Assignment: Argument Process Essay (80 points)
Due Date: ____________________
Assignment: Your assignment is to write an argumentative essay about a topic of national or international
importance. An argument incorporates ethos, logos, pathos, and refutation/concession. You will also need to
think about voice and style for this essay. First, use a strong, assertive voice. If your voice is that of a doubter
(you're not really sure you're right but you'll toss in the information anyway) or a wimp (you'll back off when the
argument gets hot), your opponents will recognize right away that they have an easy victory. In a physical battle,
posture tells a lot about the combatants. Your posture, shown through your voice and diction, will tell a lot about
how serious you are.
Topic: ____________________________________________________________________________
Audience: Your audience is the general public.
Purpose: To convince your audience you are right while considering the other aspects of the debate.
Form: For this argumentative you will write a multi-paragraph, 3-5 page essay using the classical argument
structure: 1) introduction, 2) narration, 3) confirmation, 4) refutation and concession, and 5) conclusion. Even
though there are five components, that does not mean you will have only five paragraphs.
The introduction has three jobs: to capture your audience’s interest, establish their perception of you as a writer, and set
out your point of view for the argument. These multiple roles require careful planning on your part. You might capture
interest by using a focusing anecdote or quotation, a shocking statistic, or by restating a problem or controversy in a new
way. You could also begin with an analogy or parallel case, a personal statement, or (if you genuinely believe your
audience will agree with you) a bold statement of your thesis. The language choices you use will convey a great deal about
your image to your audience.
In the narration you want to establish a context for your argument. This means that you need to explain the situation to
which your argument is responding, as well as any relevant background information, history, statistics, and so on that affect
it. Once again, the language with which you describe this background will give the audience a picture of you, so choose it
carefully. By the end of this section, the readers should understand what’s at stake in this argument–the issues and
alternatives the community faces–so that they can evaluate your claims fairly.
The confirmation section allows you to explain why you believe in your thesis. It takes up several supporting claims
individually, so that you can develop each one by bringing in facts, examples, testimony, definitions, and so on. It’s
important that you explain why the evidence for each claim supports it and the larger thesis; this builds a chain of reasoning
in support of your argument.
The refutation and concession is sometimes a hard section for writers to develop–who wants to think of the reasons why
an argument won’t work? But this can often be the strongest part of an argument, for when you show an audience that you
have anticipated potential opposition and objections—and have an answer for them—you defuse the audience’s ability to
oppose you and persuade them to accept your point of view. If there are places where you agree with your opposition,
conceding their points creates goodwill and respect without weakening your thesis, but refuting them is key.
It’s tempting in the conclusion just to restate the claims and thesis, but this doesn’t give a sense of momentum or closure to
your argument. Instead, try to harken back to the narration and the issues–remind your readers what’s at stake here, and try
to show why your thesis provides the best solution to the issue being faced. This gives an impression of the rightness and
importance of your argument, and suggests its larger significance or long-range impact. More importantly, it gives the
readers a psychological sense of closure–the argument winds up instead of breaking off.
Topic and Research: You will be developing your topic in a group of 4-5 students, using the New York
Times forum “Room for Debate” as an inspiration (www.nytimes.com/roomfordebate). The purpose of the
forum is to “invite knowledgeable outside contributors to discuss news events and other timely issues.” Some
topics include these: Has Facebook ruined love? How do we teach kids about consumerism? and Does our
prison system really work? In your group, take some time to choose one you’re all interested in then undertake
a rhetorical analysis. Then, choose a topic of national or international importance that you are truly interesting
in learning about (you need not choose from this forum, but you can if you wish). Once you have decided,
brainstorm for the different aspects of the topic your forum needs to cover. For example, if your question is
“Should America change its gun laws because of the recent mass shootings?” you could approach the debate
from these angles:
- No, we should have armed guards and tighter security in all public places (malls, theaters, schools).
- No, we should not stop there but should arm everyone (citizens, workers, teachers).
- Yes, we must take semiautomatic military-style weapons out of the hands of people who want to kill.
- Yes, more guns equals more homicides, so we must drastically reduce all types of guns in America.
- No, guns are not the problem -- people are -- and we must help those who are mentally ill.
To find information on your topic, use “Gale Learning” on the High School Online Resources page. Then
choose “Opposing Viewpoints in Context.” There are many great articles here (that are already cited for you!)
that will provide a wealth of information. Pick two and limit yourself to only these two. Your job is not to write
a research paper but instead effectively cover an overview of one aspect of a complex argument.
FCAs (30 pts):
1. One correct use of each of the 4 Rhetorical Devices from List #3 (underline) (12 pts)
2. Correct use of parenthetical documentation and Works Cited page (9 pts)
3. Advanced Syntax Techniques (label one use of each technique) (9 pts)
No Excuses: Use paragraph hooks, semicolons, colons, and dashes correctly; no unnecessary passive voice
Rubric (50 pts):
FOCUS
CONTENT
and DEVELOPMENT
10
This essay tackles the topic in
an innovative way--with a
clear sense of audience and
purpose--and has an insightful
thesis.
ORGANIZATION
STYLE
CONVENTIONS
Each section of the essay develops
the thesis with logical arguments
and specific, conclusive evidence
which has been interpreted and
clearly related to the writer's
point.
There is appropriate and
effective organization, and the
structure is carefully planned.
The style is energetic and
precise, the sentence structure
is varied, and the words are
carefully chosen. How the
writer says things is as
excellent as what the writer
says.
There is evidence of careful editing
since the essay contains few
grammatical and/or mechanical errors
and, if necessary, is correctly
documented using MLA format.
8
Like the "A" paper, it has a
clear thesis and organizational
strategy, but the thesis may
not be as interesting or
insightful.
Each paragraph provides unified,
coherent, and developed support
for its thesis, but the support may
not be uniformly conclusive and
convincing.
While the essay takes some
"risks" and attempts complex
strategies of development,
there may be weaknesses in
organizational strategy or its
execution.
The style shows thought and
promise, the sentence
structure is somewhat varied,
and the word choice is
common to grade level.
The essay shows evidence of editing
since there are relatively few
grammatical and/or mechanical
errors. If necessary, it properly
documents sources.
7
The essay has a thesis and
organizational plan which
demonstrates thought on the
writer's part and awareness of
audience, but the thesis may
be too general.
Paragraphs contribute to unified
and coherent support, but the
evidence may be predictable, may
not be thoroughly interpreted, or
may not be clearly related to the
writer's point.
Though there is an
organizational plan which
demonstrate thought on the
writer's part, the paragraphs
may be uneven in
development and transition.
6
The essay may have a general
or implied thesis, but the idea
may be too broad, vague, or
obvious. Awareness of
audience may not be evident.
Evidence may be too general,
missing, not interpreted, irrelevant
to the thesis, or inappropriately
repetitive.
The essay may be an attempt
to meet the requirements of
the assignment, but it may
have no apparent thesis or a
self-contradictory one, or the
essay's point is so general or
obvious as to suggest little
thinking-through of the topic.
The essay may lack development;
evidence may be inappropriate
and/or off-topic or may consist of
generalizations, faulty
assumptions, or errors of fact.
5
The style is basic and
unsophisticated, the sentence
structure is simple, and the
word choice is limited.
Though the student has done some
editing, grammatical and mechanical
errors may still exist. If necessary, it
adequately documents sources.
The organizational plan may
be inappropriate or
inconsistently carried out.
The style may be
compromised by repetitive or
flawed sentence patterns
and/or inappropriate diction
and confusing syntax.
Grammatical and mechanical errors
may interfere with readability and
indicate a less-than-adequate attempt
at editing or unfamiliarity with some
aspects of Standard Written English.
The essay may fail to responsibly
document borrowed material.
The essay may display little
or no apparent sense of
organization.
The style suggests serious
difficulties with fluency,
which may be revealed in
short, simple sentences and
ineffective diction.
Grammatical/mechanical errors may
interfere with reader comprehension
or indicate problems with basic
literacy or a lack of understanding of
Standard English usage. The essay
may fail to responsibly document
borrowed material.