just a few things coming my way this time around, now
Thought I'd see you, thought I'd see you fire and rain, now
e. “Nobody knows this little Rose” by Emily Dickinson
Nobody knows this little Rose -It might a pilgrim be
Did I not take it from the ways
And lift it up to thee.
Only a Bee will miss it -Only a Butterfly,
Hastening from far journey -On its breast to lie -Only a Bird will wonder -Only a Breeze will sigh -Ah Little Rose -- how easy
For such as thee to die!
25
DRAFT Argument Writing Grade 12
Written Response to Jonathan Swift’s “A Modest Proposal”
Unit: The English Literary Tradition
Write to Source: “A Modest Proposal”
1. Develop an argument that addresses to what extent Jonathan Swift’s
characterization of humans in “A Modest Proposal,” supports the belief that Swift
is a misanthrope.
2. Although Swift’s purpose is clear, the tone is too harsh, even for a satire.
26
DRAFT Argument Writing Grade 12
Written Response to Hamlet
Unit: The English Literary Tradition
Write to Source: Hamlet
1. Although questions about why man acts the way he does or does not are relevant
questions that can provide insight into the thoughts and actions of a person, to
attempt to analyze Hamlet from the stance of the Oedipal Complex is an
inappropriate approach to the study of the play.
2. At various points in the play, Hamlet’s display of vacillating sanity, insanity, and
pretense of sanity is more self-absorption than helpful in his quest for revenge.
Write to Source: Hamlet and Outside Sources
3. Critically read T. S. Eliot’s “The Love Song of J. Alfred Prufrock” and outline
Prufrock’s main personality traits. Next, read the two additional texts about J.
Alfred Prufrock. Consider how Prufrock and Hamlet compare and contrast.
Construct a defensible claim about the nature of Prufrock’s character in
comparison to the nature of Hamlet’s character. For example, is Prufrock or is he
not a modern Hamlet?
Secondary Sources for Claim 3:
a. “The Love Song of J. Alfred Prufrock” at
http://www.bartleby.com/198/1.html
b. Bennett, Zachary. “The Idolatry of Egotism: Alienation in ‘The Love
Song of J. Alfred Prufrock.’” www.AYJW.org.
c. Oteng, Maxwell. “Prufrock Versus Brutus.” 18 April 2005.
www.modernghana.com
27
DRAFT Argument Writing Grade 12
Written Response to Othello
Unit: The English Literary Tradition
Write to Source: Othello
1.
Develop an argument that addresses to what extent Emilia is guilty of
Desdemona’s death.
2.
Develop an argument that addresses to what extent Iago has sufficient motives
to get revenge on Othello.
Write to Source: Othello and Outside Sources
3.
Read the outside texts about the beliefs and habits of the time when the play is
set. Based on your readings, make an argument regarding Shakespeare’s
portrayal of Othello and society.
Secondary Sources for Claim 3:
a. Shakespeare, William. Othello. Ed. By Barbara A. Mowat and Paul
Werstine. New York: Washington Square Press, 1993: 303. Review
the annotated bibliography for further reading on Othello, especially
the Eldred Jones and Martin Orkin sources: 299-305.
b. Review the strategies for the game “Othello” to determine whether the
strategies support either side of the argument. Unrestricted site:
http://www.freegames/boardgames/othello.htm
c. Jackson, Michael. “Black or White.” Review the lyrics of the song to
determine whether the content supports either side of the argument.
http://www.michaeljacksonsongslyrics.com/black-or-white-lyrics.html
28
DRAFT Argument Writing Grade 12
Written Response to John Keats’ “On the Sonnet” and Billy Collins’ “Sonnet Themes”
Unit: Literature and Life or Social Issues
Write to Source: “On the Sonnet,” “Sonnet”
The sonnet form has been the bane of several poets’ existence, primarily because some
poets feel that the form is too confining. Yet most poets feel that if they are to achieve
status as an accomplished poet, they must master the form. Two of the most
anthologized sonnets on the sonnet form are John Keats’ “On the Sonnet” and Billy
Collins’ “Sonnet.”
Read each of the sonnets and write a claim declaring whether Keats and Collins:
 Affirm the sonnet form
 Criticize and/or reject the sonnet form
 Criticize and affirm the sonnet form, but strongly lean more to one
side than to the other.
Both “On the Sonnet” and Collins’ “Sonnet” are found in Thomas R. Arp and Greg
Johnson’s Perrine’s Sound and Sense: An Introduction to Poetry, 11th ed., pages 154 and
155.
29
DRAFT Argument Writing Grade 12
Written Response to “The Ballad of Birmingham”
Unit: The Word and Image
Write to Source: “The Ballad of Birmingham,” “Dan Gutstein on Dudley Randall”
1.
Mark Twain believed that as long as writers get the facts straight initially, they
can alter them at will, depending on the situation. In Dudley Randall’s “The
Ballad of Birmingham,” Randall alters some of the historical facts of the
bombing of four little girls in Birmingham, Alabama in 1963.
Defend or refute the following claim:
 In “The Ballad of Birmingham,” Randall’s alteration of some of the
historical facts of the bombing of the four little girls in Birmingham,
Alabama in 1963 lessens the intensity of the tragic event.
Secondary Sources for this Claim:
a.
b.
“The Ballad of Birmingham.” http://webinstituteforteachers.org.
Background on the actual tragedy: “About the 1963 Birmingham
Bombing” at
http://www.english.illinois.edu/maps/poets/m_r/randall/birmingham.htm
c.
“Dan Gutstein on Dudley Randall” at
http:wshingtonart.com/beltway/randall.html
2.
Read Dudley Randall’s “The Ballad of Birmingham” and identify the central
theme or main idea. Then read Langston Hughes’ “Birmingham Sunday”
(1963) and identify the central theme or main idea. Finally, read the attached
historical background to determine whether the two poems convey the heart of
the historical tragic incident.
Construct a claim regarding whether the two poems adhere or do not adhere to
the tragic atrocity of the actual bombing of the four little girls in the
Birmingham, Alabama church in 1963.
Secondary Sources for this Claim:
a. “The Ballad of Birmingham.” http://webinstituteforteachers.org.
b. Background on the actual tragedy: “About the 1963 Birmingham
Bombing”
c.
http://www.english.illinois.edu/maps/poets/m_r/randall/birmingha
m.htm
d. “Dan Gutstein on Dudley Randall.”
http:wshingtonart.com/beltway/randall.html
e. Hughes, Langston. “Birmingham Sunday.”
http://kosmicki.com/234/LHpoetry.htm
30
DRAFT Argument Writing Grade 12
Written Response to “On First Looking into Chapman’s ‘Homer’”
Unit: The English Literary Tradition, The English Romantic Period, or Themes in
Literature and Life
Write to Source: “On First Looking into Chapman’s Homer,” “Cross,” The Role of
Multimedia in Changing First Impression Bias”
1. In John Keats’ “On First Looking into Chapman’s Homer,” Keats indirectly
develops the idea that first impressions are not necessarily the most important
ones. Based on critically reading “On First Looking into Chapman’s
Homer,” the class discussions about the sonnet, and outside sources, support
or refute the following claim:
First impressions are not necessarily the most important ones.
Secondary Sources for this Claim:
a. Jane Austen’s Pride and Prejudice: Before she was 21, Jane Austen
began writing her second novel, Pride and Prejudice. However, the
initial title was First Impression because the appearance of the
characters created the plot of the novel. However, because the novel is
concerned with the effects of the character’s first impressions, namely
their prejudice, Austen decided that the title Pride and Prejudice was
more appropriate.
b. Langston Hughes’ “Cross.” Teachers can view a copy of the poem at
http://www.poemhunter.com/poem/cross
c. Lim, Kai H., Izak Benbasat, and Lawrence M. Ward. “The Role of
Multimedia in Changing First Impression Bias.” Teachers may view
this article athttp://isr.journal.informs.org/cgi/content/abstract
31
DRAFT Argument Writing Grade 12
Written Response August Wilson’s Fences
Unit: Themes in Literature and Life
Write to Source: Fences
1. Develop an argument that addresses to what extent Raynell represents hope for the
future at the end of the play represents hope for the future. (Consider historical context
as well as family dynamics.)
2. Develop an argument that addresses to what extent Rose and Troy would have
remained together had the play taken place in the 1960s. (Consider psychological and
historical influences.)
Write to Source: Fences and Outside Sources
3. Use the following sources to develop an argument that Men are destined to become
the fathers their fathers were.
Secondary Sources for Claim 3:
a. http://www.childwelfare.gov/pubs/usermanuals/fatherhood/chaptertwo.cf
m
b. http://www.educationnews.org/ednews_today/58397.html
c. http://www.ext.colostate.edu/pubs/COLUMNCC/cc060918.html
d. “Cat’s in the Cradle” by Harry Chapin (song)
athttp://www.lyricsdepot.com/harry-chapin/cats-in-the-cradle.html
e. “The Living Years” by Mike and the Mechanics (song)at
http://www.lyricsdepot.com/mike-the-mechanics/the-living-years.html
f. “My Father’s Eyes” by Eric Clapton (song) at
http://www.allthelyrics.com/lyrics/eric_clapton/my_fathers_eyes-lyrics34288.html
32
DRAFT Argument Writing Grade 12
Written Response to Plato’s “The Allegory of the Cave”
Unit: The English Literary Tradition
Write to Source: “The Allegory of the Cave”
1.
In the “The Allegory of the Cave” (from The Republic), Plato claims that
working in public affairs and working for one’s own private advantage cannot
mix. Based on present-day politics, construct a claim affirming or disputing
this assertion.
Note: The text of “The Allegory of the Cave” is found in Cohen’s 50 Essays:
A Portable Anthology, pages 284-92.
2.
In Plato’s “The Allegory of the Cave” (paragraph 29),
Use the following sources to develop an argument that addresses Plato’s
observation that humans tend to quickly confer honors on others for delving
deeply into matters to discover truth rather than working hard to discover truth
themselves, is as valid today as it was when Plato wrote the selection.
Secondary Sources for Claim 2:
a. Articles on the ex-governor of Illinois, Rod Blagojevich
atwww.bbc.co.un/news/world-uscanada 13936355.
b. Article about DC City Council Chair, Kwame Brown, “Kwame Brown
Pays His Brother.”
Teachers can access information at
http://www.washingtoncitypaper.com/blogs/looselips/2011/04/05/kwamebrown-pays-his- brother/
c. “Politicians’ Outside Interests.” Teachers can access information at
http://www.idebate.org/debatabase/topic_details.php?topicID=70
33
DRAFT Argument Writing Grade 12
Argument Exercise
Write to Source: “The Crack of Doom”
Objectives
 Identify precise claims(s) and distinguish the claim(s) from alternate or
opposing claims.
 Evaluate Wells’ organization that logically sequences his claims and
counterclaims.
 Evaluate the use of words, phrases, and clauses that help to clarify the
relationships between claim(s) and counterclaims.
 Evaluate the concluding statement that follows from and supports the
argument presented.
Work: E. B. White’s “The Crack of Doom”
Directions: Critically read E. B. White’s editorial, “The Crack of Doom” and respond
accurately or appropriately to each item.
1.
In paragraph 1 the main claim/thesis is stated indirectly. In one
declarative sentence, state the main claim.
2.
In supporting the main claim in paragraph 2, White gives two
counterclaims and three secondary claims. Using five sentence scripts
(optional), record the two counter claims and the three secondary claims.
3.
Identify the supporting claim and counterclaim in paragraph 3.
4.
Paragraph 4 actually begins with, “We hope Mr. Wells is wrong . . .”
Critically read and reread the paragraph. Then identify how Wells
reinforces his claim and makes an effective final impression.
5.
Evaluate whether Wells’ sequencing of claims and opposing claims is
effective or ineffective.
6.
Select four or five of Wells’ effective use of word choice and briefly
evaluate how they add strength to his argument.
7.
Diana Hacker, a nationally known grammarian and professor of English at
Prince George’s Community College, believes that the conclusion is the
final chance to drive the main point home. In this editorial, White uses a
syllogism to conclude his editorial. How effective is the use of this
syllogism in finally driving home White’s main claim?
34
DRAFT Argument Writing Grade 12
Syllogism: A way of checking logic under deductive reasoning, in which a
conclusion derives from a proven or acceptable premise. There are a
major premise, a minor premise, and a conclusion. Example:
A. Whenever any form of government denies a people the rights to life,
liberty, and the pursuit of happiness, that people has the right to alter
and abolish that form of government and establish a new form of
government.
B. The King of Great Britain has denied the American colonists the rights
to life, liberty, and the pursuit of happiness.
C. Therefore, the American colonists have the right to abolish that form
of government and to establish a new government.
For a more detailed definition and further discussion consult
Aaron, Jane E. 40 Model Essays: A Portable Anthology, pages 309-11.
8.
Based on the relevancy and depth of Wells’ support, evaluate the
significance of Wells’ main claim.
Exit Exercise
Directions: One of the main focus of argument writing is to develop claim(s) and
counterclaims fairly and thoroughly, supplying the most relevant evidence for each
while pointing out the strengths and limitations of both in a manner that anticipates
the audience’s knowledge level, concerns, values, and possible biases.
Reread the editorial and respond to the following:
 Based on your understanding of the editorial, compose a well-organized
paragraph evaluating how well Wells supplies the most relevant evidence for
claims and counterclaims and whether Wells points out the strengths and
limitations of both the claims and counterclaims.
Resource
This editorial may be viewed online at
http://newyorkerfiction.com/Pieces.aspx?aid=709
35
DRAFT Argument Writing Grade 12
The copy of the editorial is here for curriculum writers to read if
needed and NOT for publication is this document.
E. B. White’s The Crack of Doom
The world, says Wells, is at the end of its tether. “The end of everything we
call life is close at hand,” he writes in his last literary statement, distributed by
International News Service. We note, however, that Mr. Wells went to the trouble
of taking out a world copyright on his world’s end article. A prophet who was firmly
convinced that the jig was up wouldn’t feel any need of protecting his rights. We
charge Mr. Wells with trying to play doom both ways.
Wells has been a good prophet, as prophets go, and is crystal gazing is not to
be sniffed at. And even lesser prophets, these days, can feel the “frightful queerness”
that he says has come into life. At the risk, however, of seeming to suggest the
continuance of life on earth, we must admit that we found the Wells article
unconvincing in places. It is not clear yet, at any rate, whether the world is at the
end of its tether or whether Wells is merely at the end of his. His description is not
so much of the end of life in the world as of the end of his ability to figure life out.
The two are not necessarily identical.
Wells is seventy-nine, and it is possible, of course, that he confuses his own
terminal sensations with universal twilight, and that his doom is merely a case of
mistaken identity. Most writers find the world and themselves practically
interchangeable, and in a sense the world dies, because, if he is any good, he has
been wet nurse to humanity during his entire existence and has held each close
around him, like the little obstetrical toad that goes about with a cluster of eggs
attached to his legs.
We hope Mr. Wells is wrong for once and that man is not the suicide he looks
at the moment. Man is unpredictable, despite Mr. Well’s good record. On Monday,
man may be hysterical with doom, and on Tuesday you will find him opening the
Doomsday Bar & Grill and settling down for another thousand years of terrifying
queerness.
White, E. B. “The Crack of Doom.” Adventures in Appreciation. Classic Ed.
New York: Harcourt Brace Jovanovich, 1963: 206-07.
36
DRAFT Argument Writing Grade 12
Teacher and
Student Resources
37
DRAFT Argument Writing Grade 12
Student Resource Sheet 4
1 of 2
Graphic Organizer/Study Guide for Developing a Claim Based on Any Text
Directions After developing your arguable claim, identify quotes or events from the text that
support your claim and build your argument.
Claim:
Textual evidence #1 (direct quotation or event):
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
______________ (page ____)
Textual evidence #2 (direct quotation or event):
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
______________ (page ____)
Textual evidence #3 (direct quotation or event):
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
______________ (page ____)
Counterclaim:
38
DRAFT Argument Writing Grade 12
Student Resource Sheet 4
2 of 2
Textual evidence for counterclaim (direct quotation or event):
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
______________ (page. ____)
Refutation (Why is the counterclaim not valid?):
39
DRAFT Argument Writing Grade 12
Student Resource Sheet 5
1 of 2
Establishing a Claim and Building Main Body Paragraphs
(A) After you have read several sources and researched your topic thoroughly, highlight
information you may want to use in your essay. Then, identify three to five strong
reasons to support your chosen position. You are writing an argument essay, so all of
your evidence should support the same position.
Write your claim here:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Example:
Year round schooling is not beneficial for students.
(B) As you think about what ideas you want to use to support your claim, try to keep in
mind the three modes of rhetoric—ethos, logos, and pathos. Use support that will appeal
to an audience’s sense of logic.
Rank: ___
Rank: ___
Rank: ___
40
DRAFT Argument Writing Grade 12
Student Resource Sheet 5
2 of 2
Rank: ___
Rank: ___
(C) Rank your ideas in order of importance. This is how you will structure the body
paragraphs in your essay.
(D) Towards the end of your essay (in between the last supportive body paragraph, but
before the conclusion), you should include a paragraph or two where you refute the
opposition. What’s the main argument that someone would have against your claim?
Including a paragraph where you address this is a way to build your reliability.
For example,
Some people may argue that year round schooling is beneficial for students because they
will have more time to study important concepts. However, this is not necessarily true
because…
Use the box below to compose a rough version of this paragraph for your question.
41
DRAFT Argument Writing Grade 12
Teacher Resource
Common Fallacious Terms
When building an argument, it is imperative to show that the argument is logical
and based on sound reasoning- not fallacious or faulty reasoning. The writer should
avoid faulty reasoning. Here are examples of common faulty reasoning.
Overgeneralization: statements that are so general that they oversimplify reality
Begging the question: when arguing a claim, instead of supplying additional grounds
supporting the claim - one simply assumes the validity of the claim he/she is making
Loaded language: words with strong positive or negative connotations that unfairly
frame words into limited or biased contexts.
False analogy: an elaborate comparison of two things that are too dissimilar.
Straw man: attacking an exaggerated or caricatured version of your opponent's position.
Genetic fallacy: an idea is either accepted or rejected because of its source, rather than
its merit.
Guilty by association: the writer uses an unfair attempt to make someone responsible for
the beliefs or actions of others.
Ad populum: trying to prove something by showing that the public agrees.
Red herring: introducing irrelevant facts or arguments to distract from the question at
hand.
Non sequitor: stating, as a conclusion, something that does not strictly follow from the
premises.
Rationalization: perceived controversial behaviors or feelings are explained in a rational
or logical manner to avoid the true explanation.
Slippery slope: an argument that says adopting one policy or taking one action will lead
to a series of other policies or actions also being taken
Card Stacking: Concealing, withholding, or ignoring evidence, or selecting only that
evidence favorable to your side.
Ad ignorantiam: assuming something is true simply because it hasn't been proven false
Post hoc: assuming that A caused B simply because A happened prior to B
Equivocation: (1) twisting a secondary meaning of a word and claiming that it has the
same weight as another meaning. (2) Using doublespeak; trying to hide the truth behind a
euphemism or passive voice.
Ad baculum: based upon the appeal of force or threats in order to bring about the
acceptance of a claim.
Ad hominem: attacking the character or motives of a person who has stated an idea,
rather than the idea itself.
Ad Misericordiam: an argument that appeals to pity.
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DRAFT Argument Writing Grade 12
Plain folks appeal: an attempt to convince the public that his/her views reflect those of
the common person and that they are also working for the benefit of the common person.
Snob appeal: stating that a claim is accurate simply because someone famous, scholarly,
aristocratic believes it.
Tuquoque: defending an error in one's reasoning by pointing out that one's opponent has
made the same error.
False dilemma: Claiming that there are only two alternatives to choose from when in
fact there are many options; refusing to see gray areas.
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